Sped in an Era of Inclusion and Standards


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The basics of special education and the basics to know about the background. Good info before teaching in a sped classroom.

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Sped in an Era of Inclusion and Standards

  1. 1. Chapter 1: Special Education in an Era of Inclusion and Standards By Ashlee Sirek Sped 413
  2. 2. Critical Legislature <ul><li>94-142 </li></ul><ul><ul><li>Now referred to as Individuals with Disabilities Education Act </li></ul></ul><ul><li>IDEA </li></ul><ul><ul><li>FAPE, Appropriate Evaluation, IEP, LRE, Parent and Students Participation in Decision Making, Procedural Safeguards </li></ul></ul><ul><li>Section 504 </li></ul><ul><ul><li>Any student that has a physical or mental impairment that limits one of more major life activities qualifies </li></ul></ul>
  3. 3. Critical Legislature <ul><li>ADA </li></ul><ul><ul><li>Civil rights for individuals with disabilities </li></ul></ul><ul><li>NCLB (2001) </li></ul><ul><ul><li>Key provisions: increased accountability, parent and student choice, greater flexibility to states, school districts, and schools, putting reading first, highly qualified teachers </li></ul></ul>
  4. 4. Key Elements in School Today <ul><li>Standard-Based Education </li></ul><ul><li>Student Accountability </li></ul><ul><li>Inclusion </li></ul><ul><li>RTI </li></ul><ul><li>UDL </li></ul><ul><li>Differentiated Instruction </li></ul><ul><li>Evidence-Based Practices </li></ul><ul><li>Diversity consideration </li></ul>
  5. 5. Standard-Based Education <ul><li>State driven content must be taught and performance standards exist in almost every state in the core subjects of language arts, math, social studies, and science </li></ul>
  6. 6. Student Accountability <ul><li>Most student accountability is evaluated through standard-based tests </li></ul><ul><li>NCLB requires testing on an annual basis for students grades 3-8 in reading and math </li></ul>
  7. 7. Inclusion <ul><li>Providing persons with disabilities the opportunity to have a place in society </li></ul><ul><ul><li>Physical placement of students with disabilities in the general ed classroom </li></ul></ul><ul><ul><li>Sense of belonging and acceptance </li></ul></ul>
  8. 8. RTI <ul><li>Tier 1: High Quality Core Instruction </li></ul><ul><ul><li>Students receive quality instruction and academic and behavioral goals </li></ul></ul><ul><li>Tier 2: High Quality Targeted Supplemental Instruction </li></ul><ul><ul><li>Students who do not meet general class expectations receive more targeted instruction </li></ul></ul><ul><li>Tier 3: High Quality Intensive Instruction </li></ul><ul><ul><li>If eligible for special education then services for more significant disabilities and evidence-based intervention is provided </li></ul></ul>
  9. 9. UDL <ul><li>Attends to individual needs </li></ul><ul><li>Proactive </li></ul><ul><ul><li>Avoids retrofitted changes and accommodations in the classroom </li></ul></ul><ul><li>Develop material and curricula to attend to needs of students with special needs </li></ul><ul><li>New technology </li></ul><ul><li>New way of looking at students with disabilities </li></ul>
  10. 10. Differentiated Instruction <ul><li>“ Individualizing instruction” </li></ul><ul><li>Wide range of students needs can be accommodated within general education classroom </li></ul>
  11. 11. Evidence-Based Practices <ul><li>Requires teachers to use interventions that show evidence they work with the population they are being used with </li></ul><ul><li>Do research before trying a practice and check its reliability </li></ul>
  12. 12. Diversity Consideration <ul><li>Many students do not represent the stereotypic image of the typical student </li></ul><ul><li>Norm of what is typical has changed dramatically </li></ul><ul><li>Diversity is more than just disability </li></ul><ul><li>Teachers must develop a sensitivity to the needs of a diverse group of students </li></ul>