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36 Cards in this Set
- Front
- Back
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Daniel Hoffman Facts |
• Age 26 sues NYC Board of Ed. • Seeks damages for negligence on part of Board •Educational malpractice |
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History of Daniel Hoffman |
•Parents are immigrants -mom education level is Jr. High • 2 yrs old - developmental milestones walking and talking • 2 yrs old - father dies - completely stops taking and walking • 4.10 yrs - mom takes him to hospital - Tested for speech problems - IQ score of 90 |
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History of Daniel Hoffman |
•5.10 yrs -tested by school psychologist • Standford Binet IQ score 74 •class for developmentally delayed children •17 yrs -transfers to Queens Occupational Training Center •Tested with WISC as adult V= 85 P=107 O=94 |
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History Cont. |
•Daniel thrown out of occupational program ("not retarded") •Becomes depressed •Suffers from low self-image and feelings of inadequacy •Decides to sue Board |
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The Case of Daniel Hoffman |
•School Board negligent re: testing •Recommendations not followed •Speech therapy not provided |
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School Board Defense of Hoffman Case |
•Professional Psychologist used •Findings supported by professional judgement of his teachers •Re-test not specified- only recommended |
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Hoffman Case Outcome |
•Psychologist's Error: 1. No interview with Mother to investigate family history 2. No social history efforts 3. No discussion of results with Mother •Awarded $500,000 which is not much back in the days of 1950s •Later overturned by Appeal Court (legal system backed away from malpractice issue, does not want to get involved in a case about disability issues) •GOT NOTHING |
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What does IQ depend on? |
•Children's IQ is NOT static ! •Based on Intelligence: 1. Depends on previous knowledge 2. Opportunities for experiential learning (integration of new knowledge) 3. Motivation 4. Nutrition (Ex. Malnutrition doesn't help to function) |
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Percentile Rank |
Percentage of people that scored above and below a certain score. Ex. Score falls in the 97th percentile, it means that 97% of ppl got lower scores, and 3% (100% - 97%) got higher scores. |
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Testing in schools Today -Learning Dissability |
•Use of WISC Testing Assessment tool •Average IQ •Discrepancy between verbal and perception scores (Ex. One score can be really high on something and one can be low on something) •15 to 20% is an amount of discrepancy to identify and be recognized to have a learning disability. |
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Assessing Gifted |
•Use of WISC •Considered gifted if have really high scores in either one or both verbal and/or perceptual •The overall score must fall in the 98/99th percentile (you get a really high score where 98 or 99% of people score below yours and only 1% of ppl score higher than you =Gifted) |
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Assessing Mild Intellectual Disability |
• Score of 80 and below (not percentile) |
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Continuous Assessment Proccess Model |
1. Assessment by Classroom Teacher 2. In School Support Team Meeting 3. Out of School (Interdisciplinary Team Meeting -IDT) 4. IPRC Mtg (Identification Placement and Review Committee) |
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CAPM - Assessment by Classroom Teacher |
•Reviews Ontario Student Record (Contains report cards, previous assessment info, medical info etc.) •Observes child (informal or formal observations) •Talks to parents (something they might know) •REFLECTS •Gather documentation |
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CAPM- What does the classroom teacher implement? |
Develops: •Instructional strategies and interventions •Differentiated instruction (How you can change or tweak the teaching with the child) Options.... A. Change content B. the way you instruct content C. Change the process D. Change the classroom itself |
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Differentiated Instruction |
To differentiate instruction is to...... •Recognize students' varying levels of: •background knowledge •Readiness to learn •language ability (How well they speak instructed language?) •learning preferences and interests (Ministry of Education 2013) •EXPLICIT INSTRUCTION !!!! = Must write down CLEARLY because they are trying to assess a child * |
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CAPM- 2. In School Support Team Meeting |
•Standard Monthly (meeting) -Principal or vice principal, Special Education Resource Teacher, Other experienced teachers, School Social worker •In the meeting, Classroom teacher presents the child (this is what I know about the child and this is what I tried) OR Parental Referral (Parents can also refer their child) |
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CAPM- 2. School Support Outcomes |
1. Teacher needs to re-evaluate with some suggestions/help from Resource Teacher 2. Informal IEP (not official) 3. Or may say they have to Refer to outside Assessment Team |
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CAPM- 3. Out of School (Interdisciplinary Team Meeting -IDT) School Board Process |
** If In School Support Team Mtg doesn't work, then move on to out of school** • School Board Level participation (Specialists get involved) Ex. Regional spec. Ed resource teacher, social worker, psych, speech and Lang path. Determine what kind of help specialists can provide...... • School Resource Teacher Presents at this Meeting!! *
•Decisions: 1. Monitor the child 2. Psychology Assessment (Standardized Ass.) 3. Social work pick up 4. Speech and language pathologist 5. Social work + psych |
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4. IPRC Meeting (Identification, Placement and Review Committee) !!! |
•Team: Superintendent, all on IDT Committee • Decision: 1. Yes - student exceptional 2. Decide on identification (What category of exceptionalities the child(s) diagnoses goes into or fall under) 5 Categories are: - Intellectual - Behavioral -Communication - Physical - Multiple 3. Decide on Placement (Where are they going to get the support) 4. No - Student not exceptional = No actions. Wont get the support.
•IPRC part of Bill 82 - Educational Amendment Act !!! •Official Title - Regualtion 181/98 •Parents should be part of this Meeting, and could be beneficial or nonbeneficial. |
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CAPM- 4. IPRC- Options for Placement (Bill 82) |
1. Regular Classroom with Indirect Support - 1st Choice/ consideration 2. Regular Classroom with Resource Assistance (once or twice a week) 3. Regular Classroom with Withdrawal Assistance (period of the day out of regular classroom recieve one to one support and then return to class) 4. Special Ed. Class with Partial Integration 5. Special Ed. Class Full time (completely separate class)
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Which Level is the Least Restrictive Environment - Continuum of Services |
** Upside Down Triangle** 1. Regular Classroom (Children have the most freedom) 2. Regular Classroom with teacher consultant 3. Regular Classrooms with itinerant teacher 4. Regular Classrooms with Resource facilities 5. Special Classes 6. Special schools 7. Residential Institutions (Most restrictive) |
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Types of Assessment |
•Diagnostic Assessment •Formative Assessment •Summative Assessment
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Diagnostic Assessment |
= Develops a baseline of information (Where is this child at?) = Create profile for the student or group of students |
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Formative Assessment |
= Done during learning |
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Summative Assessment |
= Think about a Summit - top of mountain = Culminating/ Ultimate Assessment on a specific unit of learning. Ex. Final Exam! |
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IEP - INDIVIDUAL EDUCATION PLAN |
** Useful tool.... Has all kind of instructions, suggestions, and objectives!! ONLY COMES AFTER THE IPRC!!
•Legally Mandated document by Bill 82 •IEP - School system (must have) •IEP is a record/documentation of accommodations and modifications = Big Plan •IPP (Individual Program Plan) - Early Childhood Settings (Different Domains) •Government responsibility - Bill 82 |
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Things that IEP does and does not focus on......... |
Does not focus on: •Social emotional accommodations •Physical Focuses on: •Cognitive Development - Langauge (Reading and writing) and Math (School age setting) |
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IEP: P=PLAN !! |
• On the fly, write it all down and articulate it •Guide for instruction •Focus on interests, child's strengths and their needs
•The Plan will NOT always go smoothly..... You must go on a continuous spectrum to REVISE (Living document) • What goes in? Particular student and it's individual modifications for math or language curriculum. •How are you diverging from your master Plan? |
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Who is legally responsible for the IEP? |
•Principle is accountable for the school board and the family !! * •Teachers are only the coordinators (just make it happen)
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5 Phases of the IEP Process |
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1. Gather Information |
•Collaborative Effort •Seeks child's strengths and their needs •Ongoing communication among proffessionals (teachers, specialists. Ex. Previous grade one teacher to find out about the child progress in grade One) •Use of child's interests to further expand learning. •IEP does not have IQ scores ! •No family and personal information •Focus on CURRENT level of achievement |
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2. Set the direction |
•What are the child's needs? Math needs or language needs? Maybe need help in both areas •Based on needs, what is relevant or useful? |
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3. Develop the IEP |
•DOCUMENT IT ALL (Write it out) •List modifications in the subject areas •List strategies used •Think critically and decide whether you are going to use a regular report (ex.checklists) card or a modify report (alternative = Summary) |
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4. Implement the IEP |
•Try it out - take steps of action! •Reflect, Does it work? If they don't work, figure something else |
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5. Review and update the IEP |
•Re-examine written document •Assessment periods are valuable ("report card time" or "assessment time for the school") •Recommended to atleast be visited ONCE a year but should be done more than once!! |
