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Credits: Dr. Linda Parrish; Dr. Tracy Teaff; Dr. Jewel Lockridge; Dr. Lakshmi Mahadevan; Mr. Greg Shipp and Ms. Cheryl Grenwelge.

Note: Our experts are not attorneys and therefore our responses do not carry legal authority. We strongly recommend that educators check with their district’s attorneys for guidance on legal issues.

Topics

Definitions
ARD/IEP Issues
Accommodations/Modifications/Standards
Instructional Strategies/Methodologies
Placement Decisions
Additional Concerns
Resources

Accommodations and Modifications in CTE Classroom Instruction
Career Guidance - Tools for Practical Applications
Building Successful Partnerships

Best Practices: CTE Teachers Role in ARD Meetings
Accommodations and Modifications III

Instructional Strategies/Methodologies

Where can I find more teaching strategies to address students with AUTISM and ADD?

There are many excellent websites, for example the TEACCH method and the Applied Behavior Analysis method for students with Autism. ADD and ADHD sites are plentiful as well. There are also some references available for checkout at CT-SP-TREC. Here are a few URLs to get you started:

I am not appropriately trained to teach students who are mentally retarded. Special education was not a part of my degree plan. Where can I turn for resources or ideas to teach these children?

I can’t resist saying that I wish you had come to TAMU where all teachers, regardless of discipline, have instruction in Inclusionary practices….but then we don’t have FCS so I guess that wouldn’t work. I would suggest that you work with your local SPED professionals and other FCS teachers who do know how to modify/accommodate. Your regional ESC also has specialists who are adept at instruction for students with MR. Contact them. If you want you can contact TAMU for additional resources and conversation. There are also tremendous resources available through the internet. Search for professional organizations such as CEC, TASH, TAMR, and NICHCY. Here are a few more:

How can we successfully teach an articulated FCS course with special population students?

I would suggest using groupings, peer tutors, cooperative learning strategies, community volunteers, etc. Understand the difference in modification and accommodation and accept the various exit levels that are available for students after participating in your class. Value the content of your discipline and the social experience of your classroom as a positive for all the students.

How can we meet the needs of students with disabilities without slowing down the rest of the class?

This is a frequent concern. Do not be fearful of modifying, rather than accommodating. Not all students will be striving for the same outcomes. It will require more planning time for you, but by individualizing for your students some will work at an accelerated rate while others will accomplish at a lesser pace/outcome level. Often students, who need additional assistance, but do not qualify for SPED, are helped by having SPED services available to their peers. Accelerated students are rarely “held back” when teachers plan for them or they become peer tutors.

Can you please repeat your definition of “fair”?

According to Richard LaVoie, in FAT CITY, Fair is giving students what they need to be successful, not giving all students the same.

How can we teach all levels: regular ed., special ed., high achievers, and GT at the same time?

Only creative and caring , highly skilled and energetic teachers can do it all and even they can’t do it all the time. Take time for yourself to recoup. CTE teachers are the greatest at this. They have remarkably interesting content, real world and motivating goals, captivating equipment (as opposed to paper and pencil) . What a combination for diversified instruction. Only when we want all students to do the same thing is this a problem. Diversify. Do not feel guilty with different outcomes for students. Do not establish low expectations, but encourage students to do what they can. Ask students how they learn. Give students opportunities to do different things or the same things in different ways. Make teaching fun and you’ll stick with it longer. Here are some websites regarding learning styles that might prove beneficial:

Here are additional websites for English Language learners (formerly called Limited English proficient):

I noticed that the KIPP (Knowledge is Power Program) program , in Austin and Houston, meets for 9 hour school days with two hours of homework each evening. Every child, according to the article, has the teacher’s cell number to call at night if they have questions. Just something to make us re-evaluate. How do we consistently keep these kids motivated? I have come to realize that these children continually need hands on projects or they shut down.

You have observed well. This Sesame Street / CNN generation insist on rapidly changing visual and auditory cues. They are programmed for boredom. We are fortunate that we are CTE teachers and have the content to interest. Some additional resources on motivation that are available in the CT-SP-TREC information center including:

Thompson, J.G. (2002). First-year teacher’s survival kit: ready-to-use strategies, tools & activities for meeting the challenges of each school day. Paramus , NJ : The Center for Applied Research in Education

Here are some websites that are helpful for teaching students with Learning Disabilities:

·          http://www.ldonline.org/

·          http://www.ldresources.com/

·          http://www.ncld.org/

·          http://www.ldanatl.org/

·          http://www.schwablearning.org/index.asp

Texas School for the Blind, in Austin, is a good resource. Pat Pound, the Governor’s Chairperson for Employment for People with Disabilities is also another good reference. Here are some helpful websites for people who are blind or partially sighted:

http://www.lighthouse.org/
http://www.dallaslighthouse.org/
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Braille?open
http://www.nyise.org/braille.htm
Governor's Committee on Employment for People with Disabilities
http://www.governor.state.tx.us/disabilities
Commission for the Blind website
http://www.dars.state.tx.us/dbs/index.shtml

Do you have to modify every assignment? Can you challenge the student to reach over their preconceived limits? Will you get in trouble if you do so?

I have learned that if you do what is best for students, in good faith, and with parents’ approval, you will have no worries about getting in trouble. However you never want to extend beyond one’s capability. Learned helplessness is when a student learns not to put out their best effort. This is just like me when I do not learn how to reset my VCR because I know someone (my sons or my husband) will do it for me. Challenging work (as long as it does not reach the frustrational level) is not bad. Just monitor and be very cognizant about what you are requiring.

Do you have any materials to assist with working with aids/paraprofessionals?

Yes, here are a few that are available from the CTSP Center :

1. Hammeken, P.A. (1996). Inclusion: An essential guide for the paraprofessional. Minnetonka , MN : Peytral Publications: This is a practical reference tool for paraprofessionals working in inclusionary settings.

2. Rousso, H.& Wehmeyer, M. (2002). Gender matters: training for educators working with students with disabilities . Newton , MA : WEEA Equity Resource Center : This resouorce is a training manual to assist professionals and paraprofessionals in teaching students with disabilities. This manual focuses on the needs of girls in middle school through high school.

3. Johns, B.H. (2002). The paraprofessionals’ guide to managing student behavior — Video and workbook. Horsham , PA : LRP Publications: This comprehensive video and workbook set trains paraprofessionals on the essential skills to manage student behavior and enables more effective academic instruction and social structure in the classroom.

4. Wallace, T. (2003). The paraprofessional’s guide to assisting classroom instruction — Video and workbook. Horsham , PA : LRP Publications: This training video and companion workbook provide tips for helping paraprofessionals understand their vital role in the classroom — enhancing instructional support for educators and academic achievement for students.

5. Lasater, M. (1996). Paraeducators: Lifelines in the classroom (Training Module One). Houston , TX : LR Consulting: This training module defines the role of the paraeducator.

6. The MASTER Teacher (1996). Where do I start?: Tape 1: the training video series for the paraprofessional. Insight Media Audio & Video: This video is designed as an introductory training course for the paraprofessional.

7. Fishbaugh, M. S. (2000). The collaboration guide for early career educators. Baltimore , MD : Paul H. Brookes: This book discusses working with paraeducators, completing IEP’s, relating to parents, developing a network of community contacts, and maximizing the mentor-protoge relationship.

8. RPM Press (1999). Task analysis: A how-to-do-it approach (2 tape cassettes). Tucson , AZ : RPM Press: These two tape cassettes and guide are meant to provide paraprofessional personnel in rehabilitation facilities, schools, and supported work programs with a step-by-step introduction to the job/task analysis process.

9. McCray, P. M. (1998). Fundamentals of job coaching: A step-by-step approach. Tucson , AZ : RPM Press: This material is designed for paraprofessional and, in some cases, professional staff responsible for teaching job skills and associated behaviors to students and adults with disabilities. It emphasizes the use of job/task analysis techniques.

Do you know of resources for working with students who have physical/orthopedic disabilities?

Here are a few:

Do you know what research tells us about the employment of former students with disabilities?

Yes, unfortunately many of our students are unemployed or underemployed, but that is not too dissimilar from other populations. Here are a few research studies you might want to access.

·          Golub, D.B. (2003). Exploration of factors that contribute to a successful work experience for adults who are visually impaired. Journal of visual impairment & blindness, 97 (12), 774-780.

·          Madaus, J.W., Ruban, L.M. & Foley, T.E. & McGuire, J.M. (2003). Attributes contributing to the employment satisfaction of university graduates with learning disabilities. Learning disability quarterly, 26 (3), 159-172.

·          Carter, E.W. & Wehby, J.H. (2003). Job performance of transition-age youth with emotional and behavioral disorders. Exceptional children, 69 (4), 449-467.

·          http://www.dol.gov/odep/archives/ek01/stats.htm

Last updated: 11 August, 2008

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