The document discusses the history and key laws related to special education in the United States, including the Education for All Handicapped Children Act of 1975, the Individuals with Disabilities Education Act, and No Child Left Behind Act of 2001. It also outlines the roles and responsibilities of special education teachers and general education teachers in developing Individualized Education Programs, collaborating with families and colleagues, and advocating for students to meet their full potential.

1. z
Learner Rights and Teacher
Responsibilities
Talauntra Bullock

2. z
Introduction Special Education
 Special education is specially designed instruction, support, and services provided to students
with an identified disability requiring an individually designed instructional program to meet
their unique learning needs. The purpose of special education is to enable students to
successfully develop to their fullest potential by providing a free appropriate public
education.
 Special education (also known as special-needs education, aided education, exceptional
education, special ed., SEN or SPED) is the practice of educating students in a way that
provides accommodations that address their individual differences, disabilities, and special
needs.

3. z
Education for All Handicapped Children Act
 Passed by Congress in 1975
 The law stated that public schools must provide children with special needs with the same
opportunities for education as other children.
 It also required any public school that received federal funds to provide one free meal a day for these
children.
The mission of this act was to:
o make special education services accessible to children who require them;
o maintain fair and appropriate services for disabled students;
o institute systematic evaluation requirements for special education; and
o endow federal resources to public schools for the education of disabled students.

4. z Individuals with Disabilities Education Act
 The Individuals with Disabilities Education Act, or IDEA, was created in 1990
and is a modification of the Education for All Handicapped Children Act.
 This law ensures that special needs students receive appropriate free public
education in the least restrictive environment necessary to meet those students’
needs.
 It helps students receive the extra assistance they need but allows them to
participate in the same activities as children without special needs whenever
possible.

5. z
No Child Left Behind
 In 2001, the Elementary and Secondary Education Act, commonly known as the No Child Left
Behind Act, called for schools to be accountable for academic performance of all students, whether
they had disabilities.
 The act requires schools in every state to develop routine assessments of students’ academic skills.
While it does not stipulate that these assessments meet a national standard, the law does oblige each
state to produce its own criteria for evaluation.
 No Child Left Behind provides incentives for schools to demonstrate progress in students with special
needs.
 It also allows for students to seek alternative options if schools are not meeting their academic, social
or emotional needs.

6. z
Individualized Education Programs
 The IDEA maintains that parents and teachers of children who qualify for special education must
develop an Individualized Education Program, or IEP, that helps establish specific education for a
child’s explicit needs.
 This requires caregivers to meet initially to determine a child’s eligibility for an IEP and to come
together annually to develop and assess the educational plan.
 The student’s educational strategy must be designated in writing and should include an evaluation
and description of the current academic status, measurable goals and objectives, designation of an
instructional setting and placement within that setting and transition services for children aged 16
or older.

7. z
Expectations of the Profession
 The main role of the special education teacher is to provide instruction and support which facilitates the participation of students
with disabilities in the regular classroom.
The special education teachers should:
 Serve as case managers and be responsible for the development, implementation, and evaluation of students’ IEPs.
 Provide the necessary information to the classroom teacher prior to the child entering the general education classroom regarding
the student’s disability, medical concerns, and/or equipment operation (ways to meet unique needs).
 Collaborate with the general education teacher in adapting the curriculum, providing appropriate modifications, ensuring the
implementation of modifications, and assessing overall progress of the child.
 Develop schedules and supervise plans for paraeducators.
 With the general education teacher, develop and supervise plan for paraprofessional duties.
 Complete and maintain all assigned student’s records (i.e., IEP, ESYP, documentation, progress report, behavior plan, etc.).
 Maintain contact with the assigned student’s parents or family.
 Maintain collaborative relationship and goodwill with general educators.
 May team teach lessons, either small group or whole class (Boyer & Mainzer, 2003).

8. z
Expectations of the Profession
 The main roles of the regular classroom teacher are to plan, coordinate, schedule, and evaluate curriculum and instructional
outcomes within a secure and positive classroom environment for all students, including those with disabilities.
The general education teacher should:
 Develop and implement weekly lesson plans that facilitate the participation and learning of all students
 Monitor and evaluate progress of all students
 Maintain communication with students, parents or guardians
 Meet with special education teacher on a regular basis and provide information necessary for modifications and adaptations to
be developed and implemented
 Work collaboratively with special education teacher to assist in development of a support plan that meets the needs of all
students in the classroom, assist in the development of the paraeducator’s schedule, and supervise the paraeducator’s
completion of designated activities when in the general education classroom.
 Keep the special education teacher informed as to the performance of students with disabilities in your class on a regular basis.
Further, provide a copy of midterm grades and assign report card grades collaboratively with the special education teacher.

9. z
Codes of Ethics
 Principle I: Responsibility to the Profession
 Principle II: Responsibility for Professional Competence
 Principle III: Responsibility to Students
 Principle IV: Responsibility to the School Community
 Principle V: Responsible and Ethical Use of Technology

10. z
Practices for Advocating to Meet the Needs
of All Learners
 Listen
 Focus on the student
 Know students’ rights
 Focus on long-term goals
 Get support from others
 Take your advocacy to the next level

11. z
Practices to Promote Learners Meeting their Full
Potential
 Identify and activate student strengths.
 Focus on high intellectual performance.
 Build on existing skills and knowledge.
 Situate learning in students’ lives.
 Acknowledge the impact of culture.
 Assess growth in every learning experience.

12. z
Practices to Demonstrate Respect for Learners as Individuals with
Differing Personal and Family Backgrounds
 Assess your own behavior
 Get to know your students
 Make your classroom a judgment-free zone
 Adapt your teaching
 Teach for all cultures

13. z
Practices to Demonstrate Collaboration with Learners,
Families, and Colleagues
 Develop and support two-way communication between teachers and parents.
 Encourage communication among parents.
 Consider parents’ perspectives.
 Move beyond event-based engagement.
 Encourage families to engage with their children in ways that are integrated with the
overall curriculum.
 Find ways to build parents’ knowledge and confidence.

14. z References
 Deady, K. (2020). 5 Steps to Becoming a Culturally Responsive Teacher. https://www.teachaway.com/blog/5-steps-becoming-culturally-responsive-teacher
 Fink, K. (2020). Stand Up for Your Students with These Small Steps. https://www.weareteachers.com/advocate-for-students/
 NASDTEC . (2015). MODEL CODE OF ETHICS FOR EDUCATORS (MCEE). https://www.nasdtec.net/page/MCEE_Doc
 Specific Roles of General Educators in Serving Students with Disabilities and their Parents(2013). http://www.projectidealonline.org/v/specific-roles-
general-educators/
 Specific Roles of Special Educators in Serving Students with Disabilities and their Parents(2013). http://www.projectidealonline.org/v/specific-roles-special-
educators/
 Thorson, K. (2018). Creating a Culture of Collaborative Family Engagement. https://www.gettingsmart.com/2018/04/creating-a-culture-of-collaborative-
family-engagement/
 Waldman, C. (2019). Six Ways to Help Students Reach Their Potential. https://all4ed.org/six-ways-to-help-students-reach-their-potential/
 Wikimedia Foundation, Inc.. (2021). Special Education. https://en.wikipedia.org/wiki/Special_education
 5 Important Special Education Laws(2021). https://www.masters-in-special-education.com/lists/5-important-special-education-laws/