Special education aims to provide all students access to the general education curriculum through inclusion and differentiation. It involves many interconnecting elements, including federal laws, standards-based instruction, evidence-based practices, universal design for learning, and multitiered systems of support. The goal is to educate students with disabilities in general classrooms to the greatest extent possible while meeting their individual needs through individualized education programs and accommodations.

1. Special Education in an Era of Inclusion and Standards Special education and instructional strategies are like a puzzle. You have many pieces in different shapes needed to fit to form the puzzle. The pieces represent students, teachers, specialists, legislative and federal regulations and many other key elements of special education. All of the pieces fit together, but it takes time, patience, problem solving and team work at times to put the pieces together to form the finished product. Often times you need to try multiple pieces until you find the right fit. The main idea is that all of the pieces do fit. Created by Anne Deilke

2. Legislative and Federal Regulations American with Disabilities Act (ADA) Establishes guidelines for employment, public accommodations, transportation, state and local government operations and telecommunications system for those individuals who are disabled. Broad civil rights coverage for those that are disabled Protects individuals with disabilities from discrimination No Child Left Behind (NCLB) Increased accountability Parent and Student choice Greater flexibility to states, school districts and schools Reading first Highly qualified teachers Student accountability through standardized testing Section 504 of Rehabilitation Act Includes any student who has a physical or mental impairment that substantially limits one or more major life activities Students that need accommodations but not categorized in IDEA

3. Legislative and Federal Regulations (Continued) Individuals with Disabilities Education Act of 2004 (IDEA) Revised in 1983, 1990, 1997 and 2004 PL 94-142 - original law authorized funding to states to assist in development, expansion and improvement of special education programs Free Appropriate Public Education (FAPE) - school districts must provide special education and related services necessary to meet needs of students with special learning requirements Appropriate Evaluation - must be a full and individual initial evaluation conducted before first time services

4. Legislative and Federal Regulations (Continued) (IDEA) Individualized Education Plan (IEP) – required written document summarizing a student’s learning program and transition planning for school to post school Least Restrictive Environment (LRE) – educate children with disabilities in general education settings with peers to greatest extent possible Parent and student participation in decision making - parental consent must accompany every decision that affects a child with a disability and encouraged to participate as often as possible Procedural safeguards - protects rights of parents and children (obtain records, right to IEE, the right to request due process, etc)

5. Key Elements of Special Education Standard Base Education what is taught is to be correlated with state-derived content and performance standards that now exist in almost all states in the core subject areas (language arts/English, mathematics, social studies and science). Differentiated Instruction The concept and process to approach teaching and learning for student of differing abilities in the same class while maximizing growth and success for the individual student Empowerment The concept that embraces many essential aspects of what it truly means to be respected and given dignity. The idea that quality of life is important through the use of self-determination Diversity Considerations School student population is diverse (race, setting, sexual orientation, cognitive, sensory, behavioral, cultural) therefore the need for the multitiered systems and approaches are important and necessary

6. Key Elements of Special Education Universal Design for Learning (UDL) Approach to teaching for diversity in the classroom Learning as unique as fingerprints Approach to minimize barriers and maximize learning For all students Inclusion “supported education” the opportunity to have a place in society and a sense of belonging and acceptance Multitiered provides layers of intervention to meet student needs including 3 tiers of High Quality Core Instruction Access to General Education Curriculum content, performance standards, standards set by district or state, acquire knowledge to gain access and accessibility to curriculum for the majority of students in school

7. Key Elements of Special Education Evidence based practice Requirement of teachers to use specific teaching tools and strategies for a particular population that has research or evidence that it is successful Student Accountability Student evaluations acquired through standards-based tests Response to Intervention (RTI) 3 Tier approach to teaching and learning Tier 1 – differentiated instruction with evidence-based curriculum 80-85% of student population Tier 2 –strategic evidence-based interventions in small groups 15% of student population supplementing core curriculum teaching Tier 3 – Intensive evidence-based interventions to individual or small groups to 5% of student population

8. Special Education Special education has been redefined in recent years as inclusion has become the most important emphasis. With the amount of standards based education that is at the forefront, special education has become a system where students receive as much of their education in the general education classroom and have access to general education curriculum. Together the puzzle will get put together.