AIM for Students with Significant Disabilities目的为显著残疾的学生.pptVIP

A.I.M Special considerations related to students with the most significant disabilities Presented by Nanette Olivier, Significant Disabilities Program Consultant, Literacy Section as part of the Accessible State Approved Textbooks two day training Louisiana Department of Education Division of Curriculum Standards/Ancillary Resources Section August 2010 Who are these students? Significant intellectual impairments Complex needs in areas such as communication, health care, behavior support, skill acquisition (e.g., academic, self-help, social, vocational), and generalization May experience sensory deficits and motor challenges which require targeted interventions Generally qualify for LEAP Alternate Assessment, Level 1 participation (grades 3-11)? In the past, the program content for these students focused strictly on functional skills. These students are now required to have access to the general education curriculum/academic standards. Because of this shift in what is considered best practice, AIM related professional development/ support for teachers of these students is likely necessary to ensure compliance. Why signal out AIM issues for this population of students? What does AIM look like for these students? Related to grade level GLEs/Extended Standards Content/text modified extensively Use of pictures/symbols/graphics to convey ideas Combined use of speech and/or signing with the printed text, symbol, picture and object (may include a voiced output device or electronic book) Accommodations/modifications considerate of students abilities and needs (etc., communication mode, motor issues, intellectual impairments, sensory impairments) Adapted Glossary: Glossary in a regular education text book adapted with the specific vocabulary for a student with significant disabilities. Reading with an electronic reader. Using a multi level switch to participate in a reading activity. Reading- Interactive Board Reading-Physical supports for engagement. Math ac