The document summarizes several important laws and concepts related to special education: 1) Public Law 94-142 established funding for states to develop special education programs and ensure appropriate education for students not previously served. 2) IDEA expanded services for preschoolers with disabilities and added autism and TBI to covered disabilities. It also required transition services and behavior plans. 3) Section 504 and ADA protect students with disabilities from discrimination and require accommodations. 4) NCLB aimed to better serve struggling students through accountability based on state standards testing in core subjects.

1. BY CARLY CONLON

2. CRITICAL LESISLATURE… 94-142:intended to provide an appropriate education to students who had not received it in the past. Authorized the funding to states to develop, expand, and improve special education programs. IDEA: branching out from Public Law 94-142, IDEA reauthorized the law to provide incentives for states to serve preschool children with disabilities and also collect information related to these students. It also mandated services for children ages 3-5 and added autism and traumatic brain injury to the list to disabilities covered under IDEA. Another revision was requiring schools to initiate transition services and planning while also including behavior intervention plans for students with behavior problems. Section 504: students who have a physical or mental impairment that substantially limit one or more major life activities-recent importance of Section 504 is providing services to those students who do not fall under the special education category but are still protected by the law because of Section 504 ADA: almost similar to Section 504- only difference is ADA brought civil rights coverage for individuals who are disabled. NCLB: intended to better serve the neediest students and to hold schools more accountable based on state standards in language arts/English, math, social studies, and science.

3. Standard-Based EducationStudent Accountability What is taught must be tied to the state-derived content and performance standards Consists of all core subjects under NCLB The development of standards is to have a common set of goals and mileposts—intended for the purpose of ensuring skills necessary to read, write, compute, problem solve, think critically, apply technology, and communicate across subject areas Student accountability through student evaluation—high-stakes standards-based testing Testing is required on an annual basis for all students grades 3-8 Students with disabilities usually take the tests with some type of accommodation If the student can not take the test, it will then be documented in the IEP and determined how they will reach the goal of having that student take the test

4. InclusionRTI Belonging, being part of a community and being valued as a member An attitude, not a program—facilitates positive social interactions Accepting differences and responding to individual needs and encouraging individuality Offers rewards to students with and without disabilities A tiered approach used to instruct all school age students Tier 1: Evidence based core curriculum delivered by general education teachers (meets learning needs of 80-85% of students) Tier 2: Those students who don’t respond to Tier 1 go to Tier 2. More specialized instruction (still participating in Tier 1 with collaboration with Tier 2 intervention), smaller groups and usually delivered by general education teacher. (15% of students succeed at this Tier) Tier 3: Very intensive specialized instruction, smaller groups and targeted to specific needs. Usually delivered by Special Education teacher.

5. UDLDifferentiated Instruction An approach to learning that breaks down all barriers (culturally, socially, economically) and maximizes student learning Learning that can be taught, learned and understood by everyone Multiple means of Representation—various means of teaching the material (using all your senses in learning) Multiple means of action and expression—providing plenty of options Multiple means of engagement—giving choices to provide interest Equal learning opportunities for all Reformulation of the basic idea of individuating instruction. Has been used in Special Education for many years and is now constantly being applied to general education students Intended to maximize each student’s growth and individual success

6. Evidence-Based Practices Diversity Consideration Requiring teachers to use interventions that have evidence that they work Helpful suggestions to look for when deciding on a evidence based curriculum If it sounds too good to be true, it probably is. Be suspicious of the “cure” or magic curriculum Don’t rely on testimony, get evidence Diversity is more than disability Diversity includes: behavioral, physical/sensory, intellectual/cognitive, sexual orientation, economic, English language learners, setting (urban, migrant), racial-ethnic, cultural. Teachers must acquire specific knowledge about their diverse students if high learning will occur. Being engaged in your students will engage them in learning and knowing that you care.

7. My view on the importance and perhaps the challenge of applying instructional strategies as we teach students with exceptionalities… Meeting all the needs of each individual student. Educationally, culturally, socially, mentally, physically, and emotionally.