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Chapter02 Chapter02 Presentation Transcript

  • Introduction to Special Education: Making a Difference Sixth Edition Chapter 2 Individualized Special Educational Programs: Planning and Services Copyright © 2007 Allyn & Bacon
    • This multimedia product and its contents are protected under copyright law. The following are prohibited by law:
    • any public performance or display, including transmission of any image over a network;
    • preparation of any derivative work, including the extraction, in whole or in part, of any images;
    • any rental, lease, or lending of the program.
  • Chapter Objectives
    • Explain five important approaches used to help students with disabilities access the general education curriculum.
    • Discuss each placement option used to deliver special education to students with disabilities.
    • Describe special education’s related services and how multidisciplinary teams are formed.
    • Explain the IEP process.
    • List the different individualized education plans used for individuals with disabilities (birth through age 21).
    Copyright © 2007 Allyn & Bacon
  • Access to the General Education Curriculum
    • IDEA 2004 stresses the importance of:
      • Participation in the general education curriculum
      • Access to the general education curriculum
      • Participation in statewide or district-wide testing
      • Making accommodations in testing situations
    Copyright © 2007 Allyn & Bacon
  • Accessing the General Education Curriculum
    • Approaches to accessing the general education curriculum include:
      • Instructional Accommodations
      • Instructional Modifications
      • Differentiated Instruction
      • Assistive Technology
    Copyright © 2007 Allyn & Bacon
  • Educational Placements
    • Regular classroom
    • Inclusion
      • Full inclusion or pull-in programming
      • Co-teaching
      • Consultation/collaborative teaching
    • Resource room
    • Self-contained special education class
    • Partially self-contained special education class
    • Separate school
    • Residential setting
    Copyright © 2007 Allyn & Bacon
  • Placement Issues
    • The severity of a child’s disability does not necessarily determine that child’s educational placement or LRE.
    • The educational placement for a specific child will probably change across his or her educational career.
    Copyright © 2007 Allyn & Bacon
  • Factors to Consider When Determining LRE
    • Student’s goals and objectives
    • Balance between LRE and FAPE
    • Desired adult outcomes for the individual
    • Array of special education services required to attain all goals
    Copyright © 2007 Allyn & Bacon
  • Special Education and Related Services Professionals Copyright © 2007 Allyn & Bacon Physicians Itinerant Teachers Lawyers Nurses Administrators Vocational Specialists Special Education Teachers Transportation Specialists Recreational Therapists Assistive Technology Specialists Educational Diagnosticians School Psychologists Consulting Teachers Physical Therapists Counselors Paraprofessionals Speech/Language Pathologists Occupational Therapists Audiologists
  • Special Education Services
    • Should be:
      • Flexible
      • Responsive to each student’s needs
    • Vary by:
      • Type
      • Location
      • Personnel
      • Duration
    Copyright © 2007 Allyn & Bacon
  • IEP Process
    • Pre-referral
    • Referral
    • Identification
    • Eligibility Determination
    • Development of the IEP
    • Implementation of the IEP
    • Evaluation and Reviews
    Copyright © 2007 Allyn & Bacon
  • Individualized Family Service Plans (IFSP)
    • Serve children from birth to age three and their families
    • Evaluated twice a year
    • Coordinated by a service or case manager
    • Includes transitional services for the move to pre-school
    • IFSPs must include:
      • Child’s current functioning levels
      • Family’s strengths and needs
      • Expected outcomes and time line
      • Date for initiation of services
      • Name of service coordinator
      • Methods for transition
    Copyright © 2007 Allyn & Bacon
  • Individualized Education Program
    • Serves students with disabilities, ages 3 to 21
    • Assures an individualized program
    • Evaluated annually
    • All of a student’s needs must be met
    • Availability of services does not determine whether they are included on IEP
    • IEP must be individually determined
    • Communication of contents to everyone who needs the information
    Copyright © 2007 Allyn & Bacon
  • IEPs must contain:
    • Student’s present levels of performance
    • How the student’s disability influences participation and progress in the general education curriculum
    • Measurable annual goals, including academic and functional goals
    • Educational services to be provided, including modifications and supports
    • Explanation of why the child will not participate in general education classes with non-disabled peers
    • Description of accommodations in state or district-wide testing
    • Projected date for initiation, frequency, location, and duration of services
    • At age 16, identification of post school goals to address transition assessments and service needs
    • Information about transfer of rights at age of majority
    • How student’s progress will be measured and parents informed
    Copyright © 2007 Allyn & Bacon
  • Student and Parent Participation
    • IDEA stresses the importance of involving families and students in the IEP process.
    • A major goal of the IEP meeting is to form partnerships between parents, schools, and professionals.
    Copyright © 2007 Allyn & Bacon
  • Procedural Safeguards
    • Notification about meetings and other important events need to be in writing
    • Parents need to understand the meaning of the communications from school, so these interactions must be:
      • in the parents’ native language
      • free of educational jargon
    Copyright © 2007 Allyn & Bacon
  • Appropriate Evaluations
    • Functions of Assessment
      • Identify and qualify students for special education
      • Guide instruction
      • Determine annual or long-term gains
      • Change a student’s services
    Copyright © 2007 Allyn & Bacon
  • Appropriate Assessments
    • Standardized tests concern educators because of the overrepresentation of culturally and linguistically diverse students
    • Types of Authentic Assessments
      • Curriculum based measurement (CBM)
      • Portfolio assessment
      • Functional behavior assessment (FBA)
    Copyright © 2007 Allyn & Bacon
  • Challenge Question
    • How should the array of educational services and supports available to students with disabilities be implemented?
      • Individually determined
      • At the intensity required
      • For the duration needed to solve the problem
      • With participation from the student and family
      • Including partnerships among school officials, teachers, the student, and family
      • Fluid, flexible, and not lock-stepped
      • Evaluated frequently
    Copyright © 2007 Allyn & Bacon