Brenna powerpoint 1

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Brenna powerpoint 1

  1. 1. Chapter One<br />Brenna Cloos<br />
  2. 2. Now referred to as the Individuals with Disabilities Education Act or IDEA<br />Originally gave funding to schools to assist with the development, expansion, and improvement of special education programs<br />Ensured that all children would get an education no matter what their situation was<br />94-142<br />
  3. 3. Puts a major emphasis on the access to the general education curriculum for all students identified under this law<br />Key Components <br />Requires schools to help students transition from school to postschool<br />Transition planning begins no later than age 14<br />Initiation of transition services start no later than age 16<br />Children ages 3-5 can get services<br />Schools must provide behavior intervention plans for students who have behavior problems<br />IDEA<br />
  4. 4. Students who qualify have a physical or mental impairment that substantially limits one or more major life activities<br />Greatest importance of this law is that it protects those that may not be covered under IDEA but who need certain accommodations and are entitled to protection under law<br />Section 504<br />
  5. 5. Americans with Disabilities Act<br />Represents broad civil rights coverage for all individuals with disabilities<br />Establishes guidelines for employment, public accommodations, transportation, state and local governmental operations, and telecommunications systems<br />ADA<br />
  6. 6. Standards based movement<br />Key Provisions<br />Increased Accountability<br />Based on state standards in reading and mathematics<br />Annual testing fro all students in grades 3-8<br />Annual statewide progress objectives that all students must reach by 2013<br />Adequate yearly progress (AYP) of school districts and individual schools<br />NCLB<br />
  7. 7. Parent and Student Choice<br />Parents and students have the choice to attend any school they wish<br />Greater Flexibility<br />Federal education funds can be used wherever they are needed<br />Reading First<br />Ensures that every student can read by the end of third grade<br />Highly Qualified Teachers<br />Set a goal of having fully qualified teachers by 2006<br />
  8. 8. States that what is taught must be tied to the state wide standards in the subjects of language arts/English, mathematics, social studies, and science<br />Two features of standards<br />Content Standards<br />Knowledge, skills, and understanding that students obtain in academic subjects<br />Performance Standards<br />Levels of achievement that students must meet to demonstrate their ability in subjects<br />Standard-Based Education<br />
  9. 9. Since the implementation of the NCLB Act there is less need for student accountability in schools. <br />NCLB tests students grades 3-8 annually <br />Most students with disabilities will take the general district wide test like other students<br />A certain percentage will take these tests with a special accommadation<br />Students with more specific needs will be exempt from this test and will be given an alternative assessment. This must be documented in the students IEP<br />Student Accountability<br />
  10. 10. Provides students with disabilities the opportunity to have a place in society<br />Inclusion means to accommodate all learning types in the classroom<br />In 1999-2000 it is estimated that 47.32% of all students with disabilities are served in a regular class for at least 80% of the day. 28.32% in resource rooms<br />Inclusion<br />
  11. 11. RTI<br />
  12. 12. Tier 1<br />Students receive quality instruction and achiever expected academic and behavioral goals in the general education setting<br />Tier 2<br />Move to tier 2 if student does not meet general class expectations<br />Students receive more targeted instruction in the general education classroom or in other settings in the school <br />Tier 3<br />Can me found eligible for special education services<br />Provides students with more significant disabilities and more intensive evidence-based interventions<br />
  13. 13. Universal Design for Learning<br />Provides students with many different learning options that will best suit their learning style<br />Helps include students with disabilities<br />Capitalizes on new technologies and electronic resources<br />Challenges all students <br />Materials, methods, and assesment are flexible <br />UDL<br />
  14. 14. Approach teaching and learning for students of differing abilities in the same class<br />Intent is to maximize each student’s growth and individual success by meeting each student where he or she is<br />Allows teacher to target many different learning styles in one classroom and help all students do their best <br />Differentiated Instruction<br />
  15. 15. Means that teachers need to use practices that have been studies and proven<br />Teachers can utilize the evidence behind these practices to determine if they would be useful in their classrooms<br />Teachers sometimes have trouble knowing what practices to use to one important thing to remember is<br />“If it sound to good to be true, it probably is.”<br />Evidence-Based Practices<br />
  16. 16. Teachers must acquire specific knowledge about diverse students and develop skills to address the needs that these students present in the classroom<br />Diversity Consideration<br />
  17. 17. Polloway, A. Edward. Strategies For Teaching Learners With Special Needs. (2008). Pearson Education Inc.<br />Works Cited<br />

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