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    Chapter 1 slideshowsped 413 Chapter 1 slideshowsped 413 Presentation Transcript

    • Chapter One:Special Education
      JuliannaBurkey
      Sped 413
    • Critical Legislation
      Education for All Handicapped Children Act (EHA)
      Public Law 94-142
      Passed in 1975
      Initially authorized funding to the states to assist in the development, expansion and improvement of Special Ed. Programs
      States had to adhere to provisions in order to receive federal funds
      Goal was to provide an appropriate education for special needs students
      Name changed to IDEA in 2004
    • Critical Legislation
      Individuals with Disabilities Act (IDEA) in 2004
      Key Components added:
      Schools must provide a Free Appropriate Public Education (FAPE) for special needs students
      If unable to furnish, must provide transportation and related services when necessary
      Special needs students are required to have an IEP (Individual Education Program)
      IEP is a Legal written document formed by the multidisciplinary team, parents and student:
      Establish learning goals, determine the services the school district must provide to meet those learning goals, and to enhance communication among parents and professional about the student’s program
      Transition Planning – Must begin before the student reaches the age of 16 (IEP)
      Coordinated set of activities to help the student for a life after high school based on the student’s needs
      Transition to postsecondary school, vocational training, employment, adult education, adult services, independent living, community participation
      Assistive Technology - Schools must assume maintenance or replacement responsibilities for family-owned assistive technologies
    • IDEA
      Key Components Cont.
      LRE (Least Restrictive Environment)-Schools must education disabled students in the general education setting as much as possible; explained in the IEP
      Parent and Student Participation:
      Parental Consent must accompany every decision that affects a child with a disability
      Parents must consent to the evaluation of a students education abilities and needs, determination of necessary services, and the placement of their child in special ed.
      Procedural Safeguards:
      Parents have the right to educational records, Obtain in IEE (Independent Educational Evaluation), Request a Due Process Hearing, Appeal decisions
    • Section 504
      Part of the Rehabilitation Act
      Any student who has a physical or mental impartment that substantially limits one or more major life activity can qualify
      Can be short term or long term disabilities
      Students are able to receive a FAPE
    • ADA
      Americans with Disabilities Act passes in 1990
      Law establishes guidelines for employment, public accommodations, transportation, state and local governmental operations, and telecommunication systems
      Individuals with disabilities are protected against discrimination
    • NCLB
      No Child Left Behind passed in 2001
      Was the reauthorization of the Elementary and Secondary Education Act (ESEA)
      Intent to better serve special needs students and hold schools more accountable using scientifically based instruction
      Annual state standards in language arts and mathematics for ALL STUDENTS
      Schools must pass AYP (Annual Yearly Progress) in order to receive federal funds. If they do not meet AYP, schools are punished and considered “failing”
      Funds available for parents to move their children who attend a “failing” school to a better one in order to receive appropriate special educational services
      Goal was to 100% of all students graduate from high school!
      Set a goal of having all teachers fully qualified by 2006
    • Standard Based Education
      What is taught in public schools, must be tied to the state-derived content and performance standard that now exist in core subject areas of language arts, mathematics, and science
      Purpose to have a common set of goals and mileposts of all schools in states
      Began in 2001 with passage of NCLB
    • Student Accountability
      Due to passage of NCLB in 2001, ALL public school students must take state standard tests
      Most students with disabilities will take the regular statewide tests
      Some students will take the tests using some type of accommodation
      Some students with more severe needs will be exempt from the regular statewide tests and will take an alternative assessment
      Must be documented in their IEP BEFORE they take the standard tests
    • Inclusion
      Not just a physical place, time
      SENSE OF BELONGING for ALL CHILDREN
      BE YOURSELF
      Accepting Differences
      Disabled students are not judged
      Adults are role models: Children see adults accept everyone, they will do the same
    • UDL
      Universal Design for Learning
      Goals to provide an appropriate challenge for ALL students
      Materials have a flexible format, supporting transformation between media and multiple representations of content to support all students
      Methods are flexible and diverse enough to provide appropriate learning experience, challenges, and support for ALL students
      Assessment is flexible to provide accurate, ongoing information that helps teachers adjust instruction and maximize learning
    • Differentiated Instruction
      Intent to maximize each student’s growth and individual success by meeting each students where he/she is, and assisting them in the learning process
      Allows special needs students to spend more time in general educational settings
    • Evidence Based Practice
      Due to NCLB and IDEA: Teacher Accountability
      Require teachers to use interventions that have evidence that they work with the populations with whom they are being used
    • Diversity Considerations
      Not all students are the same
      Teachers must be sensitive to the diverse needs of their students in order for them to excel in school
      Teachers must be knowledgeable about diversity and develop skills to address the needs of every student
    • Diversity Considerations
      Dimensions of Diversity:
      Cultural
      Racial-Ethnic
      Setting (Urban, Migrant)
      ELL
      Economic
      Sexual Orientation
      Intellectual/Cognitive
      Behavioral
      Physical/Sensory
      * ONLY 3 align with disabilities
    • IMPORTANCE
      Disabilities are not always visible. No matter what kind of disability a student has (physical, learning, behavioral) they may need help. In the short time frame students are in school; parents, educators, staff and students must all work together to help every student accomplish their goals while meeting their individual needs.