This document provides an overview of special education processes and Individualized Education Programs (IEPs) in the District of Columbia. It discusses the governance structure of DC schools, the purpose of IDEA, and the 8 steps of the special education process: 1) Child Find; 2) Formal Request and Consent to Evaluate; 3) Initial Evaluations; 4) Eligibility Determination; 5) IEP Development; 6) Placement; 7) Annual Review; and 8) Triennial Review. Key aspects of the IEP like present levels, measurable goals, related services, and transition services are explained. The role of parents and ensuring a student receives services in the Least Restrictive Environment are also summarized.
The Individualized Education Program (IEP) process can be arduous to understand, especially for parents. If you are a special education teacher-in-training, a general education teacher wanting to know more about the IEP process, a parent or family member of a child with special needs, this presentation includes some very basic, but pertinent information YOU should know!
The Individualized Education Program (IEP) is a legal document developed by a team to help students with disabilities reach their goals. The IEP focuses on the student's preferences, interests, needs, and strengths. A new IEP is written at least every 12 months. Parents are equal partners on the IEP team and should provide input on their child's abilities and needs. The IEP outlines the student's current performance, annual goals, related services, accommodations, and placement.
Explains the Individual Education Program (IEP) document, its development, how to articulate a vision, write measurable annual goals, monitor a child’ progress and understand how the document will support a student.
This document provides an overview of helping foster children succeed in school. It discusses California education standards, teacher standards, the Individuals with Disabilities Education Act (IDEA), individualized education programs (IEPs), special education services, discipline procedures, and resources for parents. Key topics include students' rights to a free appropriate public education, the IEP and evaluation process, eligibility criteria for special education, and the roles of parents and teachers in supporting students.
This document provides information about Individualized Education Plans (IEPs). It discusses what an IEP is, who is involved in creating it, and what components it contains. Some key points:
- An IEP is a legally binding document that describes special education services for a student with special needs. It details the student's current performance and measures goals and progress.
- The IEP is created by a multidisciplinary team that may include parents, teachers, related service providers like OT/PT/ST, and other professionals. They conduct evaluations and develop individualized goals and services for the student.
- The IEP contains sections for present levels of performance, goals, accommodations, related services
Special education presentation letty and vanessavpipkin
The document discusses differentiated instruction for special education students. It provides an overview of key components of Texas' special education program including its purpose of building collaborative relationships, tools like ARC and Section 504 plans, and the identification and ARD process. This involves child find referrals or parent/teacher referrals, evaluations, and ARD committee meetings to develop IEPs. The document advocates for classroom differentiation and inclusive service delivery models to help all students succeed.
This document provides definitions and explanations of key terms and concepts in special education administration including:
- ADA, IDEA, LEA, FAPE, IEP, and PLOP which refer to laws, agencies, and plans involved in special education.
- The IEP process which includes identification and referral of a student, evaluation to determine eligibility, development of an IEP plan, and periodic reevaluation.
- Components of an IEP including the student's present level of performance as documented in a PLOP, goals and services to meet the student's needs, and involvement of parents and teachers.
- Rights of parents to make complaints or request a due process hearing if they believe their child
This document provides an introduction to special education, including the philosophy, history, laws, and principles of special education. It discusses key laws like the Education for All Handicapped Children Act, the Individuals with Disabilities Education Act, and the No Child Left Behind Act. It also outlines the seven major principles under IDEA, including informed consent, zero reject, free appropriate public education, nondiscriminatory evaluation, least restrictive environment, individualized education programs, and due process safeguards. Finally, it lists and describes the 13 recognized disabilities under IDEA.
The Individualized Education Program (IEP) process can be arduous to understand, especially for parents. If you are a special education teacher-in-training, a general education teacher wanting to know more about the IEP process, a parent or family member of a child with special needs, this presentation includes some very basic, but pertinent information YOU should know!
The Individualized Education Program (IEP) is a legal document developed by a team to help students with disabilities reach their goals. The IEP focuses on the student's preferences, interests, needs, and strengths. A new IEP is written at least every 12 months. Parents are equal partners on the IEP team and should provide input on their child's abilities and needs. The IEP outlines the student's current performance, annual goals, related services, accommodations, and placement.
Explains the Individual Education Program (IEP) document, its development, how to articulate a vision, write measurable annual goals, monitor a child’ progress and understand how the document will support a student.
This document provides an overview of helping foster children succeed in school. It discusses California education standards, teacher standards, the Individuals with Disabilities Education Act (IDEA), individualized education programs (IEPs), special education services, discipline procedures, and resources for parents. Key topics include students' rights to a free appropriate public education, the IEP and evaluation process, eligibility criteria for special education, and the roles of parents and teachers in supporting students.
This document provides information about Individualized Education Plans (IEPs). It discusses what an IEP is, who is involved in creating it, and what components it contains. Some key points:
- An IEP is a legally binding document that describes special education services for a student with special needs. It details the student's current performance and measures goals and progress.
- The IEP is created by a multidisciplinary team that may include parents, teachers, related service providers like OT/PT/ST, and other professionals. They conduct evaluations and develop individualized goals and services for the student.
- The IEP contains sections for present levels of performance, goals, accommodations, related services
Special education presentation letty and vanessavpipkin
The document discusses differentiated instruction for special education students. It provides an overview of key components of Texas' special education program including its purpose of building collaborative relationships, tools like ARC and Section 504 plans, and the identification and ARD process. This involves child find referrals or parent/teacher referrals, evaluations, and ARD committee meetings to develop IEPs. The document advocates for classroom differentiation and inclusive service delivery models to help all students succeed.
This document provides definitions and explanations of key terms and concepts in special education administration including:
- ADA, IDEA, LEA, FAPE, IEP, and PLOP which refer to laws, agencies, and plans involved in special education.
- The IEP process which includes identification and referral of a student, evaluation to determine eligibility, development of an IEP plan, and periodic reevaluation.
- Components of an IEP including the student's present level of performance as documented in a PLOP, goals and services to meet the student's needs, and involvement of parents and teachers.
- Rights of parents to make complaints or request a due process hearing if they believe their child
This document provides an introduction to special education, including the philosophy, history, laws, and principles of special education. It discusses key laws like the Education for All Handicapped Children Act, the Individuals with Disabilities Education Act, and the No Child Left Behind Act. It also outlines the seven major principles under IDEA, including informed consent, zero reject, free appropriate public education, nondiscriminatory evaluation, least restrictive environment, individualized education programs, and due process safeguards. Finally, it lists and describes the 13 recognized disabilities under IDEA.
Introduction legislation and litigation.ppt with notesCarlos Sandoval
This document discusses key principles and legislation related to special education law, including the constitutional rights to due process and equal protection. It summarizes important court cases that established and expanded the rights of students with disabilities to receive a free and appropriate public education. The document also describes the key principles and requirements of major special education legislation, including the Education for All Handicapped Children Act (P.L. 94-142) and the Individuals with Disabilities Education Act.
- Early intervention helps improve and prevent developmental problems in children and reduces later needs for special education services. It involves identifying at-risk children and providing timely support.
- Early childhood special education provides state-mandated services for children ages 3-5 experiencing developmental delays. Eligibility is determined by federal and state criteria.
- If a parent suspects a child has a developmental delay, they should take the child to their pediatrician or a developmental specialist for evaluation. Early intervention can help a child's progress if delays are addressed promptly.
Presented by the Parent Training and Information Center at the Federation for Children with Special Needs, this slideshow is designed to walk you through the special education process as it unfolds, from the application procedure to the dispute resolution process. Understanding this material will help you to better collaborate with your IEP team and to become a better advocate for your child.
The document discusses the Early Years Foundation Stage (EYFS), a statutory framework for children aged 0-5 in England. It aims to improve outcomes for young children through a curriculum that includes learning, development, safeguarding and welfare requirements. The EYFS applies to all registered early years providers, including nurseries, preschools, and childminders. It is monitored through Ofsted inspections to ensure standards are met.
Linda Palmer - Navigating Through High School and BeyondIOCDF
This document discusses navigating special education services in high school and beyond. It explains that the Individuals with Disabilities Education Act (IDEA) requires that students receive their education in the least restrictive environment. Schools use Individualized Education Programs (IEPs) to formally provide supports and services to students with disabilities. The document outlines the process for obtaining an IEP, including testing and an evaluation committee. If a student is denied an IEP, they may be eligible for a 504 plan as an alternative. The document also discusses accommodation options and alternative school settings to consider.
The Early Years Foundation Stage (EYFS) is defined in the Childcare Act of 2006 and was implemented in 2008. It focuses on supporting children's development and learning across six areas. In 2012, the framework was simplified to focus on three prime areas and four specific areas of learning, assessed using an EYFS Profile at age 5. The EYFS requires practitioners to consider each child's needs and interests, plan engaging activities, address any development concerns with parents, and support all children's learning and development.
The document provides information about exceptional education and how to work with the school system to meet the needs of children with disabilities or exceptionalities. It defines exceptional education and explains that students may qualify for an IEP or 504 plan. It also outlines the S-Team process for determining if a child qualifies for services and discusses IEPs, 504 plans, interventions, testing, and parental rights if there is disagreement around services. The goal is to educate parents on navigating the system to advocate for their exceptional child.
The document provides information about developing Individualized Education Programs (IEPs) for students with disabilities. It discusses that an IEP is a written plan that sets learning goals and establishes services to ensure a student's needs are addressed. An IEP is developed by a team that includes parents, teachers, and other specialists. They meet annually to discuss evaluations and observations of the student and develop the IEP. The IEP contains sections for concerns and strengths, present levels of performance, annual goals, and services to be provided. It aims to individualize education and ensure students receive accommodations and specially designed instruction.
The document provides an overview of special education laws and procedures under the Individuals with Disabilities Education Act (IDEA). It discusses key concepts such as child find, referral, assessment, eligibility determination, individualized education programs (IEPs), and procedural safeguards. The assessment process must be sufficiently comprehensive, use multiple tools and strategies, and gather information from parents. An IEP must be developed once a student is found eligible for services. Parent participation is required in the IEP process and meetings. Reevaluations must occur every three years unless parents agree it is unnecessary. The document reviews timeline requirements and exiting special education.
The document provides information about special education from the Columbus City Schools Office of Exceptional Student Support Services. It includes:
1) Contact information for various supervisors and departments handling special education services, placements, and compliance.
2) Descriptions of special education coordinators and the schools they support.
3) Overviews of IEPs, eligibility, the IEP team, and assessment procedures.
4) Classroom types, ratios, and paraprofessional requirements.
5) Definitions and approaches to inclusion, mainstreaming, and grading of included students.
6) Guidelines for instructional assistants in emotional disabilities and multiple disabilities classrooms.
Ev682 developing a positve learning environmentMikeHayler
This document discusses developing a positive learning environment through diversity and inclusion. It outlines the Rouse model of inclusion and key legislation related to inclusion such as the Equality Act of 2010. The Public Sector Equality Duty from the Equality Act requires schools to eliminate discrimination, advance equality of opportunity, and foster good relations. The Special Educational Needs Code of Practice establishes principles of participation, support for students, and achieving the best outcomes. The code also details key elements including education plans, personal budgets, and the local offer of support.
This document discusses special education for exceptional children. It defines key terms like exceptional, handicap, and disability. Exceptional children can be classified into nine groups including mental retardation, learning disabilities, and giftedness. Nearly 4.2 million children in the US received special education services during the 1980-1981 school year. Play is important for children's learning, development of skills, and emotional well-being. The objectives of taking education beyond the classroom are to expose children to the world, paint a picture of their future, and educate them through experiential learning. Building character and integrity in children is emphasized so they can become leaders tomorrow.
SES Fall 2012 All Things Considered - Recent Decisions on the Written Offer o...Fagen Friedman & Fulfrost
1. The document discusses several cases related to the written offer of placement and follow through requirements.
2. In Student v. Buckeye Union School District, the court found that while the IEP did not need to provide an hour-by-hour account of services, it did need to specifically describe the goals that specialized academic instruction would target.
3. In Student v. West Covina USD, the court found a procedural violation that denied FAPE because required information like accommodations was left blank on the IEP, impeding parental participation.
The document summarizes key laws and concepts related to special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and concepts like least restrictive environments, inclusion, differentiated instruction, and universal design for learning. It discusses requirements for free and appropriate public education, parental rights, standardized testing accommodations, response to intervention frameworks, and the importance of evidence-based practices and considering student diversity.
This document discusses the importance of education for children in foster care and the roles and responsibilities of various entities in promoting their educational success. It notes that frequent school changes can negatively impact foster children's academic and social development. It also outlines Tennessee policies regarding foster children's school enrollment, special education services, and the role of foster parents, caseworkers, courts and schools in advocating for their educational needs.
This document outlines changes made to the Early Years Foundation Stage (EYFS) framework in the UK. The key changes are: reducing paperwork for early childhood educators; focusing on the three prime areas of learning; introducing a progress check at age two to identify needs and a simplified assessment at age five; and strengthening partnerships between parents and professionals. It provides details on revised EYFS documents, changes to learning and development requirements, emphasizing child-initiated learning with a balance of adult-led activities, and outlining assessment procedures.
This document provides an overview of an Individualized Education Plan (IEP) which outlines academic goals and accommodations for students with disabilities. Key points:
- An IEP includes strengths, weaknesses, annual goals and a transition plan for after high school. A case manager oversees the IEP.
- Common accommodations include having tests read aloud, extended time, preferential seating, use of a computer, marking in test books, multiple test sessions, and testing in a separate room.
- It is the student's responsibility to use the accommodations in their IEP and advocate for themselves if accommodations are not being provided as outlined. Teachers have many students so students must speak up for the help they need
The document provides information about Individualized Education Programs (IEPs) for parents. It explains that an IEP is a written plan developed by a team for each special education student that is reviewed annually. The IEP must be customized to the individual student's strengths and needs and designed to help the student progress academically and develop functional skills. The IEP process involves forming a team including parents and teachers to determine goals, services, and placement based on the student's unique needs.
Introduction legislation and litigation.ppt with notesCarlos Sandoval
This document discusses key principles and legislation related to special education law, including the constitutional rights to due process and equal protection. It summarizes important court cases that established and expanded the rights of students with disabilities to receive a free and appropriate public education. The document also describes the key principles and requirements of major special education legislation, including the Education for All Handicapped Children Act (P.L. 94-142) and the Individuals with Disabilities Education Act.
- Early intervention helps improve and prevent developmental problems in children and reduces later needs for special education services. It involves identifying at-risk children and providing timely support.
- Early childhood special education provides state-mandated services for children ages 3-5 experiencing developmental delays. Eligibility is determined by federal and state criteria.
- If a parent suspects a child has a developmental delay, they should take the child to their pediatrician or a developmental specialist for evaluation. Early intervention can help a child's progress if delays are addressed promptly.
Presented by the Parent Training and Information Center at the Federation for Children with Special Needs, this slideshow is designed to walk you through the special education process as it unfolds, from the application procedure to the dispute resolution process. Understanding this material will help you to better collaborate with your IEP team and to become a better advocate for your child.
The document discusses the Early Years Foundation Stage (EYFS), a statutory framework for children aged 0-5 in England. It aims to improve outcomes for young children through a curriculum that includes learning, development, safeguarding and welfare requirements. The EYFS applies to all registered early years providers, including nurseries, preschools, and childminders. It is monitored through Ofsted inspections to ensure standards are met.
Linda Palmer - Navigating Through High School and BeyondIOCDF
This document discusses navigating special education services in high school and beyond. It explains that the Individuals with Disabilities Education Act (IDEA) requires that students receive their education in the least restrictive environment. Schools use Individualized Education Programs (IEPs) to formally provide supports and services to students with disabilities. The document outlines the process for obtaining an IEP, including testing and an evaluation committee. If a student is denied an IEP, they may be eligible for a 504 plan as an alternative. The document also discusses accommodation options and alternative school settings to consider.
The Early Years Foundation Stage (EYFS) is defined in the Childcare Act of 2006 and was implemented in 2008. It focuses on supporting children's development and learning across six areas. In 2012, the framework was simplified to focus on three prime areas and four specific areas of learning, assessed using an EYFS Profile at age 5. The EYFS requires practitioners to consider each child's needs and interests, plan engaging activities, address any development concerns with parents, and support all children's learning and development.
The document provides information about exceptional education and how to work with the school system to meet the needs of children with disabilities or exceptionalities. It defines exceptional education and explains that students may qualify for an IEP or 504 plan. It also outlines the S-Team process for determining if a child qualifies for services and discusses IEPs, 504 plans, interventions, testing, and parental rights if there is disagreement around services. The goal is to educate parents on navigating the system to advocate for their exceptional child.
The document provides information about developing Individualized Education Programs (IEPs) for students with disabilities. It discusses that an IEP is a written plan that sets learning goals and establishes services to ensure a student's needs are addressed. An IEP is developed by a team that includes parents, teachers, and other specialists. They meet annually to discuss evaluations and observations of the student and develop the IEP. The IEP contains sections for concerns and strengths, present levels of performance, annual goals, and services to be provided. It aims to individualize education and ensure students receive accommodations and specially designed instruction.
The document provides an overview of special education laws and procedures under the Individuals with Disabilities Education Act (IDEA). It discusses key concepts such as child find, referral, assessment, eligibility determination, individualized education programs (IEPs), and procedural safeguards. The assessment process must be sufficiently comprehensive, use multiple tools and strategies, and gather information from parents. An IEP must be developed once a student is found eligible for services. Parent participation is required in the IEP process and meetings. Reevaluations must occur every three years unless parents agree it is unnecessary. The document reviews timeline requirements and exiting special education.
The document provides information about special education from the Columbus City Schools Office of Exceptional Student Support Services. It includes:
1) Contact information for various supervisors and departments handling special education services, placements, and compliance.
2) Descriptions of special education coordinators and the schools they support.
3) Overviews of IEPs, eligibility, the IEP team, and assessment procedures.
4) Classroom types, ratios, and paraprofessional requirements.
5) Definitions and approaches to inclusion, mainstreaming, and grading of included students.
6) Guidelines for instructional assistants in emotional disabilities and multiple disabilities classrooms.
Ev682 developing a positve learning environmentMikeHayler
This document discusses developing a positive learning environment through diversity and inclusion. It outlines the Rouse model of inclusion and key legislation related to inclusion such as the Equality Act of 2010. The Public Sector Equality Duty from the Equality Act requires schools to eliminate discrimination, advance equality of opportunity, and foster good relations. The Special Educational Needs Code of Practice establishes principles of participation, support for students, and achieving the best outcomes. The code also details key elements including education plans, personal budgets, and the local offer of support.
This document discusses special education for exceptional children. It defines key terms like exceptional, handicap, and disability. Exceptional children can be classified into nine groups including mental retardation, learning disabilities, and giftedness. Nearly 4.2 million children in the US received special education services during the 1980-1981 school year. Play is important for children's learning, development of skills, and emotional well-being. The objectives of taking education beyond the classroom are to expose children to the world, paint a picture of their future, and educate them through experiential learning. Building character and integrity in children is emphasized so they can become leaders tomorrow.
SES Fall 2012 All Things Considered - Recent Decisions on the Written Offer o...Fagen Friedman & Fulfrost
1. The document discusses several cases related to the written offer of placement and follow through requirements.
2. In Student v. Buckeye Union School District, the court found that while the IEP did not need to provide an hour-by-hour account of services, it did need to specifically describe the goals that specialized academic instruction would target.
3. In Student v. West Covina USD, the court found a procedural violation that denied FAPE because required information like accommodations was left blank on the IEP, impeding parental participation.
The document summarizes key laws and concepts related to special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, and concepts like least restrictive environments, inclusion, differentiated instruction, and universal design for learning. It discusses requirements for free and appropriate public education, parental rights, standardized testing accommodations, response to intervention frameworks, and the importance of evidence-based practices and considering student diversity.
This document discusses the importance of education for children in foster care and the roles and responsibilities of various entities in promoting their educational success. It notes that frequent school changes can negatively impact foster children's academic and social development. It also outlines Tennessee policies regarding foster children's school enrollment, special education services, and the role of foster parents, caseworkers, courts and schools in advocating for their educational needs.
This document outlines changes made to the Early Years Foundation Stage (EYFS) framework in the UK. The key changes are: reducing paperwork for early childhood educators; focusing on the three prime areas of learning; introducing a progress check at age two to identify needs and a simplified assessment at age five; and strengthening partnerships between parents and professionals. It provides details on revised EYFS documents, changes to learning and development requirements, emphasizing child-initiated learning with a balance of adult-led activities, and outlining assessment procedures.
This document provides an overview of an Individualized Education Plan (IEP) which outlines academic goals and accommodations for students with disabilities. Key points:
- An IEP includes strengths, weaknesses, annual goals and a transition plan for after high school. A case manager oversees the IEP.
- Common accommodations include having tests read aloud, extended time, preferential seating, use of a computer, marking in test books, multiple test sessions, and testing in a separate room.
- It is the student's responsibility to use the accommodations in their IEP and advocate for themselves if accommodations are not being provided as outlined. Teachers have many students so students must speak up for the help they need
The document provides information about Individualized Education Programs (IEPs) for parents. It explains that an IEP is a written plan developed by a team for each special education student that is reviewed annually. The IEP must be customized to the individual student's strengths and needs and designed to help the student progress academically and develop functional skills. The IEP process involves forming a team including parents and teachers to determine goals, services, and placement based on the student's unique needs.
The document discusses what an Individualized Education Program (IEP) is and how it is developed. Key points include:
1. An IEP is a plan developed for students with disabilities to allow them to achieve academic success. It defines individualized objectives and goals tailored to the student's needs.
2. Developing an IEP requires assessing the student, considering how their disability affects their learning, setting goals and choosing an appropriate educational placement.
3. The IEP must be reviewed and updated at least annually. It aims to provide students with the least restrictive environment and appropriate services to meet their goals.
The document discusses Individualized Education Programs (IEPs). An IEP defines individualized educational objectives for a student who has been identified as having a disability. It is intended to help students reach educational goals more easily than they otherwise would. The IEP is produced by a team that includes parents, teachers, and other specialists. At an IEP meeting, the team discusses the student's strengths and needs, progress made on goals, and any changes needed to the IEP. The overall purpose is to ensure the IEP is effectively supporting the student's learning.
Integrative Educational Partners provides educational therapy and assessments for people with learning differences. They take a holistic approach using experts in education, nutrition, medicine, psychology and related fields. Services include assessments, individualized therapeutic plans, and tutoring to address issues like ADD, dyslexia, and autism. They use a variety of techniques and activities targeting motor, sensory and academic skills.
Individual Education Plan (IEP) -- Re Evaluation Process & Walk Throughanthonymaiorano
1. This document provides guidance on the reevaluation process for students with disabilities, which must occur at least every three years to determine continuing eligibility for special education services.
2. During reevaluation, the IEP team reviews existing data and determines if additional data is needed. If so, parental consent is required to conduct further assessments.
3. Reevaluation ensures that the student's disability and needs are still accurately identified and that their IEP is appropriate. Continuing eligibility is based on the student continuing to meet eligibility criteria and demonstrate an adverse effect on educational performance.
George Lawler, a 35-year-old physical education teacher and track coach, has been diagnosed with bipolar mood disorder. He has experienced several manic and depressive episodes over the years since his first episode in college. His current treatment plan involves taking haloperidol and lithium medications as well as continued psychotherapy. The medications are aimed at stabilizing his moods and preventing further episodes. Overall the treatment seeks to help George manage his bipolar disorder long term.
Integrative Educational Partners, LLC is an educational therapy practice located in Rockford, Michigan that offers services to people experiencing learning differences. They take a holistic approach using experts from various disciplines like education, nutrition, medicine, and psychology. Services include assessments, individualized therapeutic plans, and therapies targeting skills like motor planning, sensory processing, academics, and more using a multi-sensory approach. Typical sessions include activities to address neurological deficits and facilitate communication between the brain and body.
This document discusses key aspects of individualized special education programs including:
1) Individualized education programs (IEPs) are developed by multidisciplinary teams to provide tailored instruction and services to students with disabilities.
2) IEPs outline goals, services, accommodations, and progress monitoring for eligible students from preschool through high school.
3) Special education teachers use data-based practices and frequent progress monitoring to implement and evaluate individualized programs that provide access to the general education curriculum.
What Our Members Say: Top 25 Comments about Underground CellarUnderground Cellar
This is what our members at Underground Cellar had to say about our wines and service. If you're a winelover this is a must-have service. We help people discover new wines that they otherwise wouldn't.
This is a presentation that attempts to communicate visually regarding design and delivery. It was mostly influenced by Garr Reynolds and The University of North Carolina Greensboro, The University Speaking Center.
El documento presenta un gráfico de líneas que muestra las tendencias de dos series de datos entre mayo y septiembre de 2002, y brevemente discute el rol de un administrador comunitario para gestionar redes sociales.
The document discusses group assignments for IEPs. It begins by outlining the 7 steps of the IEP process: 1) pre-referral, 2) referral, 3) identification, 4) eligibility, 5) development of the IEP, 6) implementation, and 7) evaluation and reviews. It then discusses the roles and responsibilities of the various members that make up the IEP team, including parents, teachers, administrators, and other specialists. Finally, it provides an overview of the key discussions that take place during annual IEP meetings, such as evaluating progress towards goals and determining necessary modifications.
The document summarizes the six key principles of the Individuals with Disabilities Education Act (IDEA): (1) a free appropriate public education, (2) appropriate evaluation, (3) an individualized education program, (4) least restrictive environment, (5) parent and student participation in decision making, and (6) procedural safeguards. It provides an overview of each principle and the rights they afford to students with disabilities and their parents.
The document provides guidance on writing IEPs that are designed to provide educational benefit for students with disabilities. It discusses key requirements including providing access to the general curriculum, the least restrictive environment, transition planning, present levels of performance, goals and objectives, and appropriate special education services and supports. The document emphasizes using data to determine if a student's IEP is reasonably calculated to enable them to make progress and receive educational benefit.
The document discusses the history and implementation of special education in the United States. It began with the Education for All Handicapped Children Act of 1975 which mandated special education programs. This was later replaced by the Individuals with Disabilities Education Act (IDEA) which entitles students to a free and appropriate public education. The IDEA requires schools to evaluate students, develop Individualized Education Programs (IEPs), and provide services and accommodations in the least restrictive environment. The document provides details on evaluating and classifying students, developing IEPs, determining placements, and the categories of disabilities covered under special education.
Power point for edu 221 and 223 2013 General info law, gifted introPaula Sutherland
1) The document discusses laws and procedures related to special education (IDEA) and 504 plans, including key differences between the two.
2) It provides guidance on implementing Response to Intervention (RTI), identifying gifted students, working with parents, and addressing common questions from teachers regarding special education students.
3) The overall message is that following legal procedures and prioritizing the needs of each individual student is important for providing an appropriate education despite challenges.
The document provides an overview and agenda for a workshop on understanding the Individualized Education Program (IEP). It explains that the IEP is a written plan that ensures a child with disabilities' unique needs are addressed. The workshop will cover what an IEP is, why it's important, how it's developed, what information belongs in each section, what to do when receiving a proposed IEP, and options if there's disagreement. It also includes an overview of the special education process and the roles of different participants in developing the IEP.
This document provides information on several topics related to special education programs and services:
- It describes the three principles of Universal Design for Learning and examples of how each is implemented.
- It compares and contrasts Individualized Family Service Plans and Individualized Education Plans, describing their target populations, focuses, eligibility, plan development processes, and other key aspects.
- It discusses considerations around least restrictive environment and different placement options available to students with disabilities. The decision is made by the IEP team based on the child's needs and individualized education plan.
Summary of identification and assessment of student with disabilities by shee...Edi sa puso mo :">
The document discusses the identification and assessment of students with disabilities. There are two main purposes of identification and assessment: to determine if a student is eligible for special education services, and to decide what those services will be. A student must meet at least one of the thirteen disability criteria under IDEA and require special education services to access an appropriate education. While some students are eligible but do not need services, others need services but may not meet eligibility criteria. Classification focuses on both medical and social models of disability, with more clearly medical disabilities identified early by physicians. The current classification system has benefits but alternatives focus more on dimensions of performance and the knowledge base for effective interventions.
This document provides an overview of specialized education services at Irving Park Elementary for the 2011-2012 school year. It introduces the director and staff who provide special education and related services. It describes the types of special education services including inclusion, resource, and related services. It also summarizes key concepts like the Individuals with Disabilities Education Act, least restrictive environments, referral processes, individualized education programs, section 504 plans, accommodations, grading, discipline, and the roles of paraeducators.
The document provides an overview of Response to Intervention (RTI), which is a multistep process used by schools to provide early support for struggling students and improve identification of students who need special education services. It describes the typical three-tier RTI model where students receive increasingly intensive interventions based on their response to instruction. Tier 1 involves universal screening of all students and group interventions. Tier 2 provides more targeted small group interventions. Tier 3 involves the most intensive individualized interventions and possible evaluation for special education. The goal of RTI is to prevent academic failure and ensure all students succeed.
This document provides an overview of the planning and placement team (PPT) process for special education in Connecticut. It discusses referral and eligibility, transition from early intervention programs, evaluations, individualized education programs (IEPs), placement considerations, and the roles and rights of parents. The PPT is a team that includes parents and professionals that determines if a student qualifies for special education and develops the IEP. Parents are involved throughout the process and must provide consent for evaluations and programs. The goal is to provide students with disabilities the support they need in the least restrictive environment.
This document provides a high-level overview of special education for teachers. It includes an introduction to special education law and processes like ARDs, accommodations vs modifications, and assessment options. Key steps in the special education process are outlined, such as requesting an evaluation, providing notice of rights, conducting an evaluation, and holding ARD meetings. Common special education terms and acronyms are also defined. The document aims to give teachers a basic understanding of special education to effectively support students.
Special education in an era of inclusion andhewittam
The document discusses key legislation and initiatives related to special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Section 504, and the Americans with Disabilities Act. It describes provisions of these laws, such as annual testing requirements and accountability measures in NCLB, and the emphasis on inclusion and individualized education programs in IDEA. The document also discusses concepts like response to intervention, universal design for learning, inclusion, differentiated instruction, and evidence-based practices in special education.
This document provides an overview of helping children succeed in school and discusses key topics like:
1) California education standards and the roles of teachers, which are aimed at helping parents advocate for their children.
2) Special education laws like IDEA that provide rights for children with disabilities to receive supports.
3) The IEP process and a child's right to free appropriate public education.
4) Disciplinary procedures and the process for determining if issues are related to a child's disability.
The document provides an overview of the planning and placement team (PPT) process for special education. It discusses referral and evaluation for special education, developing an individualized education program (IEP), placement considerations, and the roles and responsibilities of parents and the school at PPT meetings. Transition from early intervention programs like Birth to Three to preschool is also covered.
Franklin County District Schools - 2010-2013 AIG PlanPamela Mould
Franklin County Schools provides gifted education services to students in accordance with North Carolina state law. The district identifies gifted students using both cognitive ability and achievement tests, along with qualitative data. Services vary by grade level and include subject grouping, curriculum compacting, independent study, and advanced courses. The district aims to meet six state standards for gifted education programs through strategies such as professional development for teachers, partnerships with parents, and program accountability measures.
The document provides information about an upcoming Admission, Review, and Dismissal (ARD) committee meeting for a student. It notes that the committee will discuss the student's Individualized Education Program (IEP) and how they are accessing their Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). The committee will examine the student's Full Individual Evaluation (FIE) to determine if they qualify for special education services under any disability categories. Together, the committee will develop goals, accommodations, and services to meet the student's needs and ensure access to the general education curriculum.
Collaboration and Partnerships among Parents and Professio.docxclarebernice
Collaboration and Partnerships among
Parents and Professionals in Special
Education
INTRODUCTION
Parents are the best supporters of their children
because parents are more aware of their children
and their qualities better than other people.
Hence, parents are vital, particularly, when
talking about the special education needs of the
child.
RIGHTS AND RESPONSIBILITIES OF
FAMILIES IN SPECIAL EDUCATION
Parents need to permit the school to perform an
assessment to their child to determine their
needs based on the IDEA’s special education
services. Parents have the right to be part of the
team that complies with the requirements of the
Evaluation Team Report following the
assessment of the child. Parents have the right to
demand an independent assessment if they are
not in favor of the evaluation system of the
school. Parents also have a right to get involved
on the Individualized Education Program of the
child and aid in deciding the kind of services
that the school should offer to the child.
In addition, the child possesses the right to
obtain services in accordance to IDEA; however,
the parents have the obligation to take part in the
process and make requests. According to IDEA,
the parents will be in-charge of the rights of the
child for due process until the child reaches 18.
INFORMATION AND A TIME LINE OF
THE ETR PROCESS
An ETR can be started by either the guardians or
the school. The school has 30 days to react to the
demand by either getting assent or sending a
letter saying they don't speculate a handicap. On
the off chance that the school at first speculates
an incapacity, they will first contact guardians in
composing, to get consent to direct an
assessment.
The ETR is commonly a progression of no less
than 2 gatherings that is regularly driven by the
school locale's therapist. The initially meeting is
the underlying arranging meeting and the second
is the genuine Evaluation Team Report.
Amid the arranging meeting, the school will
figure out what data is as of now accessible or
requirements an assessment in the ranges
identified with the child's presumed handicaps.
In the event that there is now data accessible
from earlier testing or private testing, the school
may utilize it if the testing was finished in the
most recent year or they can do their own
evaluations. These appraisals will be finished by
people within their territory of forte. An analyst
may do mental/fitness, versatile conduct
appraisal while an Occupational Therapist is the
person who will lead engine evaluations.
General Education Teachers would finish
assessments identified with how the understudy
is gaining ground toward the general training
educational programs.
Everybody ought to leave the ETR arranging
meeting with a firm thought of what testing will
be done, by whom and whether they will watch
the kid, doing appraisal amid schoo ...
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Serving Special Education Students in Washington, DC
1. 1
Special Education
Process & IEP
Overview
Advocates for Justice and Education, Inc.
The Parent Training and Information Center for the District of Columbia
2. Learning Objectives
Explain the governance of schools in D.C.
Understand the purpose of IDEA
Describe the steps in the Special Education Process
List components of the Individualized Education
Program (IEP)
Write effective and measurable IEP goals
Articulate strategies for communicating with schools
2
3. School System Structure &
Governance
In the District of Columbia the public school
system consists of:
District of Columbia Public Schools (DCPS) –
The local traditional public school system.
and
District of Columbia Public Charter Schools
(DCPCS) – Independent non-profits that receive
public funds to provide public education.
3
4. School System Structure and
Governance (cont.)
The Office of the State Superintendent of Education
(OSSE) serves as D.C.’s state education agency.
OSSE is responsible for:
managing, distributing, and monitoring the use of
federal funds across DCPS and public charter
schools.
Setting policy standards for learning, state-wide
assessments, teacher licensure requirements, etc.
4
6. IDEA
The Individuals with Disabilities Education
Act (IDEA) is the law that provides many
benefits and protections to every eligible child
who has a disability, and to his or her parents.
The major purpose of IDEA is to make a free,
appropriate public education (FAPE)
available to every child who has a disability
(Bateman & Herr, 2003) 6
7. STEP 1: Child Find
The public school agency (DCPS, DC Public Charters, OSSE) is required to
identify, locate and evaluate all children who are disabled and in need of special
education and related services.
The public school agency is also required to identify, locate and evaluate children
who are suspected of being disabled and in need of special education.
A referral for evaluation of a child who may have a disability may be made by:
(1) The parent(s) or legal guardian(s);
(2) A child (self-referral) who is between the ages of 18 and 22 years;
(3) A professional staff employee of the public school agency; or
(4) A staff member of the public school agency who has direct knowledge of the child.
7
8. Child Find Agencies
Office of the State Superintendent of Education (OSSE)
Identifies children 0 through 3 years of age
Early Stages: District of Columbia Public Schools Initiative
Identifies children ages 3 through 5
DCPS
Identifies enrolled students ages 3-22. Also identifies parentally
placed students in private schools.
DC Public Charter Schools
Identifies enrolled students ages 3-22
8
9. Example #1
Johnny is a 5th grader at Davis
Elementary School.
You noticed that Johnny never
participates when it’s time to
read aloud at your afterschool
program.
When it’s reading time, Johnny
leaves the room to roam the
hallways.
When asked if he has homework
from school in reading, Johnny
always says no.
Johnny’s mother has explained
to you that he is in jeopardy of
failing in his English class.
How can Child Find help
Johnny? What advice would you
give to Johnny’s mom? 9
10. STEP 2: Formal Request and Consent to
Evaluate
A Parent or Legal Guardian must give his or her written consent before a
child can be evaluated.
Once the parent submits the written request and consent for evaluation,
the public school agency has 120 days from that date to evaluate the
child.
10
11. Example #2
Susie is a 9th grader at Ballou
Senior High School.
She is having difficulty keeping
up with her work in your
program.
She has difficulties writing
paragraphs and reading aloud.
You believe she may have a
learning disability.
What should you do?
What can you do for her in the
classroom?
11
12. STEP 3: Initial Evaluations
Following the formal request
and consent for evaluation
the multidisciplinary team
(MDT) must meet to review
existing data and information
on the child and identify
what evaluations are needed.
Including all areas related to
the suspected disability.
12
13. MDT/IEP Members
the child’s parents or legal
guardian
at least one regular education
teacher of the child
at least one special education
teacher of the child
a representative of the public
school agency (can be the special
education coordinator, etc.)
professionals who can interpret the
evaluations to be conducted on the
child (for example, a psychologist,
a speech pathologist, etc.)
and the child if appropriate 13
Susie
Parent/
Guardian
Special Ed.
Teacher
Special Ed.
Coordinator
Psychologist
Social
Worker
Speech
Pathologist
Occupational
Therapist
Gen. Ed.
Teacher
14. Types of Evaluations
Psychoeducational
general intelligence and academic performance
Clinical Psychological
social and emotional status
Occupational/Physical Therapy
motor abilities
Medical
physical, vision, hearing, psychiatric, neurological
Speech/Language
communication
Vocational
14
15. STEP 4: Eligibility for Special
Education
To be eligible for special education and
related services, a child must be between ages
three (3) and twenty-two (22) and have a
disability that adversely affects his or her
ability to learn or make progress in school.
15
16. Disability Classifications
Autism
Deaf-Blindness
Deafness
Developmental Delay
Emotional Disturbance
(ED)
Hearing Impairment
(HI)
Multiple Disabilities
Orthopedic Impairment
(OI)
Visual Impairment (VI)
Traumatic Brain Injury
Other Health Impairment
(OHI), such as ADHD
Learning Disability (LD)
Speech or Language
Impairment (SI)
Intellectual Disability (ID)16
17. The MDT must determine eligibility and disability
classification.
In determining eligibility, the MDT must draw upon
information from a variety of sources, including aptitude and
achievement tests, parent input, teacher recommendations,
physical condition, social or cultural background, and
adaptive behavior.
Parents have a right to challenge eligibility, classifications of
disability, and/or evaluations.
17
18. Eligibility
If a child is found ineligible, the team should
consider additional options of supports and
accommodations for the child.
Refer to 504 Team to complete eligibility for
Section 504
504 Accommodation Plan
Refer to the Student Support Team (SST)
Student Support Team Plan
18
19. STEP 5: Individualized Education
Program
If it is determined that a child has a disability
and needs special education and related
services, an Individual Education Program
(IEP) must be developed for the child.
An IEP must be developed within 30-days of
determining that a child is eligible for special
education and related services.
19
20. What is an IEP?
The IEP is a written document that outlines
objectives, measurable goals, specialized
instruction and related services for a child’s
unique needs.
20
21. In developing the IEP, the team
should consider:
the child’s strengths
concerns of the parent
for enhancing the
education of the child
results of the initial or
most recent evaluation
and as appropriate, the
results of the child’s
performance on any
District-wide
assessment programs.
21
22. 22
A Place to Start: Looking at the Present
Level of Academic Achievement/Present
Levels of Performance
Examining evaluation data
Classroom tests
Assessments administered for eligibility purposes
Observations by teachers, paraprofessionals,
administrators and parents
OBJECTIVE DATA is necessary!
23. 23
What do you do with this data?
By law, this information must be written into the IEP
The team can determine the student’s current
academic needs
The team can also determine the student’s functional
needs
How are the student’s needs different from expected
levels of academic and functional needs?
Team then determines what amount of growth can be
expected within one year’s time that will
significantly close this gap
24. 24
Next Step:
Writing Measurable Annual Goals
These are goals that
can be reasonably
accomplished within a
year
Broken down into
short-term objectives
or benchmarks
25. 25
Simply stated….
The annual goals are WHAT we expect the
student to learn or be able to do and
HOW we will know when they have learned
it or can do it
26. 26
Measurable Annual Goals
Goals should include academic and functional
areas if needed
Goals may be academic, address behavioral or
social needs
Relate to physical needs
27. Four key questions to determine if
a goal is measurable
1)What would one do to see if the child has
accomplished this goal?
-To measure is to do something.
2)If several people evaluated the student’s
performance, would they come to the same
conclusion about accomplishment of this
goal?
-If the answer is “no” then not objectively
measurable! 30 27
28. 3)When we measure this goal, are we able to say how
much progress has been made?
-This requires some degree or level of quantification
-Inserting percentages is not enough (Johnny will
read 80% better)
4)Can this goal be measured without additional
information?
-A measurable goal can be measured as it is written
without reference to additional, external information
28
29. Example: Can you tell the
difference?
Mary will count to 10 without error
versus
Mary will improve her counting skills
Which can be assessed without additional
information needed? 29
30. Remember…
30
Goals can change in a year if accomplished
sooner or progress is not happening at a rate
expected by the team
31. Next Step: Related Services
The IEP must list the related services to be
provided to the child or on behalf of the child.
This includes supplementary aids and services
that the child needs.
It also includes modifications (changes) to the
program or supports for school personnel-
such as training or professional development-
that will be provided to assist the child.
31
32. Transition Services
Beginning when the child is age 16 (or
younger, if appropriate), the IEP must state
what transition services are needed to help the
child prepare for leaving school.
32
33. 33
Extended School Year Services
Discuss this area with the team to determine if
services should be continued beyond the
normal school year
If team agrees then the IEP should reflect a
continuum of services
Services must meet state standards and not be
limited based on students disability
If you have IEP meetings in the fall, you will
need to discuss ESY later in the year. Don’t
forget!
34. Role of Parents
Parents must have input into the development of
the IEP and have a right to bring an advocate
or anyone else to the IEP meeting.
If there is a disagreement about the IEP, the team
should complete as much of the IEP as
possible to ensure the child gets some services
while the dispute gets resolved.
34
35. STEP 6: Placement
Once the IEP Team determines the special education
and related services the child needs, the IEP Team
must determine the educational placement of the
child.
The child’s placement must be as close as possible to
the child’s home.
The child must be placed in the Least Restrictive
Environment (LRE). 35
36. Example #3
Sally has been diagnosed with ADHD by
her physician and the parent has shared
this information with you.
She is constantly running around your
classroom and rarely if ever sits still for
more than 5 mins.
Based solely on that information, the
head teacher wants to put that student out
of your program.
Sally has a 504 for accommodations,
although no accommodations have been
made in your program.
What should you do?
36
37. LRE means:
to the maximum extent appropriate, children
with disabilities are educated with children
who are nondisabled and are removed from
the regular education class only if the nature
or severity of the child’s disability is such that
education in the regular classes, with the use
of supplementary aids and services, cannot be
achieved.
37
38. Placement cont.
If the public school agency cannot provide a child
with the services required by the child’s IEP, the IEP
team can consider having the child placed into a
private placement at public expense.
Parents have the right to challenge any proposed
placement and the child has the right to stay in his or
her last current placement while the dispute gets
resolved.
38
39. STEP 7: Annual Review
A child’s IEP and placement must be reviewed at
least once a year.
The purpose of the annual review is to determine the
child’s progress, to modify or develop a new IEP,
and to revisit the student’s disability classification
and placement level.
Note - Parents may request a review at any time
during the year. 39
40. Example #4
Johnny has an IEP. He has a
classification of emotional
disturbance.
You don’t know what his
disability is. All you know is that
he has trouble following
directions from people who he
perceives to be in an
authoritative position.
Do you need more information?
What are some next steps? What
accommodations can be made
for him in your program?
40
41. STEP 8: Triennial Review
A child must be fully reevaluated every three (3) years, unless
the parent and the public school agency agree that a
reevaluation is not necessary
The purpose of the triennial review is to reconfirm the child’s
disability, instruction and related service needs
Note – Parents may request reevaluations at any time during
the three year period if there are concerns; however, a
reevaluation may not occur more than once a year unless the
parent and the public school agency agree otherwise.
41
43. 43
Wrap Up
IEP development requires
teamwork
Goals must be measurable
Goals can be changed
Progress must be reported
to the parent
Parents, know your rights
Parents and Professionals,
know IDEA requirements
for IEPs
As a professional working
with students, review the
students’ IEP including
PLOP.
Provide accommodations
and modifications that are
identified in the IEP to the
student in your afterschool
program.
Communicate with parent
frequently about the child’s
progress.
44. Resources
“Writing Measurable
IEP Goals and
Objectives,” by
Barbara D. Bateman
and Cynthia M. Herr
(2003)
www.ed.gov
www.ldonline.org
www.wrightslaw.com
“Developing
Educationally
Meaningful & Legally
Sound IEPs,” by
Mitchell L. Yell, Ph.D.
44
46. 46
Managing Difficult Behaviors
and Developing Positive
Behavior Intervention Plans
Advocates for Justice and Education, Inc.
The Parent Training and Information Center for the District of Columbia
47. There is logic behind the behaviors
of children. The challenge is to
understand its context.
47
48. Problem Behaviors are Context Related
They arise in response to environmental events
Classroom Environment
Noise
Disruptions
Temperature
Child Specific Conditions
Medication Effects Peer Issue Allergies Anxiety Fatigue
New Person Teacher Interaction
Instruction
Work too hard/easy Transitions
Length of Assignments No Choices 48
49. Problem Behaviors Serve a Function
What a child does is not necessarily related to
the function of the behavior.
To get something: To escape or avoid
something:
▪Attention ▪attending school
▪Approval ▪peers or adults
▪Reward
Power ▪doing work
To have control 49
50. Whose Problem Is It?
The problem is not just with the child, but in the
relationships between the child and the
environment.
Interventions must involve the school and home
environment as a whole, not the child alone.
50
51. What are positive behavior interventions
and supports (PBIS)?
PBIS is:
A research-based approach to eliminate problem behavior
based on the assumption that children and youth can
develop new behavioral skills when adults:
TEACH the expected behaviors
RECOGNIZE AND REWARD those behaviors
when they occur, and
CONSISTENTLY ENFORCE MEANINGFUL
CONSEQUENCES when they don’t occur.
51
52. KEEP IT POSITIVE
Repeated punishment does not help children
develop appropriate behavior skills
PBIS is a better solution
A positive intervention plan is NOT the same
as a discipline plan!
52
53. Be sure the expectation is positive!
“once you have finished
reading, you may move on to
art”
“you cannot move onto art
until the reading is finished….”
53
54. GOAL: Changing Behavior
Teach or
Re-teach the
behavior
Provide
Meaningful
Incentives
Provide
Meaningful
Consequences 54
55. TEACH EXPECTED BEHAVIOR
Begin with simple, broad rules.
Be safe, be responsible, be respectful.
Describe what each of those means.
Clearly state the expectation.
Provide examples of appropriate behavior.
Provide examples of inappropriate
behavior.
Re-teach expectations regularly.
55
56. Do what you do best: Be a Teacher!
Discuss and model the expected behaviors
to use:
In the classroom
In the locations where specific behavior is
expected
Re-teach regularly and when necessary.
Keep the expectation positive.
56
57. Provide Meaningful Incentives
Teaching is not enough to change
behavior.
Children need to be recognized and
rewarded when they meet expectations.
Positive recognition must occur at least
four times as frequently as negative
recognition for behavior change to occur.
57
58. Example #5
Bobby has some behavioral problems (frequent tantrums,
doesn’t listen, may run off)
We are going on a field trip to the National Zoo
Need one person to play “Bobby”
One person to play “Teacher”
One person to play the “Assistant Teacher”
One person to play the “Parent”
How do we prepare Bobby for the field trip? Do we make
mandatory for the parents to attend the trip or do we say
Bobby has to stay at home? What supports can we put in
place for Bobby?
58
59. Enforce Logical Consequences for Negative Behaviors
Logical Consequences should:
Be stated clearly in advance
Be understood
Be enforced consistently
Apply to all in a classroom
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60. In Summary
Changing behavior through PBIS takes the effort of a
“village.”
Research and best practices consistently support family
involvement as a key component to school success.
Partnership between families and schools promotes a clear
message of shared responsibility involvement.
“No matter what the demographics, students are more likely
to earn higher grades and test scores, attend school regularly,
have better social skills, graduate, and go on to post secondary
education when schools and families partner.”
(Karen Mapp, Family Involvement Equals Student Success No Matter
Background, 2006)
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61. FBA and IDEA
Under IDEA, children must be evaluated
in “all areas related to the suspected
disability”
If a child has problem behaviors that
are not improving, the child may need
an evaluation to examine the behaviors
more closely.
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62. Behavior Intervention Plan
The child’s team develops a plan that usually
includes:
Skills training to increase appropriate behavior
Changes that will be made in classrooms or
other environments to reduce or eliminate
problem behaviors
Strategies to replace problem behaviors with
appropriate behaviors that serve the same
function for the child
Supports for the child to use the appropriate
behaviors 62
63. Examples of behavioral intervention strategies
Stop, Relax, and Think
Teaches children how to think about the problem they
are having and find a solution.
Children learn the steps:
1. Define the problem
2. Decide who “owns” the problem
3. Think of as many solutions as possible to solve the
problem
4. Select a solution to try
5. Use the solution
6. Evaluate its success. 63
64. More examples…
Planned Ignoring
Useful in stopping behaviors that are
annoying.
Should never be used for unsafe
behaviors
Not suitable for extremely disruptive
behavior.
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65. More examples…
Preventive Cueing (signal interference)
Frown
Shake their head
Make eye contact
Point to a seat for a wandering child
Snap their fingers
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66. More examples...
Proximity Control
Teacher moves closer to the child in a
gentle way
If the teacher does not get the child’s
attention by using cues, then he or she
may move closer to the student or give
the lesson while standing near the child’s
desk
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67. More examples…
Humor
Directed either at the teacher or the
situation—never at the child—can defuse
tensions as well as redirect children.
Humor must never be used to demean a
child or be used in a manner that might
encourage others in the class to ridicule
the child.
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68. More examples…
Nonverbal Warnings
Give a child the opportunity to regain control
without being singled out for a verbal
reprimand.
For example, a teacher might place a colored
warning cue card or a note on a desk as he or
she moves through the room, or hold up the
number of fingers that corresponds to the rule
being challenged.
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69. More examples…
Discipline Privately
Many children see it as a challenge
when teachers attempt to discipline
them in front of their peers.
Children rarely lose these
challenges, even when adults use
negative consequences
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70. Teach Children to self Manage Behavior
Homework and school work
Time management- Define and teach routines the child will use
Provide a checklist of activities that child can mark off as
completed
Begin on time
Have materials ready
Stay with task until completed
ATTITUDE
Be respectful (demonstrate!)
Have materials ready for the work being addressed
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71. School Discipline
Sometimes school discipline
policies are not successful in
correcting problem behaviors
The child does not learn what the
school staff intended through the
use of punishments such as
suspension
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72. Zero-Tolerance Policies
Defined as consistently enforced
suspension and expulsion policies in
response to weapons, drugs and violent acts
in the school setting.
Over time, however, zero tolerance has
come to refer to school or district-wide
policies that mandate predetermined,
typically harsh consequences or
punishments (such as suspension and
expulsion) for a wide degree of rule
violation.
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73. However, research indicates
that, as implemented, zero
tolerance policies are
ineffective in the long run
and are related to a number
of negative consequences:
increased rates of school drop
out and
discriminatory application of
school discipline practices.
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74. Take away…
Children with disabilities SHOULD be
included in after-school activities
If you know a student has an IEP, 504, or a
BIP you may need to incorporate this
information/strategies into your programming
in order to support the child
Remember that it takes a village to raise a
child
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75. For More Information
Visit: www.pbis.org
Website: www.aje-dc.org
Call or Visit AJE!
The Campbell Building, 1012 Pennsylvania Avenue, SE (near Eastern Market)
Office: (202) 678-8060
Hours: M – F; 9am to 5pm (some Extended Library hours-see calendar)
The contents of this presentation were developed under a grant from the US Department of Education. However,
those contents do not necessarily represent the policy of the US Department of Education, and you should not
assume endorsement by the Federal Government.
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