Teaching learners with special needs meredith simon

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Teaching learners with special needs meredith simon

  1. 1. Teaching Learners with Special Needs<br />Chapter One Overview<br />By: Meredith Simon<br />
  2. 2. Critical Legislation <br />Public Law 94-142<br />Individuals with Disabilities Education Act (IDEA)<br />Section 504<br />Americans with Disabilities Act (ADA)<br />No Child Left Behind (NCLB)<br />
  3. 3. Public Law 94-142<br />Public Law 94-142 is also known as Education for all Handicapped Children and was adopted over 30 years ago. <br />Has been amended 4 times <br />Initially authorized funding to the states to assist the development, expansion, and improvement of Special Education programs<br />Meant to provide appropriate instruction to those who hadn’t been given the opportunity<br />Ensured the rights of all children with disabilities <br />Is now known as IDEA<br />
  4. 4. IDEA<br />IDEA is the Individuals with Disabilities Education Act which put a major emphasis on access to general education curriculum for students with disabilities. <br />IDEA has 6 main provisions<br />FAPE-requires school districts to provide special education and related services needed to students without cost to families.<br />Appropriate Evaluation- full and individual evaluation must be provided before a student can receive special education and related services.<br />IEP- a written document summarizing a students’ learning program.<br />LRE- schools must educate children with disabilities as much as possible within the general education classroom<br />Parent/Student participation in decision making<br />Procedural Strategies to protect rights of parents and students<br />
  5. 5. Section 504<br />Section 504 is also known as the Rehabilitation Act of 1973.<br />States that any student who has a physical or mental impairment that substantially limits one or more major life activity can qualify for special services, even if the student is not categorized under IDEA.<br />
  6. 6. Americans with Disabilities Act<br />Covers broad civil rights coverage to individuals who are disabled. <br />Establishes guidelines for employment, public accommodations, transportation, state and local government operations, and telecommunication systems.<br />Protects individuals with disabilities who are otherwise qualified, from discrimination.<br />
  7. 7. No Child Left Behind<br />NCLB was passed in 2001 to hold schools more accountable for students’ learning.<br />5 Main Provisions<br />Increased Accountability-implemented statewide accountability system for grades 3-8.<br />Parent/Student Choice- allows parents to move child to different school within district if current school is failing or obtain supplemental education services from public or private sector.<br />Greater Flexibility to States, School Districts, and Schools<br />Putting Reading First-goal to have all children reading by the end of 3rd grade<br />Highly Qualified Teachers<br />
  8. 8. Key Elements in Schools Today<br />Standard-Based Education<br />Student Accountability<br />Inclusion<br />Response to Intervention (RTI)<br />Universal Design for Learning (UDL)<br />Differentiated Instruction<br />Evidence-Based Practices<br />Diversity consideration<br />
  9. 9. Standard-Based Education<br />Teaching must be tied to state derived content and performance standards in core subject areas. <br />Key Features<br />Performance-levels of achievement that need to be met to demonstrate proficiency. <br />Standards- general statement of what students should know and be able to do.<br />Benchmarks-specific statement of what a student should be able to do.<br />Indicator-statement of knowledge or skills that students have demonstrated to meet a benchmark.<br />
  10. 10. Student Accountability<br />Occurs through student evaluation by high-stakes standards-based testing. <br />Most students with disabilities are capable and will take required assessments. Some may need accommodations. <br />Students who do not take standard exams will be given alternative assessments. <br />
  11. 11. Inclusion<br />Refers to a state of being or a condition. Inclusion implies a sense of belonging and acceptance, and deal with how educators respond to individual differences through the way teaching is planned and carried out. <br />
  12. 12. Response to Intervention <br />RTI is three tiered instruction that gives levels of intervention to help to meet student needs.<br />Tier 1- High Quality Core Instruction- occurs in general classroom by instruction of a challenging curriculum. <br />Tier 2-High Quality Targeted Supplemental Instruction-targeted and focused intervention to supplement core instruction-can occur in general education classroom or pull-out setting<br />Tier 3-High Quality Intensive Instruction-specialized interventions to meet significant disabilities.<br />
  13. 13. UDL and Differentiated Instruction<br />Universal Design for learning is the development of educational curricula and materials that include potent supports for access and learning from the start, making them more useful than traditional materials.<br />Differentiated Instruction’s intention is to maximize each students’ growth and individual success by meeting each student where they are and assisting in the learning process.<br />
  14. 14. Evidence Based Practice and Diversity Considerations<br />Evidence Based Practice is the idea that in order to be used, instructional practices should have a research proven base.<br />Diversity Considerations<br />Diversity is more than just disability and includes a wide range of needs.<br />Teachers need to develop a sensitivity to the needs of a diverse group of learners and must acquire knowledge and skills to address their students’ needs. <br />
  15. 15. Last but not least….<br />ALL CHILDREN CAN AND WILL LEARN!!!<br />Image from: http://www3.walton.k12.ga.us/departments/exceped/Pages/Information.aspx<br />

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