Who s who_in_special_ed

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Who s who_in_special_ed

  1. 1. Who’s Who, IEPs, and Testing Modifications<br />EDU 341/541 Inclusive Strategies<br />Dr. Marya Grande<br />
  2. 2. Who’s Who in Special Education?<br />
  3. 3. See if you can guess the answers before they appear. Good luck!<br />
  4. 4. 1. SPECIAL EDUCATION TEACHER<br />Iteach students with disabilities as well as act as a liaison between parents and the school district. I am also responsible for supervising and teaching paraprofessionals and coordinating a team of professionals who provide related services.<br />
  5. 5. 2. TEACHER AIDE<br />I assist in conducting educational activities as directed by the special education teacher.<br />
  6. 6. 3. PHYSICAL THERAPIST<br />I provide therapy to improve or maintain gross motor activity, positioning, range of motion, postural control, sensory processing, endurance, and functional movement.<br />
  7. 7. 4. OCCUPATIONAL THERAPIST<br />I provide therapy to develop, remediate, or maintain functions and skills needed for daily living. I may also design and develop adaptive devices and provide instruction on how to use those devices.<br />
  8. 8. 5. SPEECH LANGUAGE PATHOLOGIST<br />I assess communication abilities and provide communication training.<br />
  9. 9. 6. PARENT(S)<br />We may participate in assessment activities and help develop goals and services for our child.<br />
  10. 10. 7. SCHOOL PSYCHOLOGIST<br />I evaluate the student’s intellectual and adaptive abilities. I may also design strategies to reduce excess behavior and provide training to staff to develop alternative, long-term adaptive behaviors.<br />
  11. 11. 8. SCHOOL SOCIAL WORKER<br />I advocate for the student and family and facilitate access to services. I may also coordinate services between school, home, and community.<br />
  12. 12. 9. SPECIAL EDUCATION ADMINISTRATOR<br /> I make sure that my school district is in compliance with federal and state regulations governing special education.<br />
  13. 13. 10. VISION SPECIALIST<br /> I assess a student’s vision and adapt activities and materials for residual vision. I will also provide orientation and mobility training as well as vital information related to alternative communication systems.<br />
  14. 14. 11. AUDIOLOGIST<br /> I identify types and degrees of hearing loss. I will provide guidelines on equipment and procedures to compensate for the impairment.<br />.<br />
  15. 15. 12. SCHOOL NURSE<br /> I provide routine (skin care, cast care) and specialized (catherization, tube feeding) to students with disabilities. I will also train other members on these procedures.<br />
  16. 16. Can you name the 13 classification categories?<br />Autism<br />Deafness<br />Deaf-Blindness<br />Emotional Disturbance<br />Hearing Impairment<br />Learning Disability<br />Mental Retardation<br />Multiple Disabilities<br />Orthopedic Impairment<br />Other Health-Impairment<br />Speech or language impairment<br />Traumatic Brain Injury<br />Visual Impairment including blindness<br />
  17. 17. Transition Services<br />A coordinated set of activities for a student with a disability, designed within an outcome-oriented process, that promotes movement from school to post-school activities, including, but not limited to, post-secondary education, vocational training, integrated competitive employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. <br />
  18. 18. Transition Services, Cont.<br />based on the individual student's needs, taking into account the student's preferences and interests, and shall include needed activities in the following areas: <br />(1) instruction; <br />(2) related services; <br />(3) community experiences; <br />(4) the development of employment and other post-school adult living objectives; and <br />(5) if appropriate, acquisition of daily living skills and functional vocational evaluation. <br />
  19. 19. Regular Ed Teacher’s Responsibilities<br />The regular education teacher of the student with a disability must, to the extent appropriate, participate in the development, review and revision of a student's IEP, including assisting in the determination of <br />(1) appropriate positive behavioral interventions and strategies for the student; and <br />(2) supplementary aids and services, program modifications or supports for school personnel that will be provided for the student, consistent with section 200.4(d) of this Part. <br />
  20. 20. Referrals to Special Ed<br />Made be made by<br />a student's parent or person in parental relationship; <br />a professional staff member of the school district in which the student resides, or the public or private school the student legally attends; <br />a licensed physician; <br />a judicial officer; <br />the commissioner or designee of a public agency with responsibility for welfare, health or education of children; or <br />or purposes of referring one's self, a student who is over 18 years of age or older, or an emancipated minor, who is eligible to attend the public schools of the district. <br />
  21. 21. When Writing a Referral, You Must…<br />state the reasons for the referral and include any test results, records or reports upon which the referral is based that may be in the possession of the person submitting the referral; <br />describe in writing, intervention services, programs or instructional methodologies used to remediate the student's performance prior to referral, including any supplementary aids or support services provided for this purpose, or state the reasons why no such attempts were made; and <br />describe the extent of parental contact or involvement prior to the referral. <br />
  22. 22. Considerations for the LRE<br />Placement shall be based on the student’s individualized education program and determined at least annually. <br />Placement shall be as close as possible to the student’s home, and unless the student’s individualized education program requires some other arrangement, the student shall be educated in the school he or she would have attended if not disabled. <br />In selecting the least restrictive environment, consideration must be given to any potential harmful effect on the student or on the quality of services that he or she needs; and <br />A student with a disability must not be removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum. <br />
  23. 23. Testing Accommodations (Schad, 2001)<br />Provides an equal opportunity to participate<br />Provides an equal opportunity to demonstrate knowledge/ability<br />Level the playing field<br />Should be used to the least extent possible.<br />
  24. 24. Decision Making(Schad, 2001)<br />Based on individual needs, characteristics and abilities<br />Based on evaluative information (recent tests, school records, previous IEP, observation, parent information, experience on previous tests<br />Multidisciplinary team decision<br />
  25. 25. Student Eligibility(Schad, 2001)<br />Students with disabilities with IEPs<br />Students who are declassified<br />Students with disabilities with Section 504 Accommodation Plans<br />Students who acquire disabilities shortly before testing<br />
  26. 26. Document Testing Accommodations(Schad, 2001)<br />Document in IEP or Section 504 Accommodation Plan<br />Document in clear manner<br />Can indicate conditions or types of tests<br />Cannot say “as appropriate”, “when necessary” or “when asked for”<br />Cannot indicate in a test-specific manner<br />
  27. 27. Key to Testing Accommodation: Consistent Implementation(Schad, 2001)<br />Implemented by trained ro qualified person<br />Throughout school program<br />All situations indicated on the IEP/504 plan<br />Exception – Individualized diagnostic assessment (evaluator discretion)<br />Student refusal – counsel, document, revise<br />

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