SPED 413: Chapter One <br />By Amber Short <br />May 2010<br />
Critical Legislature: <br />94-142 (IDEA)<br />Originally labeled PL 94-142 and now is called IDEA<br />Stands for Individuals with Disabilities Education Act. <br />6 Key provisions of IDEA: <br />1. Free, Appropriate Public Education Act (FAPE)<br />Indications that school districts must provide special education and related services necessary to meet the needs of students with special learning requirements. <br />2. Appropriate Education <br />Prior to a student receiving special education and related services for the first time, a full and individual initial evaluation must be conducted. <br />3. Individualized Education Program (IEP)<br />A written document summarizing a student’s learning program and is required for every student who qualifies for services. <br />4. <br />5. <br />6. <br />7. <br />
Critical Legislature: cont. <br />94-142 (IDEA)<br />4. Least Restrictive Environment (LRE) <br />Schools must education children with disabilities- to as great an extent as possible - in general education settings with their peers who are nondisabled. <br />5. Parent and Student Participation in Decision Making<br />Parental consent must accompany e3very decision that affects a child with a disability. <br />6. procedural safeguards<br />Protects the rights of both parents and their children. <br />Parents have the right to educational records, the right to obtain an IEE, the right to request a due processing hearing, the right to appeal decision, and the right to initiate civil action when appealing a final hearing decision. <br />
Critical Legislature: <br />Section 504 <br />Any student who has a physical or mental impairment that substantially limits on or more major life activities can qualify for special services und Section 504. <br />Americans with Disabilities Act (ADA) <br />Established guidelines for employment, public accommodations, transportation, state and local government operations and telecommunication systems. This is such a attempt to be inclusive of all abilities.<br />No Child Left Behind (NCLB) <br />Intents to better serve the “neediest” of students in our schools and to hold schools more accountable, NCLB includes the following: <br />Increased accountability<br />Parent and student choices <br />Greater flexibility to states, school district, and schools<br />Putting reading first <br />Highly qualified teachers <br />
Key Elements in Schools Today <br />Standard-Based Education <br />Means that what is taught must be tied to the state-derived content and performance standards that now exist in almost all states in the core subject areas of language arts/English, math, social students, and science. <br />Student Accountability<br />A certain percentage of students with disabilities will take the district wide/statewide tests that nondisabled students take using some type of accommodation. <br />Inclusion <br />The commitment to provide persons with disabilities the opportunity to have a place in society. <br />
Key Elements: cont. <br />Universal Design for Learning (UDL)<br />The general meaning of UDL is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. <br />Differentiated Instruction <br />Primarily the basic idea of individualized instruction <br />Currently has been thought of to include the gifted and talented students. <br />Evidence-Based Practices <br />Instructors must use evidenced based methods to teach according to NCLB.<br />
Key Elements: cont. <br />Diversity Consideration <br />Teachers must take into consideration the very diverse classrooms we teach in today. <br />The following is a representation of the dimensions of diversity<br />
The importance of applying instructional strategies as we teach students with exceptionalities! <br />Simple as that: “all children CAN and WILL learn!!<br />
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