Notes on Special Education

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supporting children with special needs

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Notes on Special Education

  1. 1. An Overview of Special Education
  2. 2. Special Education: Meets the unique needs of a child with a disability Adapting what a child learns and how he or she learns it
  3. 3. Individuals with Disabilities Education Act (IDEA) Federal Law
  4. 4. <ul><li>Special Education </li></ul><ul><li>provided at no cost to families </li></ul><ul><li>- individualized to the child ’s unique needs </li></ul>
  5. 5. <ul><li>Special Education is not just a curriculum, but a process… </li></ul><ul><li>that makes it individualized for each child. </li></ul>
  6. 6. Special Education Process <ul><li>Referral </li></ul><ul><li>Evaluation </li></ul><ul><li>Individual Education Program </li></ul><ul><li>Placement </li></ul><ul><li>Annual Review </li></ul>
  7. 7. Referral Process <ul><li>1)Prior to referral to special education, a team of educators meets to consider the questions that prompted the referral. Some districts call this team an </li></ul><ul><ul><li>A) A-Team </li></ul></ul><ul><ul><li>B) IEP Team </li></ul></ul><ul><ul><li>C) Student Success Team </li></ul></ul>
  8. 8. Referral (SST) Team Should Consider <ul><li>Steps or strategies that can be pursued to support the student. </li></ul><ul><ul><li>This is often referred to as the early intervention process or early intervening services. </li></ul></ul><ul><li>Questions like: </li></ul><ul><ul><li>Is the problem a result of inadequate or inappropriate instruction? </li></ul></ul>
  9. 9. Referral to Special Education <ul><li>Written request for an evaluation of a student who is suspected of having a disability and who may require special education or related services. </li></ul><ul><li>Referral can be made by parent or guardian, school personnel, professional or agency personnel with parent permission, or the student (if 18 years or older). </li></ul>
  10. 10. Special Education Process <ul><li>Referral </li></ul><ul><li>Evaluation </li></ul><ul><li>Individual Education Program </li></ul><ul><li>Placement </li></ul><ul><li>Annual Review </li></ul>
  11. 11. Evaluation <ul><li>May include information collected by the school district through informal and formal observations, a review of previous school work/records, standardized tests, and information provided by teachers, service providers and parents. </li></ul><ul><li>The written notice of consent to evaluate will include a description of the tests and procedures the district will use to make a determination for special education eligibility. </li></ul>
  12. 12. Results of the Evaluation <ul><li>Parents will receive a written copy of the evaluation results. </li></ul><ul><li>The information will be reviewed to determine: </li></ul><ul><li>Does the child have a disability? </li></ul><ul><li>Does the disability have an adverse affect on the child ’s education? </li></ul><ul><li>Does the child require special education and related services? </li></ul>
  13. 13. Special Education Process <ul><li>Referral </li></ul><ul><li>Evaluation </li></ul><ul><li>Individual Education Program </li></ul><ul><li>Placement </li></ul><ul><li>Annual Review </li></ul>
  14. 14. Individualized Education Program (IEP) <ul><li>The IEP is a written plan that describes in detail the child ’s special education and related services the district will provide to meet the student’s individualized needs. </li></ul><ul><li>The IEP is a legal document. </li></ul><ul><li>The IEP is developed by the Case Carrier/IEP Team. </li></ul><ul><li>The IEP is reviewed at least annually. </li></ul>
  15. 15. IEP Components <ul><li>Present level of academic achievement and functional performance </li></ul><ul><li>Describes area of strength and need and </li></ul><ul><li>Records the impact of the disability on participation in the general education curriculum. </li></ul>
  16. 16. IEP Components <ul><li>Measurable Goals and Objectives </li></ul><ul><li>Must relate to identified areas of need </li></ul><ul><li>Must be clear and measurable </li></ul><ul><li>Must note how progress will be measured and reported </li></ul>
  17. 17. IEP Components <ul><li>Accommodations and Modifications </li></ul><ul><li>Accommodations – changes the “how” of what is taught. A change is made to the teaching or testing procedures to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skill. Does not change the instructional level, content or criteria for meeting a standard. </li></ul>
  18. 18. IEP Components <ul><li>Modifications </li></ul><ul><li>Changes the “what” we teach. </li></ul><ul><li>A modification is a change in what a student is expected to learn and/or demonstrate. </li></ul><ul><li>While a student may be working on modified course content, the subject area remains the same as the rest of the class. </li></ul>
  19. 19. Special Education Process <ul><li>Referral </li></ul><ul><li>Evaluation </li></ul><ul><li>Individual Education Program </li></ul><ul><li>Placement </li></ul><ul><li>Annual Review </li></ul>
  20. 20. Placement <ul><li>Program before placement </li></ul><ul><li>Individually determined, based on IEP </li></ul><ul><li>First consideration must be general education with supplemental services and supports </li></ul><ul><li>Must be in the “least restrictive environment” (LRE) </li></ul><ul><li>LRE: “to the maximum extent appropriate children with disabilities are educated with children who are not disabled.” </li></ul>
  21. 21. All staff must follow the IEP. Parents/Teachers should receive reports, Communicate often, & Share concerns
  22. 22. Special Education Process <ul><li>Referral </li></ul><ul><li>Evaluation </li></ul><ul><li>Individual Education Program </li></ul><ul><li>Placement </li></ul><ul><li>Annual Review </li></ul>
  23. 23. Individualized Education Program (IEP) Team A team of concerned people : A) Parent B) Student C) Principal or School Psychologist (Administrator) D) General Education Teacher E) Special Education Teacher/Case Carrier F)Related Services/Other Agencies
  24. 24. Purpose of IEP Team: Evaluate for Special Education, Determine Needs, Recommend Placement, Review the Plan Annually

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