Positive Behavior Supports, Differentiated Instruction, and Assistive Technology

## ***Roles and Skill Set of a Special Education Teacher***

Special Education teachers work with students who have wide variety of mental, emotional, physical, and learning disabilities. They can work in their own classroom, push into a class to provide support and co-teach with a general education teacher.

### **Role**

* Assess and monitor student's skill progress within your classroom
* Meet the needs of the students through lesson planning
* Develop IEP's for each student on your case load
* Coordinate with other staff and teachers to support your student outside of your classroom

### **Skill Set**

* Critical Thinking Skills
* Patience
* Collaboration
* Strong communicator
* Organized
* Deadline orientated
* Adaptable

## **Positive Learning Environment**

When creating a classroom learning environment, it is important to do three things when setting up the class. It is important to **create a strong connection with your students**. In your class, base on connection, not consequence. Show interest in your students outside of school. Building a strong connection will allow you to become a trusted adult in their life. Second, hold each student to high expectations. By believing your students can achieve, they will succeed. Make your expectations known and visible. Finally, allow each student to show mastery of content in a variety of ways. Some students will be good at tests and other will prefer projects. By allowing your students to show mastery in different ways, their understanding of the content will deepen.

### Positive Behavior Supports

* Establish rules, routines, and expectations
* Plan time for break when lesson planning
* Make your directions concise, stating what you want the student to do
* Promote positive behavior with modeling
* Ensure all feedback is constructive and specific

### ***Evidence-based Interactions***

When teaching, it is important to utilize evidence based practices. Depending on the grade/layout of your class, these instructional interventions can be used. **Setting objectives** is the first evidence based instruction we do in pre-school. While my student's cannot read, I read the objective to them so they know what we are working on for that day. The second strategy we utilize is **cooperative based learning**. Because the students are so little, the teacher model how to play and work in a small group. Cooperative based learning is important in pre-school because it helps the students share and learn to wait. The final strategy we use in pre-school is **KWL charts**. Using KWL charts can help guide our learning. Depending on the unit, the students inform me of what they know and what they want to learn. Using the KWL chart helps guide us in answering questions the students have. At the end of the unit, I will have the students draw and answer a question about what they learned in the unit.

## ***Accommodations and Modifications***

Accommodations and Modifications for exceptional learners depend on the student. An important distinction is that an accommodation changes how the student learns the material, where a Modification is a change in expectation of material.

### **General Modifications:**

Allow outlining, instead of writing for an essay or major project, Use of alternative books or materials on the topic being studied, Computerized spell-check support, Word bank of choices for answers to test questions, Provision of calculator and/or number line for math tests, Film or video supplements in place of reading text, Reworded questions in simpler language, and Projects instead of written reports.

### **Behavior Modifications:**

Breaks between tasks, Cue expected behavior, Daily feedback to student, Have contingency plans, Use de-escalating strategies, Use positive reinforcement, Use proximity/touch control, Use peer supports and mentoring, Model expected behavior by adults, Have parent sign homework, Have parent sign behavior chart, Set and post class rules, and Chart progress and maintain data.

### **General Accommodations:**

Alteration of the classroom arrangement, Reduction of distractions, Answers to be dictated, Hands-on activities, Use of manipulatives, No penalty for spelling errors or sloppy handwriting, Follow a routine/schedule, Alternate quiet and active time, Teach time management skills, Rest breaks, Verbal and visual cues regarding directions and staying on task, and Agenda book and checklists.

## **Assistive Technology & Tools**

Assistive Technology helps students work around their challenges so they can learn and communicate better. Using this technology can help them learn more effectively. Assistive Technology will be utilized depending on the students needs. A wheelchair, IPAD and Chromebooks are all examples of technology tools. They can be used to help students speak/type. Assistive technology can be low-tech tools like pencil grips and graphic organizers.

### Functional Reading

* Text-to-speech capabilities (e.g., Word)
* Pen that reads words aloud and provides definitions of words
* e-Books

### Functional Writing

* Voice recognition software
* Note-taking apps that record audio while taking notes
* Small, portable voice recorder/tape player to record notes instead of having to write them
* Various input devices for keying in information
* Specially designed writing instruments
* Spell-checker as part of word processing software
* Outlining and concept-mapping software

### Functional Math

* Calculators on smartphones
* Specialized calculators
* Personal finance software
* Prepaid tag—express lane of toll roads