Special Education
(Services not Labels)
1
AGENDA (M)
1. Opening Scenario: Precious Cantor
2. Pre-assessment
3. Presentations on the following topics
(Laws, Percenta...
M
OPENING ASSESSMENT:
PRECIOUS CANTOR - STAFF READ
PRE-ASSESSMENT
3
Purpose of PD (A)
4
 THE PURPOSE OF THIS PD IS FOR US AS A STAFF TO
REALIZE THE IMPORTANCE OF REFLECTING ON
OUR TEACHING ...
SPECIAL EDUCATION (L)
According to National Dissemination Center for Children with
Disabilities (NICHCY)…
Special educatio...
SPECIAL EDUCATION (L)
A) IDEA (1975) mandates all students to be in Least Restrictive Environment.
IDEA also mandates, ext...
PERCENTAGE OF FACTS IN SPECIAL
EDUCATION (M)
1. Nearly 6 million children receiving sped. services
between the ages of 6-2...
DISCUSSION ABOUT CULTURE (M)
A. Indicators that contribute to disproportionate
representation
1. ELL
2. MARGINALIZED STUDE...
STUDENTS WITH DISABILITIES AND
ASSESSMENTS (M)
• Students with disabilities have lower performance on
state proficiency ex...
WINDOWS INTO BELIEF SYSTEMS (A)
Walking Data Activity
Directions
1. You will have 3 minutes to write with an assumption or...
PEELING BACK TO EXAMINE OTHER DATA (A)
11
Some of the long term effects of having Special Ed. Labels
1. Lower level of aca...
ACCELLERATION PLAN (A)
• Consider the Qualifying Disability-All plan
components should stem from the premise of the
qualif...
ACCELERATION PLAN CONTINUED (A)
• Incorporate goals that are focused on student’s
strengths, academic and non-academic, th...
WRAP IT UP (A, M,L)
1. POST-ASSESSMENT
2. HOW HAVE YOUR VIEWS CHANGED?
14
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Pd 2 final revision

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Pd 2

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Pd 2 final revision

  1. 1. Special Education (Services not Labels) 1
  2. 2. AGENDA (M) 1. Opening Scenario: Precious Cantor 2. Pre-assessment 3. Presentations on the following topics (Laws, Percentage facts: other current circumstance, Time in gen. ed., Disproportionate, Facts of reality Re: sped) 4. Walking Data (Interactive Activity) 5. Windows Into the Belief System: the inevitability of assumptions and the normality of failure (Precious Cantor) 6. Peeling Back to Examine Other Data 7. Post Assessment 8. Discussion 2
  3. 3. M OPENING ASSESSMENT: PRECIOUS CANTOR - STAFF READ PRE-ASSESSMENT 3
  4. 4. Purpose of PD (A) 4  THE PURPOSE OF THIS PD IS FOR US AS A STAFF TO REALIZE THE IMPORTANCE OF REFLECTING ON OUR TEACHING PRACTICES AND STUDENTS’ BACKGROUND BEFORE WE LABEL THE CHILD WITH A DISABILITY.  LABELING A CHILD WITH A DISABILITY CAN HELP THE STUDENT GAIN NECESSARY SERVICES, BUT GOES HAND IN HAND WITH LONG TERM NEGATIVE CONSEQUENCES.
  5. 5. SPECIAL EDUCATION (L) According to National Dissemination Center for Children with Disabilities (NICHCY)… Special education is instruction that is specially designed to meet the unique needs of a child with a disability. This means education that is individually developed to address a specific child’s needs that result from his or her disability. Since each child is unique, it is difficult to give an overall example of special education. 5
  6. 6. SPECIAL EDUCATION (L) A) IDEA (1975) mandates all students to be in Least Restrictive Environment. IDEA also mandates, extra support from counselors and other professionals. B) RTI formed to decreased amount of students being referred to special education, to reduce the segregation and labeling of students and for the transformation of how instruction is delivered in the general ed. classroom 1. Regular class instruction 2. Intensified small group instruction 3. Individual instruction IF THE STUDENT IS UNRESPONSIVE TO THESE 3 LEVELS, STUDENT MAY BE ELIGIBLE FOR SPED. C) SPECIAL EDUCATION WAS NOT A PLACE, BUT A SERVICE DELIVERY STRUCTURE D) Before Special Education functioned independently, but NCLB now requires students with sped. (95%) To take state mandated testing, which caught the eye of admin. & teachers. As a result, sped. No longer functions independently. 6
  7. 7. PERCENTAGE OF FACTS IN SPECIAL EDUCATION (M) 1. Nearly 6 million children receiving sped. services between the ages of 6-21 2. 67% receiving sped have SLD/speech language 3. 20% spend most of their school day outside regular classroom 4. fewer than 12% of students are diagnosed with significant cognitive disabilities, such as MR or traumatic brain injury 5. 88% are in relatively subjective criteria, such as Mild MR, learning disability, & ED 6. 80% of student diagnosed with SLD have reading difficulties 7
  8. 8. DISCUSSION ABOUT CULTURE (M) A. Indicators that contribute to disproportionate representation 1. ELL 2. MARGINALIZED STUDENTS 3. SOCIO ECONOMIC BACKGROUND 4. HISTORY OF FAMILY MEMBERS IN SPECIAL ED. 5. LACK OF REFELECTION TO TEACHERS’ PRACTICES IN THE CLASSROOM (EX: WHAT IS YOUR DISCIPLINE PLAN, UTILIZATION OF SPECIAL ED. STAFF, ACCOMODATIONS/MODIFICATION, ETC.) 6. APPROPRIATE INTERVENTIONS B. What we need to continue to practice: Student Success Team (SST) – review student files, observe students/teachers in the classroom, develop strategies, & reflect 8
  9. 9. STUDENTS WITH DISABILITIES AND ASSESSMENTS (M) • Students with disabilities have lower performance on state proficiency exams compared with general education Peers. • Some special Education Students score in the high range but some score in the low range. Students who score in the high ranges are: 1. Students with visual/speech disabilities 2. Students who spent more time in the classroom 3. Those with fewer disabilities 9
  10. 10. WINDOWS INTO BELIEF SYSTEMS (A) Walking Data Activity Directions 1. You will have 3 minutes to write with an assumption or belief that you belief that is relevant each disability on the cards provided. 2. At the timer please attach the assumption/belief to the actor’s clothing. 10
  11. 11. PEELING BACK TO EXAMINE OTHER DATA (A) 11 Some of the long term effects of having Special Ed. Labels 1. Lower level of academic achievement 2. Low graduation rates For example: 2001-2002 only 32% of sped students received standard HS diploma, those that finished are more likely to receive alternative certificates instead of a high school diploma 3. Drop out rates are higher for sped. students than general education students 4. Higher rates of suspension/expulsion
  12. 12. ACCELLERATION PLAN (A) • Consider the Qualifying Disability-All plan components should stem from the premise of the qualifying disability (what is the primary cause of the disability). • Establish a norm that the team will make a concerted effort to use language accurately when discussing the student. 12
  13. 13. ACCELERATION PLAN CONTINUED (A) • Incorporate goals that are focused on student’s strengths, academic and non-academic, that will help student reach grade level and self-confidence. • Focus on a student as an individual and avoid comparison to siblings or generalization based on student’s background. 13
  14. 14. WRAP IT UP (A, M,L) 1. POST-ASSESSMENT 2. HOW HAVE YOUR VIEWS CHANGED? 14

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