Phoenix Military Academy

Principal Intern
Leonard Harris

Commandant
Roger D. Seymore

Assistant Academy Superintendant
Margaret Mares

Principal/ Academy Superintendant
Ferdinand Wipachit

Military Area Officer & JROTC Director
LTC (R) Rick W. Mills

Chief High School Officer
David G. Gilligan

Chief Executive Officer
Arne Duncan

Special Education

INTRODUCTION TO SPECIAL EDUCATION

FULL INCLUSION of Special Education students at Phoenix Military Academy will succeed with all teachers implementing appropriate strategies, accommodations and modifications for the Sp. Ed. students within the Reg. Ed. Classrooms. These strategies will not only benefit the Sp. Ed. Students but the Reg. Ed. Students as well, because these strategies will facilitate easier access to course content and better performance on assessments as the multiple intelligence would be used in lesson plan activities.

Part of accommodating and modifying will necessarily entail revamping our mindset away from traditional teaching methods. The uniqueness of our non-traditional model behooves us to shift our paradigm in order that our goals can be accomplished. As professionals, we should always be open to learning what's new and better.

The greatest motivators are that ...'I can do that'... and 'a good reason to show it is ...' We need to give tasks and set goals for each student that is obtainable as well as build in incentives, rewards and other motivators for achieving them. The traditional way that modifying and accommodating has been done is compared to taking aim with the scope of a rifle in order to hit one specific target. The problem with this is that you can only hit one in the group at a time. By the time you take aim at each individual animal or fowl, many of the flock would have escaped without having been impacted upon in any way. Another method is one which, I believe, is better for our situation and challenges. That method is compared with discharging a shotgun into a flock. With this method, the . likelihood of hitting or impacting most of them at some point is maximized. With this "shotgun" method, the individual needs of students will be met. Materials and professional development will be provided for the techniques needed. Also, teachers should glean from each other to add to their repertoire of strategies.

DESCRIPTION OF OUR MODEL

Our model here at Phoenix is a combination of Consultative (Con) and Collaborative Teaching with the Reg. Ed. teacher (CT/RE). In both instances, the Sp. Ed. and Reg. Ed. teachers become familiar with the specific needs of individual students by referring to the (I.E.P.) Individualized Education Plan benchmark goals page and Summary of his /her accommodation needed. (All of this information is provided by the Case manager for access.) Through regular conversations, plans are made that address each student's needs in order that he/she may achieve success in their classes.

DIRECTION FOR FULL INCLUSION AT PHOENIX

Following is denoted the direction that or Sp. Ed. program needs to head toward:

At least 1 Sp. Ed. teacher for 15 students
Case Mgr. Consultative for inclusion strategies to teachers and students' needs
Other Sp. Ed. teachers for CT/RE plus tutoring (for small groups and individuals)
Flexible use of (out of class) time: for tutoring, staffing, student progress and behavior monitoring, assessments, parent contacts and collaboration
More Prof. Dev. For inclusion strategies
More participation by Reg. Ed. Staff in inclusion strategies
Orientation for inclusion model for parents

ADAPTATIONS FOR GENERAL EDUCATION CLASSES

ADAPTING THE PRESENTATION OF THE MATERIAL:

Break assignment into segments of shorter tasks.
When content mastery is questionable, investigate the use of concrete concepts before teaching abstract.
Relate information to student's experiential base.
Reduce the number of concepts introduced at anyone time.
Provide students with an overview of the lesson before beginning the lesson. (Tell student what student should expect to learn and why.)
Allow student to obtain and retain information utilizing cassette/tape recorders, computers, oral reports, projects and calculators.
Highlight important concepts to be learned in text or material (color code key points; outline; study guides).
Monitor the rate at which you present material. (Do you talk too fast or give too much material at one time?)
Give additional presentations.

Repeat original presentations
Provide simpler, more complete explanation
Give additional examples
Model skills in several ways

ADAPTING TIME DEMANDS:

Increase amount of time allowed to complete assignments and/or tests. (Contract with the student concerning time allotment.)
Reduce amount of work or length of tests (as opposed to allowing more time).
Teach time management skills (use of checklists, prioritizing time, prioritizing assignments).
Space short work periods with breaks or change of tasks.
Set up a specific routine and stick with it.
Alternate quiet and active time (short periods of each).

ADAPTING THE MATERIALS:

Avoid large amounts of written work (both in class and homework).
Encourage student to select the method of writing which is more comfortable (cursive or manuscript).
Set realistic and mutually agreed upon expectations for neatness.
Slow the rate of presentation.
Paraphrase material using similar language.
Keep statements short and to the point.
Encourage feedback from student to check for understanding. Have student restate what you have said in student's own words.
Familiarize student with any new vocabulary before the lesson. Make sure student can use this vocabulary, not just recognize it.
Alert student's attention to key points with such phrases as, "This is important, listen carefully."
Utilize visual aids to supplement verbal information (charts graphics, pictures, etc., can be used to illustrate written and spoken information).
Always demonstrate to student how the new material relates to material student has previously learned.

ORGANIZATIONAL:

Establish daily routine and attempt to maintain it.
Make clear rules and be consistent enforcing them.

CREATE LEARNING-STYLE COMPATIBLE CONDITIONS:

(Adapted from Teaching Kids with Learning Difficulties in the Regular Classroom, Susan Winebrenner by Florence Hernandez

Teach to student's learning style strengths. Repeating visualizations many times Improves memory.
Keep visual and auditory distractions to a minimum. Permit students to work in study carrels.
Allow students to listen to soothing instrumental music on headphones while they work.
Record lectures, presentations, and text material on audiocassette.
Give hyperactive children frequent opportunities to move.
Example: Suggest that they tap their pencil on their sleeve or leg instead of a desk; have them sharpen pencils for a group of children.
Make learning concrete. Almost all students with LD do extremely well when a learning task is something that they can actually get their hands on and when it is connected to something they are interested in or curious about.
Children with LD often work better alone or with a partner. Whenever possible, find alternatives to large group work.
Find and use available technology assistance. Examples: Let them use calculators for computation, word processors and spell-check programs for written work, and cassette recorders for oral reports.
Keep in mind that children with LD work more enthusiastically on projects than on skill work. They learn better if immersed in one topic for several days, as opposed to moving from topic to topic each day.
Allow struggling students to take tests in un-timed situations. Read the test or have someone else read it to them; in many case, this leads to improved test results.
Never assume that children who struggle to learn could do better if they just tried harder.

HOMEWORK/ASSIGNMENT APAPTATIONS FOR STUDENTS WITH DISABILITIES:

Provide written and oral directions for the assignments.
Provide an example of what the assignment should look like, or provide an example of how to do one portion of the task.
Check to be sure that the student has written the assignment in an assignment log.
Adjust the size of the assignment.
Make sure functional level of the student matches assignment.
Have students work in small groups or with a partner.
Allow an alternative format for the assignment (accept an audio taped report rather than a written report).
Allow students the option of dropping one or more low assignment grades per grading period.
Establish assignment passes earned for good work and "cashed in" when an assignment is forgotten or a low grade is received.
Have one night during the school week for "no homework night" -this provides a "catch-up" time for students.
Contract with student, using a reward for completion of the contract.
Provide notebook with organized sections, such as assignments due, time management schedules, prioritized to-do lists, calendar, homework, study guides and class notes.
Hand out written assignments with expected dates of completion typed or written on one comer.
To prevent misplaced assignments, provide student with file folders, notebooks or trays in which he/she can immediately place his/her work.
Set aside a specific time for cleaning desks, lockers, organizing notebooks, etc.
Let student type, record or give answers orally instead of writing.
Avoid pressure of speed and accuracy.
Provide student with carbon copy of lecture notes produced by teacher or peer.
Reduce amounts of board work copying and textbook copying; provide student with written information.

VISUAL PROCESSING:

Highlight information to be learned (color coding, underlining, etc.)
Keep written assignments and work space free from extraneous/irrelevant distracters.
Worksheets should be clear and well defined.
Go over visual task with student and make sure student has a clear understanding of all parts of the assignment before beginning.
A void having student copy from the board. (Provide student with a written copy of the material.)

LANGUAGE PROCESSING:

Give written directions to supplement verbal directions.
Provide additional guided practice.

Require more responses.
Lengthen practice sessions.
Schedule extra practice sessions.

Recognize and give credit for student's oral participation in class.
Assign tasks at the appropriate level (lower reading/difficulty level).
Give test orally.

ADAPTING THE ENVIRONMENT:

Use study carrels.
Use proximity seating.
Seat student in area free from distractions.
Let student select the place which is best for student study.
Help keep student's space free of unnecessary materials.
Use notebook for organized assignments, material and homework