This document discusses special education laws and teacher responsibilities. It defines special education as specially designed instruction to meet the unique needs of students with disabilities. It outlines 13 categories of disabilities that qualify for special education services under the Individuals with Disabilities Education Act (IDEA). The document also discusses the Child Find Mandate which requires schools to identify students who may need special education services. Finally, it outlines the National Association of Special Education Teachers' code of ethics and professional standards of practice which emphasize respecting students, collaborating with others, and advocating for students.

1. Learner Rights and Teacher
Responsibilities
MTE/512: Teaching The Exceptional Learner
By: Vanessa Tuck

2. Special Education: Intro
• What is special education? Michele writes (Hancock):
Special education is a broad term used to by the law (IDEA) to describe
specially designed instruction that meets the unique needs of a child
who has a disability. These services are provided by the public school
system and are free of charge. Services can include instruction in the
classroom, at home, in hospitals and institutions.
• This service was created for students with disabilities to ensure they
achieve academic success in the lest restrictive environment possible.

3. 13 Categories of Special Education
• Autism
• Deafness
• Emotional disturbance
• Visual impairment, including blindness
• Speech or language impairment
• Orthopedic impairments
• Hearing impairment
• Intellectual disability
• Multiple disabilities
• Traumatic brain injury
• Other health impairment, including ADHD
• Specific learning disability, including (among others) dyslexia, dyscalculia, and dysgraphia

4. Relevant Laws and Policies
• According to (Cline & Bateman, 2016):
The Education for All Handicapped Children Act (PL 94-142), which is frequently
referred to as PL 94-142, provides guidance to states, allowing students with
disabilities to access public education and providing financial assistance to states as
supplemental funding for special education and related services.
• It goes on to say:
The outcome of PL 94-142, now referred to as the Individuals with Disabilities
Education Act, or IDEA (PL 108-446), is special education as we know it. Most recently
reauthorized in 2004, it is the main law regarding educational services for students
with disabilities, and its specific components are important to their education. Before
1975, only a few small districts provided education for students with disabilities in the
United States. At that time it was legal to prevent students with disabilities from
receiving an education. PL 94-142 changed everything for students with disabilities,
and public education became education for all.

5. Child Find Mandate
• The Child Find Mandate is apart of the IDEA. According to Wright &
Wright (2007) :
Child Find requires all school districts TO identify, locate and evaluate all
children with disabilities, regardless of the severity of their disabilities. This
obligation to identify all children who may need special education services
exists even if the school is not providing special education services to the child.
• They go on to say:
Schools are required to locate, identify and evaluate all children with disabilities
from birth through age 21. The Child Find mandate applies to all children who
reside within a State, including children who attend private schools and public
schools, highly mobile children, migrant children, homeless children, and
children who are wards of the state.

6. Expectations
• The teacher is expected to be professional at all times, which includes
never judging a student or treating them any different from other
students. A teacher should be accepting of all students. Creativity and
organization is extremely needed in this profession as the teacher will
have to keep up with all student information (ie IEPs) as well as find
ways to make sure the students stay engaged. Patience is needed as
everyday will not be a walk in the park.

7. Code Of Ethics
• The National Association of Special Education Teachers adheres to 6 principles and they are as
follows(2007):
Principle 1: NASET Members nurture the academic, psychological, physical, and social potential of children with
special needs
1-A. NASET Members promote growth in all students through the integration of academic, psychological, physical,
and social learning.
1-B. NASET Members respect the inherent dignity and worth of the children with whom they work
1-C. NASET Members help children with special needs to value their own identity, learn more about their disabilities,
and help them reflect on their own learning and connect it to their life experience.
Principle 2: NASET Members apply their professional knowledge to create a professional and supportive environment
for children with special needs.
2-A. NASET Members apply their professional knowledge to promote student success.
2-B. NASET Members develop and implement programs based upon a strong understanding of human development
and learning theory.
2-C. NASET Members advocate for necessary resources for students to achieve their highest level of success
2-D. NASET Members strive to ensure access to needed information, services, and resources for children with special
needs.

8. Code Of Ethics Continued
Principle 3:NASET Members commit to their own learning in order to develop their professional development.
3-A. NASET Members recognize that professional knowledge and development are the foundations of their practice.
3-B. NASET Members know their subject matter and respect the reciprocal nature of learning between themselves and the
children with whom they work.
3-C. NASET Members engage in a variety of individual and collaborative learning experiences essential to develop
professionally, drawing on and contributing to various forms of educational research to improve their own practice.
3-D. NASET Members practice within their areas of competence and develop and enhance their professional expertise.
3-E. NASET Members pursue knowledge of new developments and maintain competence in their respective fields through
education, training, or supervised experience.
Principle 4: NASET Members respect, support, and collaborate with colleagues and other professionals in the interest of
children with special needs with whom they work.
4-A. NASET Members encourage and support their colleagues to build and maintain high standards.
4-B. NASET Members respect fellow professionals and work to maintain a collegiality with the individuals in their respective
professions.
4-C. NASET Members shall not maliciously injure the professional reputation or practice of colleagues.
4-D. NASET Members shall not make false or malicious statements regarding a colleague's competence, performance, or
professional capabilities.

9. Code Of Ethics Continued
Principle 5: NASET Members collaborate with parents of children with special needs and community, building trust and respecting confidentiality.
5-A. NASET Members cooperate with community agencies in using resources and building comprehensive services in support of children with
specials needs.
5-B. NASET Members partner with parents of children with special needs and other members of the community to enhance programs for children
with special needs.
5-C. NASET Members understand how cultural diversity, family dynamics, gender, and community shape the lives of the individuals with whom
they collaborate.
5-D. NASET Members understand that relationships between and among people are an important vehicle for change.
5-E. NASET Members respect the private nature of the special knowledge they have about children and their families and use that knowledge only
in the students' best interests.
Principle 6: NASET Members advance the intellectual and ethical foundation of the learning community.
6-A. NASET Members recognize the obligations of the trust placed in them.
6-B. NASET Members are confidantes, mentors and advocates for growth and development.
6-C. NASET Members recognize that they are role models for children, youth and the public.
6-D. NASET Members are continually aware of the mission, values, ethical principles, and ethical standards of NASET, and practice in a manner
consistent with them.
6-E. NASET Members always seek to maintain the highest level of professionalism, integrity, and competence when working with children, youth
parents, professionals, and all other members of society.

10. Professional Standards of Practice
• When it comes to advocating for your students, teachers can parker
with principals and other administration to ensure they have
adequate time and resources to devote to planning and paperwork.
Teachers can also visit students at home to understand students’
natural environment. New ideas are also a way to show you have your
students best interest in mind.
• To have students reach their full potential teachers should create a
conducive environment. Teachers need to make sure they keep
students engaged by creative techniques. Allowing students to be
apart of their education by setting goals with them also makes them
achieve more.

11. Professional Standards of Practice
• To demonstrate respect for all
learners:
• Assess yourself before entering
the classroom
• Get to know your students
• Be ready to modify your teaching
at any point.
• Use home language where
possible
• Deliver questionnaires in the
beginning of the year.
• To demonstrate collaboration
with learners, families, and
colleagues:
• Collaborate with coworkers during
lesson planning.
• Start a blog
• Connect with parents and
students on social media
• Build and maintain rapport with
family
• Create a welcoming classroom

12. • Cline, J., & Bateman, D. (2016). Chapter 1. Special Education and the
Laws That Affect It. Retrieved July 21, 2020, from
http://www.ascd.org/publications/books/116019/chapters/Special-
Education-and-the-Laws-That-Affect-It.aspx
• Hancock, M. (n.d.). Determining Special Education Eligibility. Retrieved July
21, 2020, from https://www.understandingspecialeducation.com/special-
education-eligibility.html
• Pierangelo, R., & Giuliani, G. (2007, June 11). NASET.org Home Page.
Retrieved July 21, 2020, from https://www.naset.org/index.php?id=2444
• Wright, P., & Wright, P. (2007, September 25). The Child Find
Mandate: What Does It Mean to You? Retrieved July 21, 2020, from
https://www.wrightslaw.com/info/child.find.mandate.htm