The special education staff at Plainfield High School-Central Campus, in collaboration with the families and the community, is committed to provide a positive, cooperative, safe, learning environment that will:

• Support the mission of Plainfield High School;
•  Prepare students with IEPs for life and career goals;
•  Cultivate a higher level of thinking and learning;
•  Maximize all students' self-esteem and self-confidence;
• Contribute to addressing the needs of all students within the building;
•  Equip students with skills to become productive members of society and;
•  Create respectful, responsible students prepared for life and its many challenges.

One of the most significant recent changes in education is the gradual merging of regular and special education. Once parallel but non-intersecting, the two fields are now merging. This new system provides a model of education that addresses equal access to the core curriculum and a more effective delivery of support services for students with special needs.

Formerly, instruction for special needs students was decontextualized. Students were expected to make a giant leap of comprehension between the remediation they received in one place and the application of skills in another. Special needs students experienced great difficulty in accomplishing this generalization because the connection between special education and regular education was absent.

At Plainfield High School-Central Campus, supported education is a priority. The necessary partnership between regular and special education has developed to dramatically improve services to special needs students by providing a quality education that is individualized and connected.

The Plainfield High School-Central Campus Regular Education Initiative Program (REI) is designed to bring maximum special education services and support directly to special needs students in the regular education setting or, on a limited basis, in the resource setting.

The program is based on the belief that there is a shared responsibility between special education and regular education to address the needs of all students. In addition, the program supports the belief that whenever possible, students should receive instruction within the regular education environment.

The tenets of the REI Program are (I) ongoing communication and collaboration among all team members, (II) co-teaching, (III) individual curriculum modification, and (IV) program evaluation.

Collaboration among team members is the key to successful REI of students included in regular classes. Regular communication and/or collaboration is necessary for proactive instructional planning.

Typical implementation of the team process is listed below.

The regular education teacher will receive:

• A class list of special needs students.
  
• A student profile and modification list.
• Contact from special education teacher to set up a weekly consultation.
• Blank weekly overview sheets (to be returned for the purpose of designing curriculum modification).
  
• Monitor sheets (to provide specific information on student progress and identify problem areas). 
• A request for annual review input.

Roles of team members:

Special Education Teacher/Consultant:

• Maintain IEPs.
• Write goals and objectives.
  
• Communicate with staff, students, and parents.
  
• Service students in the general education classroom through co-teaching, as appropriate
  
• Work with students individually or in small groups, as appropriate.
  
• Make sure needed equipment is accessible.
• Make curriculum modifications.
  
• Observe and monitor progress of special education students in the classroom.
  
• Coordinate peer tutors.
  
• Attend meetings pertaining to special education students.
  
• Attend department meetings.
  
• Provide in-services regarding supported education as needed.
  
• Meet with staff regularly to collaborate support services.
  

• Accept and include differences in students.
• Be aware of goals and objectives for special education students.
• Provide opportunities for students to develop skills.
• Communicate with special education teacher, students, and parents.
• Provide specific information on classroom activities to special education teacher.
• Accommodate curriculum modifications.
• Use modified material when needed with special education student.
• Provide feedback on progress of student.

• Meet regularly to discuss upcoming instructional plans.
• Identify curriculum concepts to be covered and/or modified.
• Coordinate plans to provide services for special education students.
• Communicate regularly to reassess and reevaluate.
• Work together to assign grade for student if needed.
• Co-plan for successful co-teaching lessons
• Coordinate recommendations for future course selection.
         

A. General Description

Co-teaching is provided so that students can successfully receive services in the least restrictive environment, that is, with their peers. Students are heterogeneously grouped, and the general education and special education teachers work side-by-side in regular classrooms on a flexible scheduling basis. While the general education teacher has primary responsibility for course content and grading, the special education teacher ensures that IEPs are followed, applies specialized instructional and behavior management techniques. Both teachers concern themselves with all of the students, with or without IEPs.

B. Co-teaching Models

Co-teaching will look very different in various classrooms, depending on the make-up of the class and the personal strengths and interests of the teachers who are involved. No one model is used exclusively in any particular classroom, rather, teachers will shift models based on the changing needs of the students. Four of the most common coteaching models are as follows:

• The Special and Regular Education teachers teach simultaneously to the whole class. For example, one may be placing information on the board/overhead or demonstrating, while the other presents information verbally. On other occasions, teachers may provide role- playing, thinking aloud, shared lecturing or "tag team" style lessons.
• The Special and Regular Education teachers teach together usually, but may separate to other rooms, such as the Media Center, for special group projects.
•  The teachers will shift back and forth between roles in the classroom in a one teach/one drift manner. One will assist and monitor while the other presents, and visa versa.
• The Special Education teacher works with small groups of students within the classroom, while the General Education teacher works with the larger group, and visa versa. The small group can focus on reteaching, parallel curriculum involvement, or expansion of content/concepts.

A. General Description

Curriculum modification is vital to the Regular Education Initiative Program and implemented according to the goals and objectives of the special needs student's Individualized Education Plan.

Why do we modify?

The Individual with Disabilities in Education Act calls for individuals with disabilities to be included in the regular education environment as much as possible and that necessary modifications must be made to allow these individuals to be successful.

As teachers, our goal is to create an environment that allows opportunity for all students to be successful. Making and allowing for modifications is one method in doing so.

How much and what do we modify?

There are no set rules for the type or amount of modifications each student will need. It would be limiting to our students if we set blanket standards for what modifications are needed. However, we have included general methods used based on the type of disability a student may have.

B. Common Modifications by Disability

Note: Not every student receives every modification. Modifications allowed are handled on an individual student basis and are part of a team decision.

MILD MENTAL IMPAIRMENT/SEVERE LEARNING DISABILITIES Classroom - Assign a peer helper to assist with directions and assignments. - Pre-teach vocabulary. - Restate information in simplistic terms. - Utilize lower-level materials. - LD support person (teacher/aide) in classroom when possible. - Provide summary of key concepts using low level vocabulary.

Daily Assignments - Alternate or modified assignments. - Allow student to make corrections. - Assign alternative reading assignment.

Long-term Assignments - Provide clear guidelines and step by step procedures. - Alternate or modified assignments that address daily living application of the concept.

Testing - Test read to student. - Extended time. - Alternate tests that assess the global concepts rather than details. - Open book. - Eliminate T/F questions. - Shorten number of questions. - Test-retest option - Allow student to make corrections. - Accept student work as personal best based on individual characteristics and testing (IQ) scores, particularly with written language.

MODERATE OR MILD LEARNING DISABLED STUDENTS Reading Mechanics Classroom - Pre-teach vocabulary. - Allow extra time to complete reading assignments. - Tape record classroom lecture. - Assign alternate reading. - Outline key information in reading. - Volunteer note taker. - Reading aloud on volunteer basis only.

Daily Assignments - When assignment relies heavily on reading, shorten if possible. - Refer to the page number and paragraph for locating answers. - Accept number of completed items as 100% complete. - Taped text books/alternate reading assignment. Long-term Assignments - Number direction information (rather than in paragraph form). - Shorten reference requirements.

Testing - Provide short review sessions. - Test read to student. - Accept number complete as 100% finished. - Have students find "X" number of items they know. - Extended time. - Test-retest option - Take tests in lab.

Reading Comprehension Classroom - Assign peer tutor to "discuss" reading. - Pre-teach vocabulary. - Allow extra time to complete reading assignments. - Assign alternate reading. - Outline key information in reading. - Set student up for success (i.e., call on the student when you know they understand material, however, do not expect student to interpret all material read in class).

Daily Assignments - Alternate reading assignments. - Do not penalize student for "skipping" questions. - Accept number of completed items as 100% complete. - Provide summary of key concepts in vocabulary close to students reading comprehensive level.

Long-term Assignments - Provide clear simplified instructions. - Shorten reference requirements. - Discretely recommend low reading level reference materials. - Alternate assignments. Testing - Test read to student. - Accept number complete as 100% finished. - Have students find "X" number of items they know. - Extended time. - Modified or alternate test. - Define words that do not reveal answers. - Eliminate T/F questions. - Take tests in lab.

Memory Classroom - Provide daily review and re-teach difficult concepts. - Relate learning to familiar information. - Write down key information of board. - Encourage the whole class to write down assignments in assignment notebook (allow time for writing this down). - Provide outlines of important information.

Daily Assignments - Close communication with resource teacher particularly about work completion. - Set goals with the student about remembering to do and turning in work.

Long-term Assignments - Break down into short manageable goals. - Check at intermediate steps in the process. - Communicate closely with resource teacher.

Testing - Extended test time. - Alternate short testing and study sessions. - Provide word banks. - Allow student to find "X" number of items he/she knows. - Eliminate T/F questions. - Shorten matching lists. - Open book/notes for all or part of testing time. - Shorten test. - Take tests in lab.

Written Language Classroom - Provide graphic organizer/study guide. - Provide note taker if applicable. - Tape lectures. - Allow student to work with peer or report to resource.

Daily Assignments - Shortened assignments. - Review directions. - Provide sentence/paragraph starters. - Provide modification for spelling or provide spell checker.

Long-term Assignments - Provide clear expectations of assignments. - Break down assignments into small segments with deadlines. - Provide a graphic organizer. - Help design outline. - Provide sentence/paragraph starters. - Shorten or provide alternate assignment.

Testing - Allow for oral testing. - Provide short alternate test. - Take test in resource.

Math Calculations/Computation Classroom - Call on student when you know he/she can be successful. - Allow use of calculator/manipulatives. - Allow for a peer helper.

Daily Assignments - Use of calculator and notes. - Shortened and/or modified assignments. - Decrease number of concepts expected of the student. Long-term Assignments - Check at intermediate steps. - Eliminate or allow for modified assignment.

Testing - Extended time. - Use of calculator. - Use of notes. - Open book. - Take tests in lab.

Math Problem Solving Classroom - Assign peer helper. - Call on student when you know he/she can be successful. - Allow use of calculator/manipulatives. - Provide clear step-by-step directions (write them on the board or provide handout). - Go over numerous examples of each type of problem.

Daily Assignments - Assign only one or two problem types. - Assign problems that simulate daily life experiences. - Eliminate more complex problem types. - Do not penalize student for "skipping" problems. - Shorten or modify assignment.

Long-term Assignments - Provide clear step-by-step directions. - Allow student to work with a partner. - Eliminate assignment or give alternative assignment.

Testing - Extended time. - Use of calculator. - Use of notes. - Short alternating review and testing sessions. - Take tests in lab.

Organization Attention Classroom - Establish a daily routine. - Seat student away from distractions. - Use proximity control for behavior. - Provide opportunities for movement. - Set short attainable goals for work in class ("do three problems, then I'll check them").

Daily Assignments - Avoid cluttered, crowded worksheets. - Collect and accept partially completed assignments, set goal with student for improvement. - Do not penalize student for "skipping" problems. - Shorten or modify assignment.

Long-term Assignments - Include due dates on long term project handouts. - Break projects down into small goals and check. - Stay in close contact with LD staff.

Testing - Extended time. - Alternate short testing sessions with short breaks. - Take tests in lab.

IV. Program Evaluation

TEACHING TIPS FOR ALTERNATE LEARNING STYLES

Students may rely on one modality (visual, auditory, tactile, kinesthetic) more than the other in a learning situation. The following recommendations may prove to be useful depending on the needs of the student.

Visual Learner Approach

o Initial mode of instruction should be written and then supported with verbal cues. o Utilize audio-visual materials to highlight important/key facts. o Write directions as a reminder. o Utilize models to emphasize your point of view (role play). o Utilize charts, maps, and diagrams. o Allow extra time for memorization to take place.

Auditory Learner Approach

o Initial mode of instruction should be given orally and then supported with visual cues. o Make tape cassettes of classroom lectures, or read your own notes onto a tape. o Try to summarize information learned for future use. o Use color coding to highlight important facts. o Give both written and verbal instructions for test, homework, and classroom assignments. o Utilize the tape recorder to record lessons for those students who need the assignment reinforced.

Tactile/Kinesthetic Learner

o Initial mode of instruction should include models, real objects, three dimensional objectives and manipulative materials. o This learner must be given the opportunity to move about. o Short assignments must be given, if academic success is to be accomplished. o Affords the learner the opportunity to make things which demonstrates their understanding of a particular concept. o Use realistic things that they can identify with. o Utilize charts, graphs, and diagrams. o Utilize computers/calculators to demonstrate numbers. o Make sure that lessons are constructed to hold their attention.

Multisensory Approach

A Multisensory Instructional Approach includes visual, auditory, tactile, as well as kinesthetic concepts.

o Identify the topic. Be specific to ensure understanding of the concept to be taught. o List the things you want the learner to learn about the topic. o Plan to tape record simple learning objectives for your students. Use simple words that they can identify with. o Pretend you are teaching your class the most important aspects of your selected topic. o Develop a visual, a tactual, and a kinesthetic activity that emphasized these aspects in different ways. o Use a study guide and/or outlines. o Make up a short test that will reveal whether the student has learned the skills and concepts after using this approach.

ADD/ADHD Learner Approach

There are a variety of specific interventions the teacher can implement to help the adolescent with ADD/ADHD. Some suggestions are:

o Provide as much structure as possible. o Place the student next to those pupils who won't provoke him or her. o Try to be as understanding and accepting as possible. A positive approach works best. Never intentionally embarrass or "put down" the student. Whenever possible, try to build the student's self-esteem. Find an area of strength and comment on it often, no matter how small it seems. o Small-group learning is very beneficial to ADD/ADHD adolescents. o Many ADD/ADHD adolescents need help in problem solving techniques: recognizing problems, reviewing alternatives, and making reasonable and responsible choices. o The use of study guides and/or outlines of chapters is very helpful. o Teach using all learning modalities when appropriate (visual, auditory, motor, and tactile).

Public Law (P.C.) 94-142 - Federal Education for All Handicapped Children Act, inacted in 1975 and revised twice since that date, is now the Individuals with Disabilities Education Act (IDEA 97). It requires each state to provide a free and appropriate public education to all handicapped children between the ages of 3 and 21. This law also requires that an individualized education plan be developed for each student. In addition, it states that parents must have access to their student's school records and are entitled to a due process hearing if they are dissatisfied with the educational plan.

Rehabilitation Act of 1973 - Civil Rights Act for the Handicapped. The Act forbids discrimination on the basis of physical or mental handicaps in all federally assisted programs. Section 504 of the Act states that handicapped people are entitled to the same rights and benefits as non-handicapped applicants. This also directly relates to college-bound learning disabled students.

Section 504 of the Rehabilitation Act of 1973 - Section 504 is an Act which prohibits discrimination against persons with a handicap in any program receiving Federal financial assistance. The Act defines a person with a handicap as anyone who:

1. has a mental or physical impairment which substantially limits one or more major life activities (major life activities include activities such as self care, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working);

2. has a record of such an impairment; or

3. is regarded as having such an impairment.

In order to fulfill its obligation under Section 504, school districts recognize a responsibility to avoid discrimination in policies and practices regarding their personnel and students. No discrimination of any person with a handicap will knowingly be permitted in any of the programs and practices in school systems.

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Glossary of Impairments and Special Education Terminology

ANNUAL REVIEW: Yearly team meeting held to review and update student's individual education plan.

ATTENTION DEFICIT DISORDER (ADD/ADHD): A condition characterized by excess motor activity, inattention or impulsivity.

AUTISM (AUT): The child has a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotypic movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has a behavior/emotional disorder.

BEHAVIOR/EMOTIONAL DISORDER (BD/ED): The child exhibits one or more of the following characteristics over an extended period of time and to a marked degree, that adversely affects educational performance even after supported assistance has been provided. The student must demonstrate: 1) an inability to learn which cannot be explained by intellectual, sensory, health, cultural, or linguistic factors; 2) an inability to develop or maintain satisfactory interpersonal relationships with peers and adults; 3) inappropriate types of behavior or feelings under normal circumstances; 4) a general pervasive mood of anxiety, unhappiness, or depression; or 5) a tendency to develop physical symptoms or fears associated with personal or school problems.

CEREBRAL PALSY (CP): A condition in which various motor disturbances such as spasms, weakness, and incoordination are present; usually said to be caused by brain damage.

DEAF-BLIND (D-B): The child has concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental, educational, vocational, and rehabilitation problems that he/she cannot properly be accommodated in special education or vocational rehabilitation programs either for the hearing impaired or the visually impaired.

HEALTH IMPAIRMENT (HI): The child exhibits a health impairment, either temporary or permanent, which interferes with learning and/or requires adaptation of the physical plant.

HEARING IMPAIRMENT (HE): The child's residual hearing is not sufficient to enable the student to understand the spoken word and to develop language, thus causing extreme deprivation in learning and communication; or he/she exhibits a hearing loss which prevents full awareness of environmental sounds and spoken language, limiting normal language acquisition and learning achievement. If this disability is listed, deaf-blind cannot be listed.

INDIVIDUAL EDUCATION PLAN (IEP): Written legal document that states the student's educational goals and objectives. The plan is legal for one year and cannot be revised without reconvening the team.

LEARNING DISABILITY (LD): The child exhibits a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. The term does not include children who have learning problems which are primarily the result of visual, hearing or motor disabilities, of mental impairment, of emotional disturbance, or of environmental, cultural or economic disadvantage. If this disability is listed, mental impairment cannot be entered for the student.

MENTAL IMPAIRMENT (MI): The child's intellectual development, mental capacity, adaptive behavior, and academic achievement are markedly delayed. Such mental impairments may be mild/moderate/severe or profound. If this disability is listed, specific learning disability cannot be entered for the student.

MULTIDISCIPLINARY CONFERENCE (MDC): Team meeting held to evaluate eligibility for special education services, update, or change services.

PERSEVERATION: The inability to stop repeating a word or action, although it is no longer goal-oriented and has lost its usefulness or initial meaning.

PHYSICAL IMPAIRMENT (PI): The child exhibits a physical impairment other than hearing or vision, either temporary or permanent, which interferes with his/her learning and/or which requires adaptation of the physical plant.

SPEECH AND/OR LANGUAGE IMPAIRMENT (S/L): The child exhibits deviation of speech and/or language processes which are outside the range of acceptable variation within a given environment and which prevent full social or educational development.

STUTTERING/DISFLUENCY: A speech impairment characterized by hesitations, repetitions, or spasms of breathing.

TRAUMATIC BRAIN INJURY (TBI): The child has an acquired injury to the brain caused by an external physical force, occurring after the perinatal period, that adversely affects a child's educational performance. It is not medically degenerative or congenital. The student must demonstrate impairment in one or more of the following areas: cognitive functioning, communication, social/emotional, sensory/perceptual, motor, adaptive behavior.

VISUAL IMPAIRMENT(VI): The child's visual impairment is such that the student cannot develop his/her educational potential without special services and materials. If this disability is listed, deaf-blind cannot also be listed.

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