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Brenna powerpoint 1

Brenna powerpoint 1






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    Brenna powerpoint 1 Brenna powerpoint 1 Presentation Transcript

    • Chapter One
      Brenna Cloos
    • Now referred to as the Individuals with Disabilities Education Act or IDEA
      Originally gave funding to schools to assist with the development, expansion, and improvement of special education programs
      Ensured that all children would get an education no matter what their situation was
    • Puts a major emphasis on the access to the general education curriculum for all students identified under this law
      Key Components
      Requires schools to help students transition from school to postschool
      Transition planning begins no later than age 14
      Initiation of transition services start no later than age 16
      Children ages 3-5 can get services
      Schools must provide behavior intervention plans for students who have behavior problems
    • Students who qualify have a physical or mental impairment that substantially limits one or more major life activities
      Greatest importance of this law is that it protects those that may not be covered under IDEA but who need certain accommodations and are entitled to protection under law
      Section 504
    • Americans with Disabilities Act
      Represents broad civil rights coverage for all individuals with disabilities
      Establishes guidelines for employment, public accommodations, transportation, state and local governmental operations, and telecommunications systems
    • Standards based movement
      Key Provisions
      Increased Accountability
      Based on state standards in reading and mathematics
      Annual testing fro all students in grades 3-8
      Annual statewide progress objectives that all students must reach by 2013
      Adequate yearly progress (AYP) of school districts and individual schools
    • Parent and Student Choice
      Parents and students have the choice to attend any school they wish
      Greater Flexibility
      Federal education funds can be used wherever they are needed
      Reading First
      Ensures that every student can read by the end of third grade
      Highly Qualified Teachers
      Set a goal of having fully qualified teachers by 2006
    • States that what is taught must be tied to the state wide standards in the subjects of language arts/English, mathematics, social studies, and science
      Two features of standards
      Content Standards
      Knowledge, skills, and understanding that students obtain in academic subjects
      Performance Standards
      Levels of achievement that students must meet to demonstrate their ability in subjects
      Standard-Based Education
    • Since the implementation of the NCLB Act there is less need for student accountability in schools.
      NCLB tests students grades 3-8 annually
      Most students with disabilities will take the general district wide test like other students
      A certain percentage will take these tests with a special accommadation
      Students with more specific needs will be exempt from this test and will be given an alternative assessment. This must be documented in the students IEP
      Student Accountability
    • Provides students with disabilities the opportunity to have a place in society
      Inclusion means to accommodate all learning types in the classroom
      In 1999-2000 it is estimated that 47.32% of all students with disabilities are served in a regular class for at least 80% of the day. 28.32% in resource rooms
    • RTI
    • Tier 1
      Students receive quality instruction and achiever expected academic and behavioral goals in the general education setting
      Tier 2
      Move to tier 2 if student does not meet general class expectations
      Students receive more targeted instruction in the general education classroom or in other settings in the school
      Tier 3
      Can me found eligible for special education services
      Provides students with more significant disabilities and more intensive evidence-based interventions
    • Universal Design for Learning
      Provides students with many different learning options that will best suit their learning style
      Helps include students with disabilities
      Capitalizes on new technologies and electronic resources
      Challenges all students
      Materials, methods, and assesment are flexible
    • Approach teaching and learning for students of differing abilities in the same class
      Intent is to maximize each student’s growth and individual success by meeting each student where he or she is
      Allows teacher to target many different learning styles in one classroom and help all students do their best
      Differentiated Instruction
    • Means that teachers need to use practices that have been studies and proven
      Teachers can utilize the evidence behind these practices to determine if they would be useful in their classrooms
      Teachers sometimes have trouble knowing what practices to use to one important thing to remember is
      “If it sound to good to be true, it probably is.”
      Evidence-Based Practices
    • Teachers must acquire specific knowledge about diverse students and develop skills to address the needs that these students present in the classroom
      Diversity Consideration
    • Polloway, A. Edward. Strategies For Teaching Learners With Special Needs. (2008). Pearson Education Inc.
      Works Cited