Week four sped23000

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Week four sped23000

  1. 1. INTRODUCTION TO EXCEPTIONALITIES SPED 23000 INSTRUCTOR: BRIAN FRIEDT Week four: Multiculturalism, identification, and families
  2. 2. This week <ul><li>The text will provide the bulk of the information on multiculturalism as it relates to special education. </li></ul><ul><li>The PowerPoint will focus on culture as it relates to identification. </li></ul><ul><li>Most of the family material is in the text as well. </li></ul>
  3. 3. Over (and under) representation *This is only the school age population (6-21). *Remember: the percentage of the school age population identified with a disability is around 10-15% (the report I used had the number at 11.61%). As such, the disability numbers represent a percentage of that percentage. U.S. Department of Education (2007). Twenty-ninth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington D.C.: U.S. Government Printing Office. Percentage of School-age Population Percentage of Disabled population Percentage of SLD population Percentage of CD population Percentage of EBD population Black 15% 20% 20% 33% 28% Hispanic 16% 17% 20% 13% 10% White 61% 59% 55% 49% 57%
  4. 4. Over (and under) representation Boys Girls 66.86% 33.14%
  5. 5. Representation and identification <ul><li>Each public agency must ensure that assessments and other evaluation materials used to assess a child under Part 300 are provided and administered in the child’s native language or other mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to provide or administer. </li></ul>
  6. 6. Culture and identification A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:   (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school problems. (f) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under 3301-51-01 of the Administrative Code, paragraph (B)(10)(d)(v). Cognitive disability means significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance. (a) &quot;Significantly sub-average general intellectual functioning&quot; refers to an intelligence quotient of 70 or below, as determined through a measure of cognitive functioning administered by a school psychologist or a qualified psychologist using a test designed for individual administration. Based on a standard error of measurement and clinical judgment, a child may be determined to have significant sub-average general intellectual functioning with an intelligence quotient not greater than 75. (b) &quot;Deficits in adaptive behavior&quot; means deficits in two or more applicable skill areas occurring within the context of the child's environments and typical of the child's chronological age peers. Emotional or Behavioral Disorder Cognitive disability
  7. 7. Identification <ul><li>Difficult. </li></ul><ul><ul><li>EBD = no test </li></ul></ul><ul><ul><li>CD = test might not be most accurate measure </li></ul></ul><ul><ul><li>SLD = discrepancy? RTI? “Garden variety” underachievement? </li></ul></ul><ul><li>We’ll pick through identification on a weekly basis. </li></ul>
  8. 8. Evaluation (refer to 6.4 pdf) <ul><li>60 days from parent consent to evaluate </li></ul><ul><li>Basis for determination of eligibility </li></ul><ul><ul><li>State and federal definitions to follow each week </li></ul></ul><ul><li>Data from: </li></ul><ul><ul><li>Testing (achievement, ability...) </li></ul></ul><ul><ul><li>Results of interventions </li></ul></ul><ul><ul><li>Observations </li></ul></ul><ul><ul><li>Behavior rating scales </li></ul></ul><ul><li>Instruments are: </li></ul><ul><ul><li>Not biased </li></ul></ul><ul><ul><li>Administered by people trained to do so </li></ul></ul>
  9. 9. Response to Intervention <ul><li>Another route to identify students with learning disabilities </li></ul><ul><li>Premise: </li></ul><ul><ul><li>If a student does not respond to scientifically validated instructional interventions, they have a disability. </li></ul></ul><ul><li>Questions: </li></ul><ul><ul><li>Bias? </li></ul></ul><ul><ul><li>Scientifically based? </li></ul></ul><ul><ul><li>Better than discrepancy? </li></ul></ul><ul><li>More on this during SLD week. </li></ul>
  10. 10. Families <ul><li>Member of IEP teams </li></ul><ul><li>Valuable source of information </li></ul><ul><li>Key to effective transition planning </li></ul>

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