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Chapter 1 slideshowsped 413


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Chapter 1 slideshowsped 413

  1. 1. Chapter One:Special Education<br />JuliannaBurkey<br />Sped 413<br />
  2. 2. Critical Legislation<br />Education for All Handicapped Children Act (EHA)<br />Public Law 94-142<br />Passed in 1975<br />Initially authorized funding to the states to assist in the development, expansion and improvement of Special Ed. Programs<br />States had to adhere to provisions in order to receive federal funds<br />Goal was to provide an appropriate education for special needs students<br />Name changed to IDEA in 2004<br />
  3. 3. Critical Legislation<br />Individuals with Disabilities Act (IDEA) in 2004<br />Key Components added:<br />Schools must provide a Free Appropriate Public Education (FAPE) for special needs students<br />If unable to furnish, must provide transportation and related services when necessary<br />Special needs students are required to have an IEP (Individual Education Program)<br />IEP is a Legal written document formed by the multidisciplinary team, parents and student:<br />Establish learning goals, determine the services the school district must provide to meet those learning goals, and to enhance communication among parents and professional about the student’s program<br />Transition Planning – Must begin before the student reaches the age of 16 (IEP)<br />Coordinated set of activities to help the student for a life after high school based on the student’s needs<br />Transition to postsecondary school, vocational training, employment, adult education, adult services, independent living, community participation<br />Assistive Technology - Schools must assume maintenance or replacement responsibilities for family-owned assistive technologies <br />
  4. 4. IDEA<br />Key Components Cont.<br />LRE (Least Restrictive Environment)-Schools must education disabled students in the general education setting as much as possible; explained in the IEP<br />Parent and Student Participation:<br />Parental Consent must accompany every decision that affects a child with a disability<br />Parents must consent to the evaluation of a students education abilities and needs, determination of necessary services, and the placement of their child in special ed.<br />Procedural Safeguards:<br />Parents have the right to educational records, Obtain in IEE (Independent Educational Evaluation), Request a Due Process Hearing, Appeal decisions<br />
  5. 5. Section 504<br />Part of the Rehabilitation Act<br />Any student who has a physical or mental impartment that substantially limits one or more major life activity can qualify<br />Can be short term or long term disabilities<br />Students are able to receive a FAPE<br />
  6. 6. ADA<br />Americans with Disabilities Act passes in 1990<br />Law establishes guidelines for employment, public accommodations, transportation, state and local governmental operations, and telecommunication systems<br />Individuals with disabilities are protected against discrimination<br />
  7. 7. NCLB<br />No Child Left Behind passed in 2001<br />Was the reauthorization of the Elementary and Secondary Education Act (ESEA)<br />Intent to better serve special needs students and hold schools more accountable using scientifically based instruction<br />Annual state standards in language arts and mathematics for ALL STUDENTS<br />Schools must pass AYP (Annual Yearly Progress) in order to receive federal funds. If they do not meet AYP, schools are punished and considered “failing”<br />Funds available for parents to move their children who attend a “failing” school to a better one in order to receive appropriate special educational services<br />Goal was to 100% of all students graduate from high school!<br />Set a goal of having all teachers fully qualified by 2006<br />
  8. 8. Standard Based Education<br />What is taught in public schools, must be tied to the state-derived content and performance standard that now exist in core subject areas of language arts, mathematics, and science<br />Purpose to have a common set of goals and mileposts of all schools in states<br />Began in 2001 with passage of NCLB<br />
  9. 9. Student Accountability<br />Due to passage of NCLB in 2001, ALL public school students must take state standard tests<br />Most students with disabilities will take the regular statewide tests<br />Some students will take the tests using some type of accommodation<br />Some students with more severe needs will be exempt from the regular statewide tests and will take an alternative assessment<br />Must be documented in their IEP BEFORE they take the standard tests<br />
  10. 10. Inclusion<br />Not just a physical place, time<br />SENSE OF BELONGING for ALL CHILDREN<br />BE YOURSELF <br />Accepting Differences <br />Disabled students are not judged<br />Adults are role models: Children see adults accept everyone, they will do the same<br />
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  12. 12. UDL<br />Universal Design for Learning<br />Goals to provide an appropriate challenge for ALL students<br />Materials have a flexible format, supporting transformation between media and multiple representations of content to support all students<br />Methods are flexible and diverse enough to provide appropriate learning experience, challenges, and support for ALL students<br />Assessment is flexible to provide accurate, ongoing information that helps teachers adjust instruction and maximize learning<br />
  13. 13. Differentiated Instruction<br />Intent to maximize each student’s growth and individual success by meeting each students where he/she is, and assisting them in the learning process<br />Allows special needs students to spend more time in general educational settings<br />
  14. 14. Evidence Based Practice<br />Due to NCLB and IDEA: Teacher Accountability<br />Require teachers to use interventions that have evidence that they work with the populations with whom they are being used<br />
  15. 15. Diversity Considerations<br />Not all students are the same<br />Teachers must be sensitive to the diverse needs of their students in order for them to excel in school<br />Teachers must be knowledgeable about diversity and develop skills to address the needs of every student<br />
  16. 16. Diversity Considerations<br />Dimensions of Diversity:<br />Cultural<br />Racial-Ethnic<br />Setting (Urban, Migrant)<br />ELL<br />Economic<br />Sexual Orientation<br />Intellectual/Cognitive<br />Behavioral<br />Physical/Sensory<br />* ONLY 3 align with disabilities<br />
  17. 17. IMPORTANCE<br />Disabilities are not always visible. No matter what kind of disability a student has (physical, learning, behavioral) they may need help. In the short time frame students are in school; parents, educators, staff and students must all work together to help every student accomplish their goals while meeting their individual needs. <br />