Chapter 1 (Sped 413) powerpoint

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  • Presentation by: Lisa Gardner
  • Teachers determine what strategies will work best in the classroom. and use these standards to design a curriculum that will meet academic standards, through instructional learning .
  • Chapter 1 (Sped 413) powerpoint

    1. 1. CHAPTER ONESPECIAL EDUCATION IN AN ERA OF INCLUSION AND STANDARDS<br />STRATEGIES FOR TEACHING LEARNERS WITH SPECIAL <br /> NEEDS<br />
    2. 2. CHAPTER 1 OVERVIEW<br />TARGET POPULATION / ASSOCIATED CONCERNS<br />CRITICAL LEGISLATIVE / FEDERAL INITIATIVES<br />NO CHILD LEFT BEHIND ACT (NCLB)<br />INDIVIDUAL WITH DISABILITIES EDUCATION ACT OF 2004 (IDEA)<br />SECTION 504<br />AMERICANS WITH DISABITIES ACT (ADA)<br />
    3. 3. Critical Legislative/Federal Initiatives<br />94-142<br />Education of all handicapped act (1975)<br />Individuals with disabilities education act<br />Free appropriate public education (FAPE)<br />IDEA<br />IEP process<br />Due process <br />Discipline provisions<br />Section 504<br />Standards<br />Curriculum<br />Individual courses, instructional strategies, and materials<br />Assessment for school accountability<br />
    4. 4. Critical Legislative/Federal initiative<br />Americans with disabilities act (ADA)<br />Civil rights laws prohibits discrimination <br />Individuals with disabilities (physical, or mental impairment)<br />Free appropriate public education (FAPE)<br />Accommodations<br />Funding to implement requirements<br />Procedural safeguards<br />Evaluation/placement procedures<br />Due process<br />NCLB<br />Standardized test <br />Elementary and secondary education act of 1965 (ESEA)<br />Adequate yearly progress (AYP)<br />
    5. 5. Chapter overview<br />PL-94-142<br />The PURPOSE of this is to assure that all handicapped students have available to them, (FAPE) free appropriate public education . Which emphasizes special education and related services. <br />Free appropriate public education (FAPE)<br /> (A) Provides public expense , under the supervision and direction without charge<br /> (B) Meets standards of the State educational Agency<br /> (C) Appropriate education in pre-school, elementary, or secondary school in the state.<br /> (D) Provided an Individualized educational program (IEP)<br />
    6. 6. chapter one overview<br />Individuals with Disabilities Education Act (IDEA) the purpose is to ensure that all children with disabilities have available to them a (FAPE). Between the ages of 3 and 21 years.<br />Identify, locate and evaluate all children with disabilities <br />Develop and individualized education program for each child with a disability, and review it annually.<br />Educate children in the “least restrictive environment” (LRE) (with children who are not disabled) to the maximum extent possible.<br />Ensure that children are participating in early- intervention programs. With a smooth and effective transition into preschool, elementary, or secondary school programs.<br />Ensure that all teachers are adequately prepared and trained<br />
    7. 7. chapter one overview<br />Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive federal financial assistance from the U.S. Department of Education. <br />Section 504 regulations requires that school districts provide a free appropriate public education (FAPE) to qualified students with disabilities (regardless of the nature of the disability). <br />Section 504 also offers educational services designed to meet the individual education needs of students with disabilities as adequately as the needs of non disabled students are met.<br />Education with non disabled students, with maximum extent appropriate to the needs of the student with disability.<br />Evaluation and placement procedures to be established. And periodic re-evaluation of students who have been provided special education and related services.<br />
    8. 8. chapter one overview<br />American disabilities act (ADA) the purpose of this act is to provide a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities. <br />ADA also provides a clear, strong, consistent, enforceable standards addressing discrimination against individuals with disabilities.<br />ADA ensures that the federal government plays a central role in enforcing the standards established in the act on behalf of individuals with disabilities.<br />ADA also establishes guidelines of employment, public accommodations, transportations, and state and local governmental operations.<br />
    9. 9. chapter one overview<br />No child left behind act 2004 (NCLB) is federal legislation that promotes student achievement through school and district reform.<br />NCLB requires that each state develop and implement a system for holding all district and schools accountable for the education of students.<br />NCLB also requires that all title 1 schools promote academic excellence, enhances educational opportunities, ensure equity for all of America's children and families and improve the quality of teaching and learning.<br />
    10. 10. Chapter one key elements<br />Standard-Based education: ( core subjects)<br />Curriculum<br />Instruction<br />Assessment<br />Environment<br />
    11. 11. chapter one key elements<br />Standard based education:<br />Academic standards<br /> Acquiring Specific skills <br />Competency level<br />Formal testing (higher level)<br />Meeting set standards<br />Responsible for learning/ achievement<br />
    12. 12. chapter one key elements<br />Inclusion:<br />Self- worth<br />Accepting differences<br />Responding to individual needs<br />Being part of an organization, and community. And also being valued, and respected as a contributing member.<br />Positive interactions<br />Opportunities for students with disabilities<br />
    13. 13. Chapter one key elements<br />Response to intervention: “Three tiers”<br />Differentiated instruction<br />Benchmark ( strategies, evidence and based interventions) small groups or general education<br />Intensive, evidence base interventions ( individual or small groups) <br />
    14. 14. Chapter one key elements<br />Universal design learning:<br /> Designed Curriculum (that is learned and understood by students)<br />Learners bring strengths, needs, and interest<br />Gaining knowledge, skills and interest for learning<br />Representation of work ( shown in different ways) expression, models and feedback <br />Engagement in learning ( keeping children engage in task) interesting, choices, and model activities <br />
    15. 15. chapter one key elements<br />Differentiated instruction:<br />Planning ( variety of learning styles)<br />Grouping ( monitoring, observations of individual/ groups ability)<br />Implementation ( introduction of skills to be learned)<br />Assessment (informal, formal style of standardized testing)<br />Environment ( student centered classroom), in which child will be learning.<br />
    16. 16. chapter one key elements<br />Evidence based practice:<br />Strategy for learning ( instructional)<br />Criteria ( inclusion/exclusion)<br />Target practice, subjects and contexts<br />Conditions ( how, why , and what) are students learning<br />
    17. 17. Chapter one key elements<br /> Diversity consideration:<br />The three main dimensions<br />Behavioral<br />Physical/ sensory<br />Intellectual/cognitive<br />
    18. 18. Standards for Achievement in learning<br />

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