Haley Kalinichenko Elizabeth Bertels EDUC 2090 October 16, 2013

Section One:
Inclusion Manual The purpose of this Inclusion Manual is to display the knowledge that I have gained throughout my college education about special education and how it will apply to my future career as a general education elementary teacher/middle school mathematics teacher. Included within the manual is information which will encourage understanding of the areas of learning disabilities, emotional/behavioral disorders, mild cognitive impairments, ADHD, and autism as well as provide strategies for how to handle these disabilities within the classroom. Thorough understanding of special education vocabulary, appropriate instructional strategies, and appropriate adaptions will assist with successful collaboration between other special education teachers/aides I may come in contact with. The sections of this manual will help teachers gain knowledge on various disabilities, accommodations that they can make in the classroom that apply for all disability areas, internet resources that can be used to gain more knowledge about the disabilities, and a bibliography of childrens books revolving around the disabilities that are covered in the manual that is appropriate for elementary aged children.

Section Two:
Learning Disabilities Learning Disabilities means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Types of disabilities that are included under the federal definition of learning disabilities include: perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Types of disabilities that are not included under the federal definition of learning disabilities include: learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

There are several different categories of learning disabilities. Therefore, each particular disability will have its own adverse effects on the education of the student. For example, a common learning disability would be dyslexia. A student with this disability would struggle in their education with reading fluency and comprehension. To combat these struggles, a teacher might give the child more time to practice these reading skills. Often times, students can get easily frustrated from their disability. A struggle in common for all students who have a learning disability is staying motivated. Teachers should help their students to expect success for themselves and set their own high standards to avoid learned helplessness. As teachers, keeping students motivated must be a main goal to maximize learning potential. Teaching strategies that would be used particularly in a middle school mathematics classroom would include giving the child a sequence of instructions to follow. Having the child have steps to follow helps the child stay organized in a way which they can check off each stage as they go. This instructional strategy helps minimize errors and is only one strategy which can be used in a general education classroom which would aide children with learning disabilities. In an elementary classroom, direct instruction would be another strategy used to combat several different types of learning disabilities.

Emotional/Behavior Disorders Emotional Behaviorally Disturbed is defined by I.D.E.A. as: i. The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked extent, which adversely affects educational performance by: A. An inability to learn that cannot be explained by intellectual, sensory, or health factors; B. An inability to maintain to build or maintain satisfactory relationships with peers and teachers; C. Inappropriate types of behavior or feelings under normal circumstances; D. A general pervasive mood of unhappiness or depression; or E. A tendency to develop physical symptoms or fears associated with personal or school problems The term includes children who are schizophrenic. The term does not include children who are socially maladjusted unless it is determined that they are emotionally disturbed.

ii.

A child with an emotional or behavioral disorder requires an accepting and tolerant teacher. Being patient and taking a child for who they are will aide in having a successful student-teacher relationship. With this type of student, chaos or outbursts are likely happen in patterns and likely have a reason behind why they happen. They can be

avoided once the teacher is able to determine the motive behind their actions. The use of an FBA (Functional Behavioral Assessment) or BIP (Behavioral Intervention Plan) will target a childs behavior which encourages proper evaluation of what can be done to assist the student in their education. A teacher can play with the setting of their classroom to avoid the thing that makes their student tick. Avoiding what makes the student anxious and irritable will assist in having a happy classroom. Another strategy which aide in the most effective instruction of emotionally or behaviorally disordered students includes making the information they are learning relevant to their life. At the same time, the lesson should be structured in a way which allows continuous assessment and monitoring of their progress. Mild Cognitive Impairments Mild Cognitive Impairments are significantly sub average general intellectual functioning (an I.Q. score between 50 and 70) that is accompanied by significant limitations in adaptive functioning in at least two of the following areas: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academics, work, leisure, health and safety. The onset must occur before 18 years of age. A child with a cognitive impairment or intellectual disability should be provided with individualized supports to assist their educational development. Children with an intellectual disability may struggle with their metacognition: a persons awareness of what strategies are needed to perform a task, the ability to plan how to use the strategies and evaluations of how well the strategy is working. To assist with metacognition, teachers can use systematic instruction. This strategy prompts the child to respond to a request in an appropriate manner. Teachers should use vocal, gestural, and physical cues. A vocal cue could be addressing the child directly when asking a child to pick up an object or directly giving the child the same command. When a teacher points to a particular object which needs to be picked up, it is an example of a gestural prompt. A physical prompt is when a teacher physically moves a childs hand to the object which needs to be picked up and goes through the motion with them. A combination of these systematic instruction techniques will assist a child to better understand the requests of their teacher. Other Health Impaired (ADHD) There are three types of ADHD: 1. Predominantly Inattentive Type, 2. Predominantly Hyperactive Impulsive Type, and 3. Combined Type. Criteria used to determine subtypes include: 1. For inattention, which includes characteristics such as trouble paying attention to details, difficulty sustaining attention, problems with organization, and distractible; 2. For Hyperactivity, which includes

characteristics such as fidgeting, leaving seat at inappropriate times, and talking excessively; 3. For impulsivity problems including characteristics such as having problems awaiting for ones turn or interrupting others. The greatest struggle for a child with Attention Deficit Hyperactivity Disorder is to remain focused on the task at hand. Little distractions become huge distractions for such children. To minimize distractions teachers should do their best to minimize what could trigger their students attention. Teachers should give their students with ADHD a structured routine and have the child stick to a schedule. The child will be able to know how long they need to give attention to a particular subject or task. The incrementing of large tasks into smaller checkpoints will allow a child to be able to move along on each step, giving it new attention, and feeling like they are accomplishing the task. By supplying students with an object to manipulate, the child can focus their attention on something the teacher can tolerate. For example, teacher could give the whole class a movement break, jumping up and down for ten to fifteen seconds while they erase the board. Another way of providing the child a chance to move would be giving the child a chair with wheels, giving only the child with ADHD to move between thoughts instead of giving the whole class jumping breaks several times throughout the day. Having a child be able to contain their distractions or use them in a way which can benefit their learning is the best way to combat the adverse effects that this disability may have on a childs education. Autism Autism spectrum individual must meet the following three criteria: 1. Clinically significant, persistent deficits in social communication and interactions, as manifested by all of the following: a. Marked deficits in nonverbal and verbal communication used for social interaction; b. Lack of social reciprocity (give-and-take); c. Failure to develop and maintain peer relationships appropriate to developmental level 2. Restricted, repetitive patterns of behavior, interests, and activities, as manifested by at least two of the following: a. Stereotypical motor verbal behaviors or unusual sensory behaviors; b. Excessive adherence to routines and ritualized pattern of behavior c. Restricted, fixated interests 3. Symptoms must be present in early childhood (but may not become fully manifested until social demands exceed limited capacities).

Children who are characterized on the autism spectrum struggle with social interaction and communication with those around them. Autistic children struggle with picking up on social cues. They do not understand most hints which are given by their peers. The only way to help students with their socialization is to naturally increase socialization with the students in their class. Having the child sit with students who are open and patient will help the child learn to communicate naturally. Socialization comes with exposure and practice. Alongside the impairments in communication and social interaction, children with autism have abnormal sensory perception and impaired cognition. Having the teacher use concrete manipulatives helps the child visualize. By making problems physical, the child is assisted in their understanding the question in a way which they can manipulate in front of them. Using these techniques of peer interaction and physical manipulatives are strategies that a teacher should use in their classroom.

Section Three:
Accommodations: 1. Use oral, written, and visual cues to encourage participation. This accommodation would best be used for a child with an Intellectual Disability. This strategy is called systematic instruction. 2. Use graphic organizers, charts, or other visual aids while teaching. The use of graphic organizers, charts, or other visual aids will help children with learning disabilities and ADHD stay organized. 3. Incorporate peer tutoring and cooperative learning whenever possible in the classroom. Peer tutoring and cooperative learning will best assist the children with learning disabilities. Hearing the information in an alternative manner will increase the retention of information. 4. Break down steps of assignments into small, understandable steps for the students. This strategy is called sequencing instruction. Its an accommodation which can be used for students with learning disabilities as well as students with ADHD. 5. Repeat instructions to help the students understand what they are doing and why.

Repeating instructions can be used for a child who is intellectually disabled and a child with an emotional or behavioral disorder. 6. Provide appropriate seating arrangements that work best for the students. Changing the setting of a classroom of the seating arrangements in the classroom with help emotionally or behaviorally disordered students to better focus on the educational material. The right setting will lessen the level of anxiety for the child. 7. Allow extra time for students to complete assignments if needed. Extra test taking time will help children who are cognitively disabled or learning disabled. It will allow for time to reread the material several times for thorough understanding. 8. Use visual and concrete examples. Using the process of visualization, ideas and examples are made concrete which amplify understanding. Visual, concrete examples or manipulatives help understanding of all students but particularly those students with autism. 9. Allow the students to take their tests in an alternate location. Having the child take their exam or test in an alternate location will limit distractions and increase focus and lessen anxiety. Therefore, this accommodation would be best used for a child with ADHD or an emotional/behavioral disorder. 10. Try to create tactical, kinesthetic activities in the classroom. Keeping the child moving will help keep distractions minimize and allow for a child to increase their focus on educational material, which will greatly accommodate children with ADHD. 11. Allow students to pick the type of assignments they enjoy and let them complete those kinds. This strategy is typically one which will help every child in both general education and special education. It would best accommodate the students with and emotional or behavioral disorder because it would capture their interest and give the child something to be excited about

Section Four:
Internet Resources 1. http://www.informingfamilies.ie

Informing Families Project has embraced the challenge to translate research into practice with development of a range of valuable tools and materials used around the country to support the implementation of best practice when informing and supporting families of children with disabilities. The website can be used by both families and professionals during the process of diagnosis of their disability. Families can obtain early information as well as information about their entitlements and benefits. The section for professionals is helpful by providing guidelines for communicating with families of children with disabilities. 2. http://serge.ccsso.org/about.html This website is intended for general education teachers who hope to better themselves in teaching special education students. The website can answer questions regarding: how Federal, State and Local Policies affect their role as a teacher and their responsibilities to students; how students' backgrounds and levels of development impact their learning; how a teacher can be sure that all of his/her students will succeed in the curriculum that they are teaching; what instructional methods will help make sure that all of their students learn effectively; what are effective ways to assess what their students have learned; and how to manage their classroom and students to be sure that learning is optimized; and some different ways to collaborate with others to benefit their students. 3. http://a4cwsn.com/ With the popularity of the use of iPads both in and out of the classroom setting, this website can be used by both families and educators of special education students. There are many websites similar to this on the internet, but this one was chosen because it gives a brief description of the application, the list of features and the ways they might benefit the child, as well as stays up to date. Each week, the website is updated and a new App of the Week is posted. 4. http://childdevelopmentinfo.com/ This website deals with the parenting of a child with disabilities. The site provides information on disabilities, I.D.E.A., early intervention services, effective practices, programs, and services. Answers to questions about child development, positive parenting, learning & homework help, child psychology, health & fitness, as well as family living can be found. 5. http://www.isbe.state.il.us/spec-ed/html/parents.htm The Illinois State Board of Education provides information for parents in who live within their jurisdiction. This section of the website provides information about early

childhood special education, Project CHOICES, parent training, and links to the document explaining the educational rights of students with disabilities titled. 6. http://www2.ed.gov/parents/needs/speced/edpicks.jhtml The United States Board of Education has a division of their website which is dedicated to providing resources for parents and guardians of children with disabilities. References about the current national laws as well as the federal rights a parent or guardian of a child with disabilities has can be found through this cite. 7. http://www.autismspeaks.org/ Autism Speaks is just about autism so this would be a great site for parents or teachers who want to just learn about autism and get the best information regarding the disability. This website includes an explanation of autism, science, family services, advocacy, and dates for fundraising walk events. 8. http://www.chadd.org/Content/CHADD/AboutCHADD/CHADDPublicPolicy/E ducation/default.htm CHADD is a website that solely focuses on ADHD and provides many resources for people either want to learn about the disorder or have the disorder themselves. This portion of the website focuses on ADHD and dealing with it throughout school. This is a great site because both parents and teachers can benefit from it and learn how to better help their child/student. 9. http://nichcy.org/disability The National Dissemination Center For Children With Disabilities is a great site for parents and teachers because it not only has fact sheets on the differing disabilities but also the laws and standards that go along with special education. A great feature of this website is the reader can decide if they want to read it in English or Spanish, this way a parent who only speaks Spanish is able to learn about their childs disability. 10. http://www.ldonline.org This website has the basics of special education and the disabilities. It has separate areas for teachers and parents to go on the website to get information that is geared towards what they need to know about their child or student involving learning disorders.

Section Five:
Be Quiet Marina - Kirsten DeBear

There are two young girls in the story, Marina and Moira. Moira has down syndrome and Marina, who has cerebral palsy, likes to be loud and yell. Moira likes to play with Marina but sometimes she is too loud and scares Moira. Moira learns to deal with Marina by telling her to be quiet and they become the best of friends. My Brother Sammy - Becky Edwards & David Armitage This is a story about two brothers. One brother, Sammy, is autistic and the other brother wishes he was not his special brother and would be able to do all the things that he likes to do like build towers, not knock them down. In the end the older brother learns to accept Sammy for who he is and spend time doing things Sammy likes to do and see things through his eyes. Sparkys Excellent Misadventures: My A.D.D. Journal - Phyllis Carpenter & Marti Ford Spencer Allen Douglass or Sparky has ADHD and that can make his life really exciting or really hard. He writes about his ups and downs in this journal to help him manage his ADHD. Through reading the journal one can see the fun optimistic view Sparky has on his ADHD but also how he learns to handle it and gain more control of his life. Ian's Walk: A Story About Autism - Laurie Lears Ians Walk: A Story About Autism is a story about a sister, Julie, and brother, Ian, who has autism. Julie expresses how she feels about Ian. She loves him and feels responsible for him but sometimes she feels embarrassed and angry at his behavior. Julie and Ian go to the park and Julie mentions how she notices that Ian is different then the other people that are around them. During their time at the park Julie learns to accept Ian more and embrace him. It is a story about not only autism but also how a sibling might feel about another sibling if they have a disability. Joey & Sam Illana Katz & Edward Ritvo This is a story about two brothers. Sam has autism and Joey his brother wonders why he is so different. Their mother tells Joey that is does not matter that is brother is different. All that matters is that he loves him. Joey is constantly complaining about Sam and how he is too different and he just wants him to be normal. In the end Joey realizes that it does not matter how Joey is, Joey loves him and that is all that matters.

Shelley the Hyperactive Turtle - Deborah Moss Shelley is an active turtle. Instead of playing the flute he zooms around on his skateboard. Shelley has a hard time sitting still, even for only short periods of time. When Shelley goes to the doctor he learns that he has ADHD. He learns that there is

medicine that he can take to control the wiggling feeling and with support from his doctor and family he is able to control his ADHD and feel good about himself. Eukee: The Jumpy Jumpy Elephant Clifford Corman & Esther Trevino This book follows Eukee, a young elephant that has problems fitting in with friends and family members due to his hyperactivity and lack of self-control. Eukee wants to get along with everyone and get the help that he needs to learn to control his ADHD. He is finally able to be part of the group. This is a great book that can help young people who are struggling with the same problems as Eukee. The Alphabet War: A Story About Dyslexia Diane Robb When the main character of the story, Adam, started kindergarten his teacher wanted him to start to learn about the letters of the alphabet. However, Adam was having a hard time doing that. To Adam the p looked like a q and he was very confused. When he got to first grade he needed to turn those letters into words and he was determined to do so and started the alphabet war. This is a great story about childrens desire and disabilities. Thank You, Mr. Falker Patricia Polacco Trisha loved to paint and draw and she did it well. However when she looked at words on a page all she saw was jumble. Mr. Falker was the teacher that realized that Trisha actually had dyslexia and that was why she was having trouble reading the words. Mr. Falker became a very important person in Trishas life because he was the one that found out that Trisha had the disability and supported her through it. This is a great story about how teachers can be so influential in their students lives. My Bipolar, Roller Coaster, Feelings Book Bryna Hebert This is a book that touches younger child who think that they are the only ones that are feeling the way that they are. This book lets the readers see that they are not the only one feeling that way and that it is okay to feel the way that they do. It helps kids to better understand their problems and work on them rather then just let them bottle up. What to Do When Your Brain Gets Stuck: A Kids Guide to Overcoming Anxiety - Dawn Huebner This book guides parents and children through cognitive-behavioral techniques to treat obsessive-compulsive disorder. The book turns the children into OCD sleuths looking for OCDs tricks. It is a very informative book with things like step-by-step instructions on how to have children master the skills that they need to gain to overcome their OCD. It is a very empowering book for children and gives them hope of overcoming their disorder.

What to do When You Worry Too Much: A Kids Guide to Overcoming Anxiety Dawn Huebner This book guides parents and children through cognitive-behavioral techniques to treat anxiety. It is a great book that gives the parents and children ways to deal with anxiety and calm themselves down. This is an empowering book that helps the children overcome their anxiety and feel that they are able to control their lives and live the lives that they want to live and not be controlled by their anxiety. David & The Worry Beast: Helping Children Cope With Anxiety Anne Guanci This book teaches children to deal with their anxiety, conquer their fears, and not avoid them. David could not stop thinking about how he missed that last basket in the game. He began to worry that it might happen again and his teammates would be mad at him and his parents would not be proud. David was getting extremely nervous but instead of quitting the team or doing anything else he confided in the school nurse and his parents and overcame his anxiety. They both gave him techniques for controlling the worry beast inside him and David became happy and less worried. My Friend Has Down Syndrome Jennifer Mallinos & Marta Fabrega When Tammy, who has down syndrome, goes to summer camp the counselor has already told Tammys group about down syndrome and what it is. Thanks to the counselors planning ahead the children are okay with meeting and hanging out with Tammy. The narrator is asked to be Tammys friend and at first she is nervous but in the end they become great friends. Tammy actually teaches the girl many things and even helps her with her stage fright. Taking Down Syndrome to School (Special Kids in School) Jenna Glatzer This is an informative book on down syndrome for children to read to become more familiar with the disability. It teaches them what is different about people that have down syndrome but also how those differences do not change the person they are. This book even includes a quiz at the end so the children can test themselves on their down syndrome knowledge when they are done reading. I Can, Can You? Marjorie Pitzer This book shows younger children who have down syndrome going about their lives. It shows that they can do anything that anyone else can do swim, eat, laugh, play, etc. This book is great for parents who have a younger child with down syndrome. They can show them this book to show them that they can do anything that they want and let them know that they are just like everyone else they see around them. My Brother Charlie Holly Peete

A girl named Callie talks about her brother Charlie who has autism. She talks about how much she loves him and how much they share. She talks about autism, how her family cares for Charlie, and the challenges that come with taking care of Charlie. There are challenges that the family comes across but they are close and are able to overcome them. This book is a great way to introduce autism to kids and siblings too. Looking After Louis Lesley Ely & Polly Dunbar A young girl sits next to a boy named Louis at school and wonders why he acts the way that he does. She finds out that Louis has autism, but through imagination, kindness, and a special game of soccer, his classmates find a way to join him in his world. Then they can include Louis in theirs. This is a great book for children so they learn to include people with disabilities into their games and not look at them any different. My Friend Has Autism (Friends With Disabilities) Kristin Sorra The narrators friend Zack has autism but he does not care. He treats him the same way he would if Zack did not have autism. They like to talk about things like airplanes, build models, and just enjoy hanging out at each others houses. He is very glad that Zack is friend. This book teaches children to be friends with others no matter if they have a disability because they can do anything anyone else can do. In My Mind: The World through the Eyes of Autism Adonya Wong The main character talks about the many things that he sees in his mind. That includes colors as bright as a rainbow shooting across his head like shooting stars. This book explores the inner world of autistic children and what they see. Through things like games or talking with friends the reader can see how the autistic child reacts to that kind of simulation. This book gives people who do not have autism a great look into the head of someone who does and also is a great book for children who do have autism because it lets them know that what they see and do is perfectly normal.