The powerpoint was created to provide awareness to the Special Education profession and the laws/policies.

1. Learners Rights and
Teacher Responsibilties
Courtnei Harper
MTE/512
Week 1

2. Introduction: Special Education
• Special Education is an unique kind of education that is catered to
individuals who have different needs when it comes to learning and getting
through with their daily lifestyle. There are a total of 13 categories for Special
Education which include: bc autism, deaf blindness, deafness, emotional
disturbance, hearing impairment, intellectual disability, multiple disabilities,
orthopedic impairment, other health impairment specific learning disability,
speech or language impairment, traumatic brain injury visual impairment
(including blindness) ("Understanding the 13 Categories of Special
Education").

3. Laws & Polices
• IDEA
• No Child Left Behind
• ADA

4. Laws & Policies: IDEA
• Individuals with Disabilities Act ( IDEA): is a federal law that decides a the
eligibility for the assistance and what particular assistance that is needed. The
are 6 core components of IDEA which include: Free appropriate public
education (FAPE), Least restrictive environment ( LRE), Individualized
Education, Nondiscriminatory evaluation, Due Process, and Zero reject/
child find(Bursuck & Friend, 2019).

5. Laws & Policies: No Child Left Behind
• No Child Left Behind (NCLB) The purpose of the No Child Left Behind
Act is to make certain that all students in the public school system are
provided with the opportunity to achieve the expected learning goals taught
by well-equipped teacher in a safe environment ( Klein, 2018).

6. Laws & Policies: ADA
• Americans with Disabilities Act (ADA): This act was created in 1990. The ADA
provides civil rights protection to anyone who has disabilities similar to those
provided to individuals on the basis of race, color, sex, national origin, age, and
religion.

7. Expectations of the Profession
• The primary focus of the special education teacher is to provide instruction and support
which facilitates the participation of students with disabilities in the regular
classroom("Specific Roles of Special Educators in Serving Students with Disabilities and
their Parents").

8. Code of Ethics
• Principle I: Academy Members nurture the academic, psychological, physical, and social potential of
children with special needs
• Principle II: Academy Members apply their professional knowledge to create a professional and supportive
environment for children with special needs
• Principle III: Academy Members commit to their own learning in order to develop their professional
development.
• Principle IV: Academy Members respect, support, and collaborate with colleagues and other professionals
in the interest of children with special needs with whom they work.
• Principle V: Academy Members collaborate with parents of children with special needs and community,
building trust and respecting confidentiality.
• Principle VI: Academy Members advance the intellectual and ethical foundation of the learning community.
Code of Ethics. (2005, October 2). Retrieved from http://aasep.org/about-the-academy/code-of- ethics/index.html

9. Professional Standards of Practice: Practices for
advocating to meet the needs of all learners
• Communication with Principal: By communicating with Principal it allows the teacher to be able to let the principal the
support that may be needed. Once that trust is established it will make it easier to complete tedious completed.
• Implementing Full Inclusion: By implementing full inclusion it allows the teacher to provide the students
with the opportunity to interact in the general ed population.
• Present New Ideas: By presenting new ideas it allows the teachers to learn from other teachers and also
creates a collaborative opportunity.
• Visit Students at Home: By visiting students at home allows the teacher to experience the students natural
environment. It also gives the teacher the opportunity to get to know the family as a whole.
• Reference: (Ronan, 2017)

10. Professional Standards of Practice: Practices to
promote learners meeting their full potential
• Discover your students' strengths
• Provide positive role models with disabilities
• Create positive modifications in the learning environment
• Reference (Armstrong, 2013)

11. Professional Standards of Practice: Practices to demonstrate respect
for learners as individuals with differing personal and family
backgrounds and various skills, abilities, and interests
• Be knowledgeable of own culture- When teachers are aware of their own
culture that are able to be transparent and share with the students.
• Learn about student’s culture: When the teacher takes the initiative to get to
the know the student, it shows the student that the teacher is interested in
them. This also build trust from both parties.
• Collaborate with parents and caregivers: By doing this it keeps them
informed on what’s going on. It also build that trust that is needed. This also
lets the family know that the teacher cares.

12. Professional Standards of Practice:
Practices to demonstrate collaboration with
learners, families, and colleagues
• Build relationships: It is very important for teachers to build relationships with each other. It
is also important for teachers to build relationships with the student’s families. By doing this
it builds trust and allows for support from all parties.
• Share responsibility: The purpose of sharing responsibilities is to make sure every one
accountable of what is happening. (i.e. progression, regressions, or updates).
• Find time to collaborate: For teachers it important to find time to collaborate with both
colleagues and parents. There are times when the schedules can become hectic ,but the
students should be the number one priority.
• Reference: (Jones, 2014)

13. References:
• Code of Ethics. (2005, October 2). Retrieved from http://aasep.org/about-the-academy/code-of- ethics/index.html
• Specific Roles of Special Educators in Serving Students with Disabilities and their Parents. (n.d.). Retrieved from http://www.projectidealonline.org/v/specific-roles-special-
educators/
•
The ADA: Your Employment Rights as an Individual With a Disability. (n.d.). Retrieved from https://www.eeoc.gov/facts/ada18.html
• Understanding the 13 Categories of Special Education. (n.d.). Retrieved from https://www.understandingspecialeducation.com/13-categories-of-special-education.html
• Armstrong, T. (2019, February 19). 7 Ways to Bring Out the Best in Special-Needs Students. Retrieved from
https://www.edweek.org/tm/articles/2013/04/08/fp_armstrong.html
• Bursuck, W. and Friend, M. (2019). Including students with Special Needs: A Practical Guide for Classroom Teachers. (8th edition). Parsons.
• Jones , L. (2018, July 4). The Power of Teacher Collaboration. Retrieved from https://www.teachingchannel.org/blog/2014/07/18/power-of-teacher-collaboration-nea/
• Klein, A. (2018, October 25). No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More. Retrieved from
https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html?override=web
• Nonan, A. (2017, November 27). How Special Education Teachers Can Advocate for Students. Retrieved from https://teach.com/blog/how-special-education-teachers-can-
advocate-for-students/