Complex Support Needs 2008-10

This section contains excerpts from interviews and classroom lessons of teachers and paraprofessionals educating students with complex cognitive and/or physical support needs. These video clips also illustrate the effective utilization of supplementary aids and services, including assistive technology devices.

Teacher Interviews and Conferences

Introduction of Teachers

What do you see as the benefits of including students with complex support needs in general education classrooms?

How do you plan collaboratively with Special Education teachers and/or paraprofessionals?

Teacher Lesson Plans. Click on the links below to view the lesson plans prepared for standards based classroom instruction for all students, including students with complex support needs. (See Classroom Instruction Video Clips section on this page.)

Reading, Kindergarten (Margaret Welch, Linda Szendrey; Lycoming Valley Elem. School)

Reading, Grade 1 (Kara Treweek; Pleasant Gap Elementary School)

Language Arts/Reading, Grade 5 (Tammy Amacher, Pamela Mertel; Grandinetti Elem. School)

Mathematics, Kindergarten (Sue Turchetta, Loretta Worrick; Mill Hall Elementary School)

Mathematics, Grade 2 (Shelby Foltz, Wingate Elementary School)

Chemistry, Grades 9-12 (Christine Dent, Mary Lawton, Berwick High School)

Environmental Science, Grades 11-12 (Eric Mitcheltree, Muncy Junior-Senior High School)

German I, Grades 9-10 (Barbara Simpson, Tara Pleskonko; Clearfield Area High School)

What accommodations do you provide in order for students with complex support needs to meet their IEP learning objectives (differentiated activities, materials and/or assignments, assistive technology/devices, seating arrangements, peer assistance, etc.)?

What progress have you seen in the learning and achievement of students with complex support needs as a result of including them in your classroom?

How do other students assist students with complex support needs in your classroom?

What kinds of professional development experiences have you engaged in to help you implement inclusive practices in your classroom?

What advice would you give to teachers in working with students with complex support needs?


Classroom Instruction Video Clips

The student is included within the same seating structure as the other students in the classroom.

The general education teacher is the main provider of the instruction/assessment or shared teaching is evident. (A paraprofessional or other adult may be available to assist the student when necessary, but the student is viewed as attentive to the teacher, and the teacher is attentive to the student.)

Students with disabilities are engaged in the same curricular activity as the other members of the class.

The general education teacher checks for the student’s understanding of the concept.

Peer interactions between the student and peers are encouraged and comparable to other students in the class.

The student is actively engaged in the activity and demonstrates understanding of the concept or the application of skills being addressed.

The student’s IEP supplementary aids and services, accommodations, and modifications are applied as appropriate to the curricular activity.

Paraprofessional, if applicable, assists the student without interfering with appropriate peer assistance or developing an overdependence of the student on the assistance of the paraprofessional.