I have taught Special Education in NYC for 4 years. I am relocating to Georgia to teach Mentally Impaired and Mentally Retarded. I was told the there would be 6 students me and a para. To of whom are wheel chair bound. I have taught reading, math and science to ld, ed and mr. But this is an entire new ball game. I am sitting here thinking about a lsson plan. I am to teach them daily living skills and I am not sure what else. Any ideas on what I can do to prepare myself. These are elemantary school age children. Also what can I expect
I'm not sure what the laws are like in GA, but I know here in TX, no matter the disability, we are still required to expose them to "grade level TEKS" (Texas Essential Knowledge and Skills) from each subject. My kiddos will likely never be able to take the regular state test, but I still do lessons and activities with them that relate (on a lower scale) to the different lessons that go on in the regular education classroom. Check out this website: http://www.tea.state.tx.us/student.assessment/resources/taksalt/ Scroll down to "TEKS Based Examples of Instructional Activities" It gives examples on how to expose the students to different lessons, while working with their ability level. For example- a third grade lesson: (Regular Ed) A short passage of one to four sentences will be presented with one or two words (containing a common spelling pattern) partially covered. The onset (initial consonant or consonant blend) will be exposed, while the rime (spelling pattern) will be covered. Using various word identification strategies, including syntax, semantics, and graphophonic clues, the students will predict or guess each covered word using the exposed onset. The teacher will reveal the word by exposing the rime. The students will check their predictions. (Same lesson, but modified) The teacher will provide a tactile book focusing on one letter of the alphabet. As the teacher reads the text, emphasizing a specific sound, the student will identify the letter shape on each page. BOTH of those activities are formed from the Texas state standard: Uses strategies to identify words and confirm word meaning. Obviously the regular ed activity is more in depth, but the modified activity provides a lesson that is working towards the same goal [eventually!] There are LOTS of academic tasks and lessons you can do with your kids. You'd be amazed at what these kids can do! I would still plan on having academic subjects throughout your school day. In our school, we call them "Functional Academics" - things they need to learn to help them be successful adults. Also, check out the TEACCH website and think about setting up your classroom following the Structured Teaching Model (TEACCH) - it is very helpful with MR students. It allows them to be independent. It is designed for students with autism, but I also have two students with MR that I use it with. It works wonders! http://www.autism-resources.com/papers/TEACCHN.htm Let me know if I can help you more!
HEY AND WELCOME TO GEORGIA!!! I teach in Georgia (ALbany). I taught SPED for 11 years but next year I will teach regular ed second grade. In Georgia we are required to assess our students with moderate, severe and profound disabilities using the GAA (new last year) basically this is assessing the students on the Georgia Performance Standards (GPS) standards that the regular students are assessed on. Yes I know this is ridiculous!!! Example: If you have different grade levels in you room each students must work on his/her GPS on grade level. No I am not kidding. So do you forget about what they really need to know like self help skills functional skills, fine motor skills?? We have asked that question over and over again.What I did I still taught on a functional curriculum and only did the GPS standards to complete the portfolios. Basically this is what ran me out of SPED in Georgia. You will probably have a training on how to administer the GAA it is portfolio based. What level do you have moderate severe or profound?
THANKS BUT I WILL BE TEACHING ELEMENTARY WHERE CAN I FIND THR GPS STANDARDS AND PORTFOLLIO THESE KIDS CANNOT READ OR WRITE WHEELCHAIRBOUND QUOTE=SweetGaPeach]HEY AND WELCOME TO GEORGIA!!! I teach in Georgia (ALbany). I taught SPED for 11 years but next year I will teach regular ed second grade. In Georgia we are required to assess our students with moderate, severe and profound disabilities using the GAA (new last year) basically this is assessing the students on the Georgia Performance Standards (GPS) standards that the regular students are assessed on. Yes I know this is ridiculous!!! Example: If you have different grade levels in you room each students must work on his/her GPS on grade level. No I am not kidding. So do you forget about what they really need to know like self help skills functional skills, fine motor skills?? We have asked that question over and over again.What I did I still taught on a functional curriculum and only did the GPS standards to complete the portfolios. Basically this is what ran me out of SPED in Georgia. You will probably have a training on how to administer the GAA it is portfolio based. What level do you have moderate severe or profound?[/QUOTE]
go to the www.georgiastandards.org website and click on students with significant cognitive disabilities. We had a training on the new GAA and provided with the manual and CDs. Maybe you will have your training but I am telling you it is a lot of work. I had elementary also and I even had a nonverbal student and some who could not write. You have to collect a lot of work samples and take a lot of photos and do videos and do write ups for all your sample work. It is VERY VERY TIME CONSUMING
Yes--it's like that all over the country. I'm in Massachusetts, and we complete portfolio assessments based on grade-level state standards for even our most severe students (which is who I teach). You learn how to put the standards with the skills the students actually need--the self-help, communication, daily living skills. You brainstorm with other teachers--I know I'm not the only one on these forums who has had to do the alternate assessments in various states, and I'm willing to brainstorm when you have specific questions, and many people here have helped me brainstorm in the past! Think about task analysis--what skills are prerequisite to the grade level standards? What must your students be able to do before they can get to that point? In MA we call those "entry points" and "access skills" and we can "test" on those in our portfolios. Also think about task analysis in general--for whatever you're teaching the kids, you'll need to break it down into the most basic of steps and teach them one at a time, as well as together.
