The document discusses special education laws and strategies for supporting students with disabilities in the general education classroom. It provides an overview of IDEA, FAPE, and LRE laws and the purpose of IEPs. It then compares and contrasts different disability areas like LD, EBD, and ID. Finally, it provides inclusion tips for each disability area, such as using visual schedules, graphic organizers, one-step directions, and differentiated instruction.
By Paul Galgovich
pwgalgovich@gmail.com
For Social Foundations of Education
Edts Hybrid Program
Nazareth College
School of Education
Instructor
Sandra Mancuso
November 25, 2008
By Paul Galgovich
pwgalgovich@gmail.com
For Social Foundations of Education
Edts Hybrid Program
Nazareth College
School of Education
Instructor
Sandra Mancuso
November 25, 2008
Kubbu use with special needs students ( Autism spectrum disorder and ADHD) ,
Abstract – The purpose of our study is to prove the effect of
using a web 2.0 technology tool, Kubbu, on the learning
process and performance for the students with special needs.
These students show various difficulties which could be
physical, emotional, behavioral, or learning related, that cause
the student to need additional accommodation or adaptation.
The research started by interviewing teachers and
student’s parents with special needs, and conducting a
survey with the many professionals who work with
students. Then implement activities with Grade 4 class
using Kubbu. The results showed positive impact of
using this tool in facilitating the learning process of the
students, as a great performance level
A mini research investigating the challenges experienced by special needs students in a mainstream classroom, in Antigua and Barbuda, following the implementation of an initiative to prepare them for the Common Entrance Examinations (now called national Assessment)
SPE/514 Amanda Cosey - Learner's Rights and Teacher Responsibilitieswardlowcoseya
You have been asked by your principal to prepare a presentation for the parents of students who are new to special education in your district.
Create an 8- to 10-slide presentation on learners' rights and teacher responsibilities in special education using a presentation tool in the Technology Resource Library. The tool must be approved by faculty.
Kubbu use with special needs students ( Autism spectrum disorder and ADHD) ,
Abstract – The purpose of our study is to prove the effect of
using a web 2.0 technology tool, Kubbu, on the learning
process and performance for the students with special needs.
These students show various difficulties which could be
physical, emotional, behavioral, or learning related, that cause
the student to need additional accommodation or adaptation.
The research started by interviewing teachers and
student’s parents with special needs, and conducting a
survey with the many professionals who work with
students. Then implement activities with Grade 4 class
using Kubbu. The results showed positive impact of
using this tool in facilitating the learning process of the
students, as a great performance level
A mini research investigating the challenges experienced by special needs students in a mainstream classroom, in Antigua and Barbuda, following the implementation of an initiative to prepare them for the Common Entrance Examinations (now called national Assessment)
SPE/514 Amanda Cosey - Learner's Rights and Teacher Responsibilitieswardlowcoseya
You have been asked by your principal to prepare a presentation for the parents of students who are new to special education in your district.
Create an 8- to 10-slide presentation on learners' rights and teacher responsibilities in special education using a presentation tool in the Technology Resource Library. The tool must be approved by faculty.
Respond to at least two classmates by Day 7. Discuss any of you.docxisbelsejx0m
Respond to at least two classmates' by Day 7. Discuss any of your own personal insights on collaborating effectively to determine the LRE for a student or ask for clarification from another classmate using an example or illustration to assert your own perspective.
Anita Browner Ware there name
According to IDEA, what do the terms Least Restrictive Environment (LRE) and Free and Appropriate Public Education (FAPE) mean?
LRE environment is when students with disabilities that should be educated to the maximum extent appropriate with peers without disabilities. FAPE requires free education that is appropriate for qualified persons with disability in the school district no matter the extent of the person’s disability.
How does inclusion fit into the big picture of LRE?
Inclusion means all individuals regardless of ability should be able to participate in the same environment with appropriate support, no one is excluded.
Discuss the legal ramifications of the LRE provision as mandated by IDEA, the relative and dynamic properties of LRE, and the collaborative dimension of implementing LRE for students in special education.
”The
case law increasingly uses the LRE standard to require school districts to exhaust attempts to serve students with disabilities in the general education classroom (Keuhne, 1998).
The relative and dynamic properties of LRE makes sure students are placed appropriately and teachers keep in mind that placements for students can change according to the system evaluations. The collaborative dimension of implementing LRE for students in special education makes sure a team of members come together to discuss what is best for the student to successfully learn.
In addition, discuss any personal experiences you may have had as part of an IEP team for a student where LRE was determined, or any insights you might have on ensuring LRE and FAPE for all student. I have not attended an IEP meeting but know that team comes together to discuss goals and strategies to ensure the child is successful in a regular classroom setting.
Elizabeth Holguin there name
LRE is a requirement by the federal law that states that all students with disabilities should receive education to the extent that is most appropriate for them. LRE also requires that students with disabilities receive education in a general classroom, with nondisabled peers and they are not to be removed from regular classes; even when supplemental services and aids are used, unless they cannot achieve education in regular classes satisfactorily (Keuhne, 1998)). FAPE means that children with disabilities will receive the appropriate education under the public school system, with no cost to the parent. IDEA does not define inclusion because it requires school districts to make sure there is an individualized approach to determining the less restrictive environment for students with disabilities. In such as case, inclusion is not implemented as a one-size-fits-all approac.
Designing Fundamental Elements for Inclusive Educationijtsrd
In Inclusive Education system the teacher has to understand and make necessary arrangements for providing content to all variety of students like, learning disability, deaf or hard of hearing, visual, emotional, speech, orthopaedic and other common non disabled students. There are certain things that are unique to require to specific disability, for example, A blind child and would require a writer, he dictates the answer and writer writes for the blind child and child with loco motor disability or he she can be given computer for writing such modifications and flexibility should be there in the learning environment in the class room. But the content would be same for all children. However, despite the importance of teachers and their pedagogies as agents of change, we should not lose sight of the ‘public pedagogies' and their prodigious impact on the policymaking process. Bushra Tazeen Kaleemurrahman "Designing Fundamental Elements for Inclusive Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46426.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46426/designing-fundamental-elements-for-inclusive-education/bushra-tazeen-kaleemurrahman
1. Special Education Laws and Strategies in the general education classroom
Patricia Blankenship
ESE 631 Survey of the Exceptional Child
Instructor: Analisa Smith
10/14/12
2. Overview of IDEA, Least Restrictive Environment (LRE), and Free and Appropriate Public
Education (FAPE)
"The Individuals with Disabilities Education Act (IDEA) requires public schools to locate and
identify children with disabilities who may be in need of specialized education"(Wrightslaw).
This is an educational law to provide federal financial assistance to State and local education agencies
to provide special education and services to children who are eligible for the program.. Idea also
requires an IEP in place for student when enrolled in Special Education program.
FAPE is short for "Provide A Free, Appropriate Public Education"providing special education and
services for all children,at no cost to the parents for children with disabilities.
Least Restrictive Environment (LRE)"LRE means that a student who has a disability should have the
opportunity to be educated with their peers, to the greatest extent possible,and should have access to the
general education curriculum, extracurricular activities, or any other program that their peers would be
able to access"(Law & Legal).The laws are constantly changing and teachers and faculty need to stay
up to date on the changes made with the laws to provide the best assistance for the students.
The purpose and main components of an Individualized Education Program (IEP)
"The IEP has two general purposes: (1) to establish measurable annual goals for the child; and (2)
to state the special education and related services and supplementary aids and services that the public
agency will provide to, or on behalf of, the child, the IEP team broadly considers the child’s
involvement and participation in three main areas of school life:the general education
3. curriculum,extracurricular activities, and nonacademic activities"(Contents of the IEP 2010)
The main components of an IEP should include the following:
Academic Performance,goals and objectives,how will school meet the goals,services and supports for
the student,what type of assessments will be used for the student,and finally location of services and
duration of services.
Accommodations and modifications that could support students with disabilities in the classroom
The Individuals with Disabilities Education Act (IDEA) requires that an Individualized Education
Program (IEP) be developed for each child with a disability,each student has a different learning style
,strengths and weaknesses that must be addressed in the classroom.
Accommodations and modifications that could support students ,extended time for completion of
assignments or tests ,Visual demonstrations ,Assistance with organization,change the learning
environment,notes for lessons learned that day,one step directions from teacher,graphic organizers
special communication systems .
Compare/Contrast Learning Disabilities (LD) and Emotional/Behavioral Disabilities (EBD)
"A learning disability is a neurological disorder that affects the brain’s ability to receive, process,
store, and respond to information" (Turnbull, Turnbull, & Wehmeyer,2010).Students who have been
diagnosed with a learning disability will have unique learning abilities and can vary from student to
student, most often skills that are affected by the student are reading, writing and math.
Students who have been diagnosed with Emotional/Behavioral Disability have an inability to learn
that cannot be explained by intellectual, sensory, or health factors ,they can not build relationships with
peers or faculty,and also have inappropriate types of behavior. Students with emotional or behavioral
disabilities have both learning problems and behavioral problems as students with learning disabilities
may have an inability to learn.
4. Compare/Contrast LD and Intellectual Disabilities (ID)
People who have a learning disability is a neurological disorder that affects the brain's
communication to receive, process,and respond to information,students with this disorder may have to
retrain their brain to learn new ways of storing information,such as index cards ,graphic
organizers,notes. This will help the students with learning disabilities to retrieve the information they
need to remind them to stay on tasks. People who have an intellectual disability may have mild to
severe limitations in intellectual functioning such as reasoning, learning, problem solving
Compare/Contrast EBD and ID
EBD commonly is diagnosed when the student exhibits emotional, behavioral, and social
behavioral psychopathology that impairs the student’s ability to participate and benefit from the regular
education program. EBD may or may not be a lifelong problem though some students who have a
severity of EBD may not be able to handle a regular classroom setting, requiring instead a specialized
classroom.
ID students have problems with mental functioning communication skills, taking care of him or
herself, and daily life skills,Students with ID will special education and related services.
ID students Lack ability to understand the cause and effect relationship between a behavior and a
negative outcome.
5. Inclusion tips for each of the disability areas above (LD, EBD, ID)
Provide written or picture schedules so students will adjust to transitions. Build collaboration time
between special education and regular education personnel into the IEP. Write directions on the
board,use one step at a time verbal directions,Provide accommodations and supports for students.
Use graphic organizers,.You may need to use tape recorders for students who need to hear the lesson
for the day. "Teachers may need to make adaptations to the curriculum and learning activities in order
to fully include all students,use differentiate instruction and include learning objectives, adapting
materials and resources, varying teaching strategies, and using technology "(Kate MacLean,(2001)) .
6. References:
Overview of ADA, IDEA, and Section 504 Contents of the IEP (2010)
http://nichcy.org/schoolage/iep/iepcontents
ERIC Clearinghouse on Disabilities and Gifted Education. (1992). Legal foundations 1: Section 504 of
the Rehabilitation Act and the Americans with Disabilities Act. Reston, VA
Henderson,Kelly ,(2010) Overview of ADA, IDEA, and Section 504
Least Restrictive Environment [LRE] Law & Legal Definition
http://definitions.uslegal.com/l/least-restrictive-environment-lre/
MacLean, Kate ,(2001). Inclusive Teaching Guide
OVERVIEW OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT OF 1997
(http://www.wrightslaw.com/bks/lawbk/ch4.idea.overview.pdf)
Turnbull, Turnbull, & Wehmeyer, (2010), Exceptional Lives: Special Education in Today’s Schools, 6th
edition, Upper Saddle River, New Jersey