Special education provides specialized instruction for students with disabilities to help them develop their full potential. The number of students receiving special education services has increased from 2012-2016. Parents have legal rights to advocate for their child's education. Three key laws that govern special education are the IDEA, IEPs, and NCLB. Teachers must follow codes of ethics, standards, and practices that respect student diversity and needs. This includes collaborating with students, families, and colleagues to support learning.
Which inclusive practices do early childhood programs need to master in order to welcome and support all learners? This engaging presentation reveals the keys to effective inclusion for young children! Presented by Kathryn Wahl, Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, this presentation introduces you to the 12 inclusive practices with the strongest research base for supporting young children in inclusive programs.
Discover how each key practice—from conflict resolution to transitions between activities—contributes to successful, high-quality inclusion. Kathryn also shares how she’s used the Inclusive Classroom Profile (ICP™) with early childhood programs to effectively assess their inclusive practices and take steps toward improving them. Head start professionals, inclusion facilitators, early childhood/ECSE directors and administrators, and special education educators will benefit from this presentation.
Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180228/
About the Presenter, Kathryn Wahl:
As Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, Kathryn Wahl is responsible for promoting, supporting and advocating for all children to have full access to inclusive environments, regardless of their abilities, both locally, regionally and statewide. The Inclusion Collaborate of SCCOE strives to build a culture that values all children by strengthening, sustaining, and ensuring inclusive practices.
Which inclusive practices do early childhood programs need to master in order to welcome and support all learners? This engaging presentation reveals the keys to effective inclusion for young children! Presented by Kathryn Wahl, Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, this presentation introduces you to the 12 inclusive practices with the strongest research base for supporting young children in inclusive programs.
Discover how each key practice—from conflict resolution to transitions between activities—contributes to successful, high-quality inclusion. Kathryn also shares how she’s used the Inclusive Classroom Profile (ICP™) with early childhood programs to effectively assess their inclusive practices and take steps toward improving them. Head start professionals, inclusion facilitators, early childhood/ECSE directors and administrators, and special education educators will benefit from this presentation.
Watch the recorded webinar: https://home.edweb.net/webinar/inclusiveeducation20180228/
About the Presenter, Kathryn Wahl:
As Director of the Santa Clara County Office of Education’s (SCCOE) Inclusion Collaborative Department, Kathryn Wahl is responsible for promoting, supporting and advocating for all children to have full access to inclusive environments, regardless of their abilities, both locally, regionally and statewide. The Inclusion Collaborate of SCCOE strives to build a culture that values all children by strengthening, sustaining, and ensuring inclusive practices.
INTRODUCTION
All mainstream practice needs to change in order to ensure fairer opportunity for all. Understanding inclusive practice is fundamental to the good practice development within any organisation. Furthermore, an inclusive environment is a right to which we are all entitled, and one that we all have a responsibility to make happen.
Engaging All Learners: 5 Steps to Creating More Inclusive ClassroomsBrookes Publishing
This webinar focused on creating seamless and truly inclusive educational experiences for all learners. Dr. Julie Causton presented many useful strategies for creating warm and welcoming classrooms equipped to support all students. Alternatives to pull-out therapy and resource services were discussed, and many examples of how to provide collaborative and inclusive services were shared.
Julie covered these five steps for creating more inclusive classrooms:
• Creating a community of belonging
• Rethinking challenging learners
• Integrating IEP goals into the schedule
• Providing thoughtful differentiated academic supports
• Effective utilization of paraprofessionals
This webinar will benefit any K-12 general or special education teacher, related service provider, parent or administrator who seeks to create more inclusive classrooms and schools.
Administrators aren’t the only education professionals who can take on leadership roles. Every teacher can be a leader—and this edWebinar will show special educators how to choose and navigate their own individual path to educational leadership.
In this edWebinar, Belva C. Collins, Ed.D., Professor Emeritus at the University of North Carolina at Charlotte, introduces eight different paths you can follow to become a leader in your school and community:
Making data-based decisions and conducting classroom research
Effecting schoolwide change
Mentoring other teachers and paraprofessionals
Conducting professional development and consultations
Working effectively with families
Supporting students during transitions
Advocating for students
Connecting with professional organizations that address disability-related concerns
Dr. Collins guides you through reflective experiences and challenge you to develop your own personal leadership plan that you can accomplish without leaving the classroom. Learn from examples of effective special education teacher-leaders and get practical guidelines for following various leadership paths. This recorded session is essential viewing for all special education professionals, from pre-K through high school.
About the Presenter
Dr. Belva C. Collins is Professor Emeritus at the University of North Carolina at Charlotte and the University of Kentucky, having served as Chair of the Special Education departments at both institutions. Beginning as a rural special education teacher, she has focused on serving students with low incidence disabilities for over 40 years. Her research on systematic instruction and personnel preparation has resulted in numerous texts, research publications, and professional presentations. Dr. Collins served as Chair of the American Council on Rural Special Education (ACRES) and Editor of Rural Special Education Quarterly, resulting in receipt of the Eagle Award for lifetime service. She also served on the Executive Board of the Higher Education Consortium for Special Education (HECSE) and recently received the North Carolina Special Education Teacher Educator of the Year Award. She currently works on a national project to facilitate inclusion of students with significant disabilities.
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
It discuss about the inclusive education - unity in diversity. It also explains about COMPONENTS OF ABC
4 r’s - FUNDAMENTAL modern education
Why do we need inclusive EDUCATION??!!, barriers and benefits of inclusive education
INTRODUCTION
All mainstream practice needs to change in order to ensure fairer opportunity for all. Understanding inclusive practice is fundamental to the good practice development within any organisation. Furthermore, an inclusive environment is a right to which we are all entitled, and one that we all have a responsibility to make happen.
Engaging All Learners: 5 Steps to Creating More Inclusive ClassroomsBrookes Publishing
This webinar focused on creating seamless and truly inclusive educational experiences for all learners. Dr. Julie Causton presented many useful strategies for creating warm and welcoming classrooms equipped to support all students. Alternatives to pull-out therapy and resource services were discussed, and many examples of how to provide collaborative and inclusive services were shared.
Julie covered these five steps for creating more inclusive classrooms:
• Creating a community of belonging
• Rethinking challenging learners
• Integrating IEP goals into the schedule
• Providing thoughtful differentiated academic supports
• Effective utilization of paraprofessionals
This webinar will benefit any K-12 general or special education teacher, related service provider, parent or administrator who seeks to create more inclusive classrooms and schools.
Administrators aren’t the only education professionals who can take on leadership roles. Every teacher can be a leader—and this edWebinar will show special educators how to choose and navigate their own individual path to educational leadership.
In this edWebinar, Belva C. Collins, Ed.D., Professor Emeritus at the University of North Carolina at Charlotte, introduces eight different paths you can follow to become a leader in your school and community:
Making data-based decisions and conducting classroom research
Effecting schoolwide change
Mentoring other teachers and paraprofessionals
Conducting professional development and consultations
Working effectively with families
Supporting students during transitions
Advocating for students
Connecting with professional organizations that address disability-related concerns
Dr. Collins guides you through reflective experiences and challenge you to develop your own personal leadership plan that you can accomplish without leaving the classroom. Learn from examples of effective special education teacher-leaders and get practical guidelines for following various leadership paths. This recorded session is essential viewing for all special education professionals, from pre-K through high school.
About the Presenter
Dr. Belva C. Collins is Professor Emeritus at the University of North Carolina at Charlotte and the University of Kentucky, having served as Chair of the Special Education departments at both institutions. Beginning as a rural special education teacher, she has focused on serving students with low incidence disabilities for over 40 years. Her research on systematic instruction and personnel preparation has resulted in numerous texts, research publications, and professional presentations. Dr. Collins served as Chair of the American Council on Rural Special Education (ACRES) and Editor of Rural Special Education Quarterly, resulting in receipt of the Eagle Award for lifetime service. She also served on the Executive Board of the Higher Education Consortium for Special Education (HECSE) and recently received the North Carolina Special Education Teacher Educator of the Year Award. She currently works on a national project to facilitate inclusion of students with significant disabilities.
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
It discuss about the inclusive education - unity in diversity. It also explains about COMPONENTS OF ABC
4 r’s - FUNDAMENTAL modern education
Why do we need inclusive EDUCATION??!!, barriers and benefits of inclusive education
The purpose of this presentation is to introduce you to special education and the different laws that protect students and their families. I will also introduce you to some of the practices educators use to ensure special education students have access to the same curriculum their fellow classmates have.
Learner Rights and Teacher Responsibilities.pptxTariqMalik77
The presentation is about teacher responsibilities and learners rights. Disable students and their rights are focused. Alongside that, the strategies and ways used to tackle special education are discussed.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Introduction of Special Education
According to ("What Is Special Education?
", n.d.), “Special education provides
students with identified disabilities
specialized instruction designed to meet
their unique learning needs, giving them
the opportunity to develop to their fullest
potential. The IDEA (Individuals with
Disability Act) allows free education in
public schools for students with disabilities
in the U.S.. It has been reported that
students with disabilities have rapidly
increased from 2012-2016, ranging from
5.67 million in 2011 to 5.83 million in 2016
. Parents are entitled to special educational
rights and can speak on behalf of their
child’s education. The goal of special ed. is
to remove any hindrances by delivering
strategies of instruction.
3. 3 Relevant
Laws and
Policies
Federal
IDEA: Individuals with Disabilities Act est. in 1990
• Modified and created to meet the needs of children with disabilities to
ensure they have access to education that does not hinder their learning.
• It integrates the students with the entire student body while providing
additional assistance for educational growth ("5 Important Special
Education Laws", n.d.).
IEP: Individualized Education Programs
• Collaboration of parent and teacher to create a plan that tailors the needs
of a child’s education
• It is created and evaluated on a yearly basis.
• This plan is distributed in written form 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. ("5
Important Special Education Laws", n.d.). ”
NCLB: No Child Left Behind
• Created by President George W. Bush in 2001 to ensure that all schools
tracked academic performances of all students with or without a disability
• Each state is required to create their own standards that monitor and
assess each student’s academic performance
• Students can advocate for change if they educational, social or emotional
essentials are not being met by their attended school ("5 Important
Special Education Laws", n.d.).
4. Codes of Ethics
Codes of Ethics for Special Education was created
to respect diversity of exceptional students and
their families.
Goals for Codes of Ethics
• Do not limit challenges for learning
• Avoid disrespecting their formality, principles,
language and education
• Maintain professionalism and veracity
• Use professional decree that help the needs of
exceptional students
• Include exceptional students in programs that
are beneficial to them as well
• Seek outlets that assist educational growth for
exceptionalities
• Collab with other professionals who work with
exceptional students
• Involve parents and communicate as much as possible,
build relationships
• Track performance to seek improvement of their
educational skills
• Do not accept practices that hinder or hurt the
education of exceptional students
• Abide by all laws and policies pertaining to special
education
• Seek programs that expand your knowledge and
growth for special education ("Ethical Principles And
Professional Practice Standards For Special Educators",
n.d.).
5. Professional Standards Practice
• Use periodic assessments
to measure the learning of
exceptional students
• Create comfortable and
safe environments that
tailor the needs of students
with disabilities, motivates
knowledge and culture,
and recognize of
constructive ideas
• Create material that
eliminates the
discrimination of one’s
culture, language and
background
• Reframe from corporal
reprimand
• Provide available
resources for students
with exceptionalities
• Follow the behavior
policies embedded by
the state/school
• Report any immoral or
unprofessional
procedures ("Ethical
Principles And
Professional Practice
Standards For Special
Educators", n.d.). 5
6. Advocating Meeting the Needs
• Ask questions and make
beneficial suggestions
• Reframe from negativity
or demeaning behavior
• Express concern and be
a leader for the child and
parent
• Learn information about
a student or students
with exceptionalities,
complete and
educational background
check
• Take responsibility of your actions,
admit to faults and create better
practices
• Refresh your knowledge of special
education laws due to frequent
updates, be ready to answer in
questions regarding the subject
• Eliminate obstacles that prevent
social and educational growth,
communicate effectively with the
parent to gain their trust and
involvement (Howey, n.d.).
6
7. Promote Learners MeetingTheir Full Potential
Do not focus or
acknowledge the
weaknesses only
for exceptional
students
Assist with
discovering
aptitudes and
assets
Accommodate the
learning skills and
response method
of each exceptional
student
Create a Universal
Design for learning
Incentivize often
Create an
environment that
promotes engage
and instills
motivation ("3
Ways To Help
Students In Special
Education", n.d.).
7
8. Demonstrate Respect for Learners as Individuals
• Accept all exceptional students despite their differences
• Engage actively and listen to their needs/problems
• Make learning easy, give the students options and provide plenty of detail regarding lessons and
expectations. Break it down
• Be direct with parents regarding their child’s assessments, needs, or anything that has value to their
child
• Communicate as basic as possible with parents to avoid misunderstanding or confusion
• Be compassionate, show love and affection
• Communicate with other professionals about what you’ve learned about a student
• Be patient as possible
• Seek assistance as often as possible to meet the needs of each student
• Maintain a happy spirit, it’s contagious (Grafwallner, 2017).
8
9. 9
Practice to Demonstrate Collaboration with Learners, Families and Colleagues
• To avoid creating anxiety for a child transitioning from home to school, or to another class, set up a an
IEP transition meeting
• If there is a dramatic change in the child’s program, it is important to include him/her so there are no
surprises
• This can allow the old program and new program members to communicate and collaborate on
changes to the child’s program ("Making A Smooth Transition To School", n.d.).
• Allow available resources to assist students who need help with finding their classes so that they
become familiar with the campus, if there is a change in school
• Keep open communication with parents
• Encourage parents to ask for updates regarding their child’s IEP progress
• Provide homework frequently to allow parents to practice growth outside of school
• Make education a significant part of your life, the family’s and colleagues ("Consistency Between The
Classroom And Home", n.d.).
• Consult with everyone involved to meet needs of each students’ IEP (Winfree, n.d).
10. References
What is Special Education? (n.d.). Retrieved from
https://www.masters-in-special-education.com/what-is-special-education-2/
5 Important Special Education Laws(n.d.). Retrieved from
https://www.masters-in-special-education.com/lists/5-important-special-education-
laws/
Ethical Principles and Professional Practice Standards for Special Educators(n.d.).
Retrieved from
https://www.cec.sped.org/Standards/Ethical-Principles-and-Practice-Standards
Howey, P. (n.d.). 10 Tips for Special Education Advocates. Retrieved from
https://www.wrightslaw.com/howey/10tips.advocates.htm
3 Ways to help students in special education(n.d.). Retrieved from
https://www.readandspell.com/us/students-in-special-education
Grafwallner, P. (2017). What I’ve Learned From Special Ed Teachers. Retrieved
from
https://www.edutopia.org/article/what-ive-learned-special-ed-teachers
10
11. References Cont..
Making a Smooth Transition to School(n.d.). Retrieved from
https://www.specialeducationguide.com/pre-k-12/the-parent-teacher-
partnership/making-a-smooth-transition-to-school/
Consistency Between the Classroom and Home(n.d.). Retrieved from
https://www.specialeducationguide.com/pre-k-12/the-parent-teacher-
partnership/consistency-between-the-classroom-and-home/
Winfree, L. (n.d). Collaboration Strategies for Special Education Teams.
Retrieved from https://study.com/academy/lesson/collaboration-
strategies-for-special-education-teams.html
11