chapter 2.pdf

Special Education: Contemporary Perspectives for School Professionals, 4th ed, Marilyn Friend
ISBN 0132836742 © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.
0
Special
Education:
Contemporary
Perspectives for
School
Professionals
Fourth Edition
By
Marilyn Friend
Kerri Martin,
Contributor

Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
1
The Personnel and Procedures of
Special Education
Chapter 2

2
Objectives
• Describe the roles and responsibilities of personnel who
contribute to the education of students with disabilities
• Outline the steps that must be followed in order to determine
whether a student should receive special education.
• Clarify the purpose of an individualized education program
(IEP), and specify the information it must contain.
• Describe the range of services that students with disabilities
may access.
• Discuss the options for resolving serious disagreements
between school professionals and parents regarding special
education services.
• Analyze issues related to special education professionals and
procedures

The Professionals who Work in Special
Education
1. Special Education Teachers
• Bilingual special educator
• Early childhood special educator
• Adapted physical educator
2. Related Services Professionals
Speech/language pathologist School nurse
School psychologist Occupational therapist
School counselor Physical therapist
School social worker Educational interpreter
Book title, #Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
3

Others who Work in Special Education
1. General education teachers
2. Paraeducators
3. Parents
4. Other service providers
Orientation and Mobility specialist Audiologist
Rehabilitation counselor Art/music therapists
Special ed. Administrator Inclusion facilitator
Technology specialist Language interpreter
Psychometrist/educational diagnostician
Therapeutic recreation specialist
Book titleSpecial Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
4

Determining Eligibility for Special Services
 Initial consideration of student problems
 General education interventions
 teacher assistance teams, etc.
 precise procedures
 Response to intervention and tiered
approaches
 ensures students receive early attention
 ensures strategies are well-documented
 uses continuous progress monitoring
 progresses from group instruction to individual
instruction
 Screening
5

Special Education Referral and Assessment
 Multidisciplinary team convenes to
consider need
 Parents Rights
 full team members
 informed of their rights
 must give permission for initial individual assessment
 have child tested in best-known language
 have child receive FAPE
 have child in LRE
 notified in writing of changes
 knowledge of and access to dealing with disputes
 access to records
 informed of progress
6

Special Education Referral and Assessment,
cont.
 Components of Assessment
 Vision and hearing screening
 Intellectual ability
 Achievement
 Social and behavioral functioning
 Developmental history
 Other areas needed
7

Special Education Referral and Assessment,
cont.
 Non-discriminatory Assessment Procedures
 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 (multiple
measures)
8

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?
9

When Student is Eligible for Special Education
 Individualized education program
(IEP) is developed
 Placement decision is made after IEP
is developed
10

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
11

Members of the IEP Team
Student
Parents
General
Educator
Evaluation
Person
Special
Educator
Transition
Agency
Personnel
District
Rep.
Others
12

Required Components of the IEP
13
 Present levels of performance
 Annual goals
 Short term objectives
 Special education and related services
 Supplementary aids and services
 Assistive technology

Required Components of the IEP, cont.
 Participation with nondisabled peers
 Accommodations for state/district testing
 Dates and places
 Transitions service needs and services
provided
 Age of majority
 Measurement of progress
 Special considerations
14

The Continuum of Placements
 General Education (60% spend more than 80%
of time here)
 Resource Class (20% receive services here)
 Separate Class (about 14%)
 Separate School (3%)
 Residential Facility (0.36%)
 Other Placement Settings
 private school (1.15%)
 correctional facilities (0.32%)
 home or hospital (0.42%)
15

Resolving Disagreements
 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
16

Issues Related to Special Education
Professionals and Procedures
 Special education teachers’ responsibilities
 There is much more to do than providing
instruction effectively
 While providing specialized services, doing
paperwork, and collaborating, may still have to
do other duties
 Implementation of Response to Intervention
 How well do general ed. teachers understand it?
 What is appropriate role of special educators?
 Is it effective for those with limited English?
17

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