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Esped proj

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special education acronyms explanation

special education acronyms explanation

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    Esped proj Esped proj Presentation Transcript

    • SPECIAL EDUCATION ADMINISTRATION
      Professor Robert Whytal
      By Ancizar Perdomo Torres
      VCU Master’s of Education
    • ADA:IDEA:LEA:FAPE:IEP:PLOP:
      A guide for Special EducationYouTube - Introduction to Special Education
    • ADA
      ADA stands for “Americans with Disabilities Act”, which is a statutory law signed up by President George Bush in 1990. It guarantees that all American citizens be treated with dignity, and be not discriminated against. According to Martin’s County Community online service, more than fifty million Americans have some kind of physical or mental disability.
      Quick Quiz for unquiet minds!YouTube - Special Education
    • IDEA
      IDEA Stands for “Individuals with Disabilities Education Act.”
      IDEA is the national policy for the education of children with any kind of disability, ages 2 – 21
      This piece of Legislation rules the education of exceptional children all over the U.S.A.*
    • LEA
      LEA Stands for “Local Education Agency” or “Local Board of Education”, in the most traditional jargon.
    • FAPE
      FAPE Stands for “Free Adequate Public Education”
      It also encompasses special education services that :
      are provided at public expense and under public supervision and direction.
      Meet the standards of the State Board of Education.
      Include an appropriate preschool, elementary, middle and high school.
      Are provided in keeping with an IEP.
    • IEP
      IEP Stands for “Individualized Education Plan”
      An IEP is a legal document with the same implications of a public contract that must be complied with by the parts involved.
      An IEP is also defined as “ a written statement designed to meet a child’s unique needs and must be in effect at the beginning of the school year, before any special education and related services are provided for such child.”
    • PREVIOUS TO THE IEP
      Before the IEP is written there is a protocol to follow:
      • 1. Identification and Referral.
      • 2. Evaluation.
      • 3. Determination of Eligibility.
      • 4.Development of an IEP, and Determination of Services.
      • 5. Reevaluation.
    • Identification and Referral
      Can be done by a parent.
      Can be done by a regular teacher .
      Can be done by a school official.
      When the child is suspected to have a disability, a referral , which is a written or oral request for an evaluation is given to the school.
    • Evaluation
      The School evaluates the child to determine whether the student has a disability, as well as, the nature and extent of the special education, and related services that the child needs.
    • Determination of Eligibility
      Based on the results of the test, a team decides if the child is eligible to receive special education and related services.
    • Development of an Individualized Education Program and Determination of Services
      If a child is eligible for Special Education and Related Services, a School team and the parent develop and implement an appropriate IEP to meet the needs of the child. The team and the parent will determine the special services the child needs in order to achieve the best education results. This IEP must be reviewed and revised yearly.
    • Reevaluation
      At least every three years, a team must reevaluate the child to determine whether the child continues to need special education, and related services.
    • PLOP
      PLOP Stands for “Present Level of Performance”. A PLOP is a document which complements the IEP, and is a virtual guide for the IEP. PLOP’s help in the sense that they depict the current level of development of the child, and it permits insights into the next level of development or achievements the student can reach. Goal in the IEP are attained with the help of the special education teacher, the regular teachers, peers, special related services and the least restrictive environment or the inclusion the child is receiving.
    • Complaints
      Parents have the right to make a formal complaint when they believe the IEP for their child is not being fully implemented. It can be formal ( written in a letter to the principal or LEA or it can be also informal ( In interview with the Special Ed team or with a LEA officer.
    • Due Process Hearing
      The Department of Education of the State provides Due Process Hearing