Special education is governed by federal laws with supersede state laws. Teacher’s portion: help in developing the IEP present levels and writing goals and objectives.
I will go over each one in the next slides
Lecture day 1 sped 600
Advance Classroom Adaptations for Special Population<br />
WELCOME TO SPED 600<br />DAY 1<br />Introductions<br />Why are we here<br />Expectations<br />Class dynamics<br />Groups (homogenous)<br />Housekeeping (Blackboard)<br />Syllabus<br />
QUESTIONS<br />Why am I taking this class? <br />State/PACT<br />What is a hybrid?<br />4 to 9: 9/01, 9/22, 10/13, 10/27<br />What do I need to know?<br />Blackboard<br />How does the class look like? <br />
Course requirement<br />We are starting this course with an empty binder, in the process of 9 weeks you will fill your binder with the following requirements: (binding due last day of class)<br />Journal Reflections [2 critiques ]<br />One related for Context for learning and one for universal access<br />Context for Learning [4 parts]<br />This part of your portfolio will have four parts: SST, ID of SPED student, Behavior and IEP. <br />PIARA [4 parts] <br />Planning, Instruction, Assessing, Reflecting and Applying<br />
Journal Critiques (2)<br />You will be responsible for two journal critique<br />One related to student behavior<br />One related to universal access<br />
Course Requirements PIARA<br />Context for Learning<br />Identify a child with special needs (S.S.T)<br />Pre-referral interventions<br />SST referral <br />Identify a child who has been referred (I.D. Sped St)<br />follow a child through <br /> Process of identification and placement<br /> journaling steps and experiences <br />Attend an IEP meting (IEP)<br />Participate in writing goals <br />assemble a packet<br />Develop a Positive Behavior Plan (Behavior)<br />Observation, describing, collecting data, functional analysis and planning positive behavior interventions <br />
Course Requirements PIARA<br /><ul><li>[P] Planning: Lesson Modification/Adaptation (a student with an identified disability and one identified as gifted or talented
[I] Instruction: video tape one of the planned lessons focusing on modifications
[A] Assessing: collection of student’s work (analyze, and apply plan)
[R] Reflecting: written reflection to self assess the plan, instruction and assessment in collaborative form
[A] Applying: Growth Plan TE 602 </li></li></ul><li>QUESTIONS?<br />
SSTStudent Study Team<br />The Student Study Team is often the first step you should take when you have a concern about your child’s progress in school. The purpose of the SST is to design a support system for students having difficulty in the regular classroom<br />Members present: parent, student, teacher, former teacher counselor, nurse, school psychologist, principal or designee, and any other staff that may have info on the child being referred<br />
SST Continue…<br />The SST meeting provides everyone with an opportunity to share concerns and develop a plan. Either a staff member or parent can make a referral. The interventions agreed upon will vary depending on the child's educational needs. (team meets every 6 weeks to go over interventions)<br />
SST Cont…<br />SST plans are considered pre-referral interventions. The student study team should be a formal meeting where notes are taken and if modifications are recommended, they should be written into a formal plan.<br />The plan should be distributed to all parties and a copy should be kept in the student’s cumulative file for further reference.<br />
SST and Special Education<br />The SST team tries to determine if it is due to a specific learning disability or another cause such as impaired vision, social problems, health issues, language barriers, or if other issues are effecting the child’s performance. <br />If the SST team determines that the child could have a specific learning disability, they may recommend a formal special education evaluation.<br />(understandingspecialeducation.com)<br />
Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B.(taken from IDEA. Org)<br />
IEP Timelines<br />Assessment plan to parents: within 15 days of referral<br />IEP meeting: within 60 days of signed assessment plan<br />Student records: must be made available within 5 days of request for records<br />Interim Placement: not to exceed 30 days, IEP must be held before the 30 days<br />IEP meeting must be held within 30 calendar days of receipt of parent written request for a review <br />
Course requirement: PIARA<br />Assessment System Performance Assignment<br />PIARA is divided into six assignments with interwoven components<br />Context for Learning (four part requirement)<br />Planning: Universal Access<br />Instruction: Universal Access (video tape)<br />Assessing: Universal Access<br />Reflecting: Universal Access<br />Applying Universal Access (Growth Plan in TE 602)<br />
Assignment due next week:<br />Context for Learning Part A<br />Reflection on research assignment: writing IEP goals and objectives (1-2 page reflection on what was learned)<br />Recommended websites: <br />http://www.eric.ed.gov<br />http://www.w-w-c.org<br />http://www.ldonline.org<br />http://www.ld.org<br />http://www.idanatl.org<br />http://schwablerarning.org<br />
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