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Module 1 PowerPoint
Chapter 1: Understanding Special
Education
Chapter 2: The Personnel and
Procedures of Special Education
Chapter 4: Creating Partnerships
Through Collaboration
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Chapter 1
Understanding Special Education
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Special Education Defined
Specially designed instruction, at no cost
to parents, to meet the unique needs of a
child with a disability, including –
Instruction conducted in the classroom,
home, hospitals and institutions, and
other settings
Instruction in physical education
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Related Services
Transportation
Interpretation services
Psychological services
Physical and occupational therapy
Speech-language pathology services
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Supplementary Aids and
Services
Aids, services, and other supports
provided in regular education classes or
other settings
e.g., word prediction software
Allows children with disabilities to be
educated with their nondisabled peers
to the maximum extent appropriate
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Early History of Special
Education
1800 Jean-Marc Gaspard Itard
Mid-19th
c. Edouard Seguin
1875 First public school special class
Early 20th
c. Compulsory education
1930’s Ungraded classes and
Intelligence testing
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Discrimination and the Beginning
of Change
Brown v. Board of Education of Topeka,
Kansas
Courts ruled “separate cannot be equal”
Separate classes for students with
disabilities were questioned
Efficacy studies
Dunn (1968)
Disability labels and stigma
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Disability Litigation Begins
Case Dat
e
Importance
PARC 1972 Guaranteed special education for
children with mental retardation
Mills v. Board of
Education
1972 Extended the right to special education
to children of all disabilities
Diana v. State
Board of
Education
1970 Assessments of Spanish-speaking
children must be in their native language
Larry P. v. Riles 1972 Test used for eligibility for special
education must be non-discriminatory
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Federal Special Education
Laws
1965 - Elementary and Secondary
Education Act
1974 – Education for All Handicapped
Children Act (EAHCA)
1975 – EAHCA amended as P.L. 94-
142, Education of the Handicapped Act
(EHA)
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Refinements to the Law
1990 – Name changes to Individuals with Disabilities
Education Act (IDEA)
Autism and Traumatic Brain Injury added
1997 – Additions
Discipline of students with disabilities
Parent participation expanded
Assessment of all students with disabilities
2004 – Name changes to Individuals with Disabilities
Education Improvement Act
Conflict resolution strategies included
Evidence-based practices for instruction required
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Accomplishments and
Disappointments
Development of inclusive practices
Overrepresentation of some ethnic
groups
Continued improvement needed
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Core Principles of IDEA
Zero Reject
Free Appropriate Public Education
Least Restrictive Environment
Nondiscriminatory Evaluation
Parent and Family Rights to
Confidentiality
Procedural Safeguards
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Other Legislation Related to
Special Education
Section 504 – Rehabilitation Act of 1973
Civil rights for all people with disabilities
Prohibits discrimination based on disability
in all programs which receive federal funds
Americans with Disabilities Act of 1990
Extends protections to both public and
private sectors, regardless of federal
funding
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Who Receives Special
Education?Autism Speech or language impairments
Orthopedic impairments Hearing impairments
Deaf/blindness Traumatic brain injury
Other health impairments Mental retardation
Developmental delays Visual impairments
Specific learning disabilities Multiple disabilities
Emotional disturbance
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Prevalence
About 9% of students ages six to twenty-
one receive special education services
Largest groups
Specific learning disabilities account for nearly
50%
Speech or language impairments comprise
about 17.9%
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Special Education for Young
Children
IDEA includes provisions for children from
birth to age five
Largest groups
Federal law does not always require special
education services for children ages birth to
two year
Federal law mandates special education
services for children ages three to five years
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Students Not Served by IDEA
Gifted and talented
Attention deficit-hyperactivity disorder
(may be served under other health
impaired)
At risk for school failure
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Recommended Practices
Inclusion
Accountable and Accessible Instruction
Universal Design for Learning (UDL)
Differentiated Instruction (DI)
Evidence-Based Practices
Assistive Technology
Positive Behavior Supports
Collaboration
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Positive Outcomes of having a
Child with a disability
Child’s positive characteristics
Improved perspective on life
Increased tolerance, sensitivity and
patience towards others
More learning opportunities (children, self)
Improved family dynamics
Share with others and influence policy
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Barriers to Parent
Participation
Time
Language
Transportation
Cultural understanding
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Encouraging Parent
Participation
Use family-centered practices.
Respect the uniqueness of families.
Recognize that families have different
understandings of their children’s
special needs.
Match your strategies and resources to
family needs.
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No Child Left Behind Act of 2001
Availability of assessment results
Assessment in English of ESL students
after three years of language instruction
Demonstration through standard
assessment of academic proficiency for
most students by 2013-2014
Sanctions for Title I schools that fail to
make AYP two years in a row
Highly qualified teachers for all students
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Special Education Eligibility
Complex issues of bias and discrimination
Response to Intervention described in IDEA
as a three-tiered evidence-based approach
Academic needs
Behavior needs
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Chapter 2
The Personnel and Procedures of
Special Education
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Professionals in Special
Education Special education teachers
Itinerant special educator
Bilingual special educator
Early childhood special educator
Related Services Professionals
Speech/language pathologist
School psychologist
School counselor
School social worker
School nurse
Educational interpreter
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Others in Special Education
General education teacher
Paraeducators
Parents
Other highly specialized service
providers
Adaptive physical educator
Orientation and mobility specialist
Physical or occupational therapist
Audiologist
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Intervention Assistance
Team of professionals
Goal is to help general education teacher to
problem solve regarding a student
Team generates new ideas and may gather
more data
School funding may be used to provide
student support and avoid further referral
Date set to review student success
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Response to Intervention (RTI)
Alternative systems based on student’s lack of
response to instructional intervention
Ensures research based interventions are used
as soon as child’s academic difficulties are
identified
Ensures that professionals gather data on
effectiveness of new remedial strategies used to
address child’s needs
These data may be used as “continuous progress
monitoring.”
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Screening
Conducted in some states where other
approaches are not in place
Carried out by the psychologist, counselor,
principal, or other appropriate school professional
Professionals discuss nature, severity and
persistence of student problem
Existing information from past and present
student records is reviewed to inform decisions
for special education consideration
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Special Education Referral
Multidisciplinary team convenes to
consider special education
Parents are full team members
Parents informed of their rights
Parents must give permission for
initial individual assessment
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Assessment Components
Student must be assessed in all areas of
suspected need
Assessment typically includes:
Vision and hearing screening
Intellectual ability
Achievement
Social and behavioral functioning
Developmental history
Other areas needed
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Assessment Procedures
Must be nondiscriminatory on a racial, cultural,
and linguistic basis
Instruments must be valid and reliable
Instruments must be administered by trained
professionals
Testing form must take into account possible
impact of the suspected disability
Testing must be in the language with which
child is most comfortable
Include a variety of assessment tools
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Decision Making for Special Education
Does student have a disability?
Does the disability adversely
affect educational performance?
Can student’s needs be
addressed through special
education?
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When Student is Eligible for
Special Education
Individualized education program
(IEP) is developed
Placement decision is made after
IEP is developed
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Monitoring Student Progress
Annual review of IEP
Update information on student’s functioning
Review student’s progress
Set goals for the next year
May amend IEP as needed during the year
Three-year reevaluation
Does student need to be re-assessed?
Does student still need special education?
Parent permission not required for reevaluation
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Members of the IEP Team
Parents
General
education
teacher
Others
Evaluation person
Student
District representative
Specialeducationteacher
Agency personnel
Exceptions to team composition
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Required Components of the IEP
Present levels of performance
Annual goals and short term objectives
Special education and related services
Supplementary aids and services
Assistive technology
Participation with nondisabled peers
Participation in state/district testing
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Additional IEP Components
Dates and locations of service
Placement decision
Transition services needed at age 16
Age of majority
How progress will be measured and
reported to parents
Other considerations
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The Continuum of Placements
General Education
Resource Class
Separate Class
Separate School
Residential Facility
Other Placement Settings
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How are Disagreements
Resolved?
Dispute resolution session
Knowledgeable professionals try first to resolve
the issues
Mediation
Impartial professional meets with each party to
try to resolve the dispute
Due process hearing
Formal procedure often resembling a trial
Impartial hearing officer makes decision
Decision may be appealed
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Issues Related to Special Education
Professionals and Procedures
Shortage of special education teachers
98% of urban school districts have
immediate openings for special education
teachers
Response to Intervention
Requires valid implementation by general
education teachers
Document impact of research-based
practices implemented
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Chapter 4
Creating Partnerships through
Collaboration
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Understanding Collaboration
Interpersonal collaboration is a style
for direct interaction between at least
two co-equal parties voluntarily
engaged in shared decision making
as they work toward a common goal.
(Friend & Cook, 2010, p.7)
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Collaboration
Requires
sharing
resources Based on
parity
Emergent
Involves shared
responsibility for
key decisions
Requires a
mutual goal
Includes
shared
accountability
for outcomes
Voluntary
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Collaboration in IDEA
Current provisions of IDEA contain strongest
expectations for collaboration, integral to every
dimension of federal law:
General education teachers participate on most IEP
teams
Increased parent involvement
Conflict resolution to address disagreements
Emphasis on LRE
Consultative special education services
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Essential Elements of
Collaboration
Personal belief system
Communication skills
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Effective Communication
Strategies
Listening
Use of nonverbal signals
Non-evaluative language
Questions that encourage others to speak
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Avoid Communication Errors
Quick fixes
Questions that echo your opinions
Use of jargon
ADHD
IDEA
TAG
IEP
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Interaction Process Steps
Continue, modify, or select new
intervention
Evaluate the outcome
Implement the intervention
Assess potential solutions, select one
Generate alternatives
Identify the problem
Create a climate for problem solving
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Value the Problem Solving
Process
Identify the problem
Generate alternatives
Assess solutions, make a selection(s)
Implement the intervention
Evaluate and decide next steps
These steps can be used with parents and
in other school interactions.
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Supportive Context for
Collaboration
Principals provide support by –
Arranging professionals’ schedules to
provide planning time
Serving as a facilitator when collaborators
have disagreements
Explicitly making collaboration a standard
for all school personnel
Arranging for professional development
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Understanding Team
Concepts
Two or more interdependent individuals
working to achieve a mutual goal
Each person identifies as a team member
Members abide by formal and informal rules
Success is directly related to the work of all
team members
Members value their differences
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Team Effectiveness Factors
Quality of outcomes produced by team
Clarity of team goals
Members’ needs are met
Members are accountable
Members monitor their own behavior
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Special Education Teams
Multidisciplinary
Interdisciplinary
Transdisciplinary
Least
Collaborative
Most
Collaborative
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Co-Teaching
One teach, one observe
Parallel teaching
Station teaching
Alternative teaching
Teaming
One teach, one assist
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Consultation
“A voluntary process in which
one professional assists
another to address a problem
concerning a third party.”
Friend & Cook, 2010, p. 85
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Barriers to Parental Collaboration
Prior negative school experiences
Some parents see their role as listeners only
Logistical problems (i.e., transportation, and child
Language barriers and misunderstanding
Some schools don’t make parents feel welcome
Some educators believe some parents are not good
parents
Some educators are intimidated
School to home communications are mostly negative
Professionals and parents may develop and act upon
stereotypes instead of on objective information
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Building Partnerships with
Parents
Encourage parent participation
Address cultural differences
Avoid treating all members of a cultural
group as though they are alike
Develop cultural sensitivity
Ask parents for their unique perspectives
Listen to their points of view
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Issues Related to
Collaboration
Working with paraeducators
Time for collaboration
The effectiveness of collaboration