Here's to the kids who are different The kids who don't always get A'sThe kids who have earsTwice as big as their gearsOr noses that go on for daysHere's to the kids who are just out of stepThe kids they all teaseWho have cuts on their kneesAnd whose sneakers are constantly wetHere's to the kids who are differentThe kids with a mischievous streakFor when they're grownAs history as shownIt's their differences that makes them unique Author Unknown <br />
PL 94-142<br /><ul><li>Authorized funding to the states to assist in the development, expansion, and improvement of the special education program.
Provide an appropriate education to students who had not received one in the past.
Ensured the rights of all children with disabilities.
Now known as IDEA. </li></li></ul><li>IDEA<br /><ul><li>Individuals with Disabilities Act – Reauthorization of PL 94-142
Six Key Provisions of IDEA</li></ul>Free, Appropriate Public Education (FAPE)- School districts must provide special education and related services, such as transportation to meet the needs of students with special learning requirements. <br />Appropriate Evaluation- Prior to receiving special education and related services a full ,individual, and nondiscriminatory evaluation must be conducted by a team, which a parent must be a part of. <br />
IDEA Continued<br />Individual Education Program (IEP)- A written document summarizing a students’ learning program and is required for every student who qualifies for services. <br /><ul><li>Major purpose is to establish learning goals for a student which depend on an analysis of the student’s present level of performance. </li></ul>Least Restrictive Environment (LRE)- Schools must educate children with disabilities in the general education setting with their peers who are nondisabled. <br /><ul><li>Provides an opportunity for students to attend school in the most inclusive setting possible. </li></li></ul><li>IDEA Continued<br />Parent and Student Participation in Decision Making-Parents have the right to challenge or appeal any decision related to any part of the special education process. <br /><ul><li>They also have the right to obtain an independent educational evaluation (IEE) of their child. </li></ul>Procedural Safeguards- Parents have the right to: <br /><ul><li>Educational records
Initiate civil action when appealing a final hearing decision</li></li></ul><li>Section 504<br /><ul><li>Extended civil rights.
Any student who has a physical or mental impairment that significantly limits one or more major life activities can qualify for special services under section 504.
This laws provides services to students who may not classify under IDEA. These students need certain accommodations and are entitled to protection under law. </li></li></ul><li>ADA<br /><ul><li>Americans with Disabilities Act (ADA)- Represents broad civil rights coverage for individuals who are disabled.
Establishes guidelines for employment, public accommodations, transportation, state and local government operations, and telecommunication systems. </li></li></ul><li>NCLB<br /><ul><li>No Child Left Behind Act (NCLB)- Major intent is to better serve the “neediest” of students in schools and to hold schools more accountable.
Key Provisions</li></ul>Increases Accountability<br />Parent and Student Choice<br />Greater Flexibility to States, Schools Districts, and Schools<br />Putting Reading First<br />Highly Qualified Teachers <br />
Standards-Based Education<br /><ul><li>What is taught must be tied to the state-derived content and performance standards in the core subjects areas.
A standard is a general statement of what a student should know and be able to do in academic subjects. The most common distinction is between:
Content Standards: Knowledge, skills, and understanding that students should attain in academic subjects.
Performance Standards: Levels of achievement that students must meet to demonstrate their proficiency. </li></li></ul><li>Inclusion<br /><ul><li>Does not refer to a physical space, but to a condition or state of being .
Inclusion is how educators respond to individual differences.
Offers opportunities and rewards for all students. </li></li></ul><li>RTI<br /><ul><li>Response to Intervention (RTI)- Designed to provide early, effective assistance to children who are having difficulty learning.
Tiered instruction provides layers of intervention to meet student needs, increasing in intensity as a student progresses through different tiers over time.
Tier One: High-quality, researched-based, and systematic instruction
Tier Two: High-quality targeted supplemental instruction made to supplement core instruction
Tier Three: High-quality intensive intervention to meet significant disabilities</li></li></ul><li>UDL<br /><ul><li>Universal Design for Learning (UDL)- “ The design of products and environment to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”
Dimensions of Diversity: Behavioral, cultural, racial-ethnic, setting (urban, migrant), ELL’s, economic, sexual orientation, intellectual/cognitive, physical/sensory, and behavioral</li></li></ul><li>Resources<br /><ul><li> Patton, J. R., Polloway, E. A., & Serna, L. (2008). Strategies for Teaching Learners with Special Needs. New Jersey : Pearson Education Inc.</li>