NCLB<br />No Child Left Behind Act<br />Passed: 2001<br />Focus on:<br />Increased accountability<br />Parent & Student choices<br />Greater flexibility for schools, school districts, & states in regards to fund disbursement<br />Put reading (and scientific-based instruction) first<br />Employ highly qualified teachers<br />
PL 94-142 & IDEA<br />Defining the Legislation<br />PL 94-142: Education for All Handicapped Children (initial version of IDEA, passed 30 years ago).<br />IDEA: Individuals with Disabilities Education Act<br />Highlighting the Key Provisions<br />Free, appropriate public education<br />Appropriate evaluation<br />Individualized Education Program (IEP)<br />Least Restrictive Environment (LRE)<br />Parent & Student Participation<br />Procedural safeguards<br />
Section 504<br />Affects students with traits that limit their learning ability.<br />Traits could be physical or mental, but somehow affect negatively affect way individual lives their life.<br />Provides service for those not under IDEA but still require some accommodations to succeed.<br />
ADA<br />Americans with Disabilities Act<br />A 1990 landmark decision.<br />Guaranteed widespread civil rights for coverage for individuals with disabilities.<br />Prevent discrimination of persons that would be otherwise qualified for employment.<br />
Standards-Based Education<br />Create a common set of goals to ensure students can demonstrate skills and knowledge of core subject areas.<br />Curriculum must be tied to state-decided content and performance standards.<br />Note: standards do exist for areas other than core content.<br />
Student Accountability<br />Emphasized by the passing of NCLB act and focus on standards-based reform.<br />Students with disabilities can and will take state-wide or district-wide tests; usually taken with some form of accommodation.<br />How students will be examined is determined in IEP.<br />
Inclusion<br />Attitude & philosophy of treating all students as valued and respected members of a class (or community); includes concepts of opportunities and rewards.<br />Including students with special needs and instilling a sense of belonging in students.<br />
RTI<br />Response to Intervention<br />A tiered curriculum that creates levels of intervention to meet a student’s needs; the intensity of the intervention does increase as the student progresses.<br />Usually three tiers, sometimes four tiers.<br />Research-based, and some tiers can be used in either a general education classroom or with a supplemental core curriculum.<br />
UDL<br />Universal Learning Design<br />All about eliminating barriers for all students, proactive in design.<br />Tailor curriculum to students and their needs; play to students’ interests and give choices.<br />3 Areas:<br />Representation of material<br />Engagement with material<br />Action and Expression of knowledge<br />
Differentiated Instruction<br />Meets the student where they are, individualizing instruction.<br />Meet a wide range of student needs with a general education classroom; helps students grow and achieve.<br />Similar concept to universal design for learning.<br />
Evidence-Based Practices<br />Goes along with accountability and greatly encourages teachers to have evidence that practices used in the classroom is used successfully with the intended audience.<br />Know what strategies work and don’t work.<br />Have a research base for education plans.<br />
Diversity Consideration<br />The “typical” student has changed dramatically in recent years.<br />Most students don’t resemble the stereotype.<br />Diversity is much more than a disability.<br />A suggestion: develop sensitivity and specific knowledge about needs of student’s and address those needs.<br />
Special Education & Instructional Strategies<br />All children can learn, but sometimes you need teamwork (including the teacher, the parents, and other teaching colleagues) and strategies to make a student’s educational experience whole.<br />
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