Information learner rights and teacher responsibilities related to special education.

1. LEARNER RIGHTS
AND TEACHER
RESPONSIBILITIES
PRESENTATION

2. INTRODUCTION OF SPECIAL EDUCATION
When children are struggling in school, it's essential to discover
why. It might be that an disability is influencing your child's
instructive performance. Assuming this is the case, your kid might
be qualified for a specialized curriculum and related administration
services that can help. To become familiar with a specialized
curriculum.
Special education instruction that is uncommonly intended to meet
the one of a kind needs of kids who have disabilities. special
curriculum and related administrations are given in government
funded schools at no expense to the guardians and can incorporate
uncommon guidance in the homeroom, at home, in medical clinics
or foundations, or in different settings

3. INDIVIDUALS WITH
DISABILITIES
EDUCATION ACT.
 This law gives eligible children with
disabilities the right to receive special
services and assistance in school.
 More than 6.8 million children ages 3
through 21 receive special education and
related services each year in the United
States.
 To qualify meet his or her unique needs
(that result from having a disability)
 to help the child learn the information
and skills that other children are learning
in the general education curriculum.
 Autism , Deafness, Deaf-blindness,
Hearing impairment, Intellectual
disabilities, Multiple disabilities, Visual
impairment, including blindness
 States must follow IDEA, but they can
have guidelines on who qualifies for each
disability type

4. INDIVIDUALIZED
EDUCATION
PROGRAMS The IDEA maintains that parents and
teachers of children who qualify for special
education must develop an Individualized
Education Program, or IEP, that helps
establish specific education for a child’s
explicit needs. This requires caregivers to
meet initially to determine a child’s
eligibility for an IEP and to come together
annually to develop and assess the
educational plan.
 The student’s educational strategy must be
designated in writing and should include
an evaluation and description of the
current academic status, measurable goals
and objectives, designation of an
instructional setting and placement within
that setting and transition services for
children aged 16 or older. An IEP gives
parents the right to dispute any issues with
the school district through a neutral third
party
 Each state decides what constitutes a
delay, who is eligible for services and who
pays for what.
 states can choose to limit or extend
eligibility for kids who are 18 or older. Most
states provide services until the age of 21.
But a few end services earlier or later.

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

6. EXPECTATIONS OF THE PROFESSION
 Serve as case managers and be responsible for the development, implementation, and evaluation
of students’ IEPs.
 Provide the necessary information to the classroom teacher prior to the child entering the general
education classroom regarding the student’s disability, medical concerns, and/or equipment
operation (ways to meet unique needs).
 Collaborate with the general education teacher in adapting the curriculum, providing appropriate
modifications, ensuring the implementation of modifications, and assessing overall progress of
the child.
 Develop schedules and supervise plans for paraeducators.
 With the general education teacher, develop and supervise plan for paraprofessional duties.
 Complete and maintain all assigned student’s records (i.e., IEP, ESYP, documentation, progress
report, behavior plan, etc.).
 Maintain contact with the assigned student’s parents or family.
 Maintain collaborative relationship and goodwill with general educators.

7. ETHICAL PRINCIPLES FOR SPECIAL EDUCATORS
 Maintaining challenging expectations for individuals with
exceptionalities to develop the highest possible learning
outcomes and quality of life potential in ways that respect their
dignity, culture, language, and background.
 Maintaining a high level of professional competence and integrity
and exercising professional judgment to benefit individuals with
exceptionalities and their families.
 Developing relationships with families based on mutual respect
and actively involving families and individuals with
exceptionalities in educational decision making.
 Practicing within the professional ethics, standards, and policies
of CEC; upholding laws, regulations, and policies that influence
professional practice; and advocating improvements in the laws,
regulations, and policies

8. PRACTICES FOR
ADVOCATING TO
MEET THE NEEDS
OF ALL LEARNERS
Design lessons based on students' learning styles.
Group students by shared interest, topic, or ability for
assignments.
Assess students' learning using formative assessment.
Manage the classroom to create a safe and supportive
environment

9. PRACTICES TO
PROMOTE LEARNERS
MEETING THEIR FULL
POTENTIAL
 Discover your students' strengths
 Provide positive role models with disabilities
 Develop strength-based learning strategies
 Use assistive technologies and Universal Design for Learning tools
 Create positive modifications in the learning environment.

10. PRACTICES FOR LEARNERS
WITH DIFFERING PERSONAL
AND FAMILY
BACKGROUNDS
 Assess your own behavior
 Get to know your students
 Make your classroom a
judgment-free zone
 Adapt your teaching
 Include all cultures in your
teaching
 Express interest in the ethnic
background of your students

11. PRACTICES TO
DEMONSTRATE
COLLABORATION
WITH LEARNERS,
FAMILIES, AND
COLLEAGUES
Develop and support two-way communication between teachers and
parents. ...
Encourage communication among parent
Collaborate on lesson plans
Get everyone on the same page. The most important thing you can do to
collaborate is to get people to work with you on the same goals.
Hold effective team meetings

12. CLOSURE
 On the off chance that specialized curriculum leaves will every single
instructive handicap be successfully restored? Obviously not.
Isolation was not something worth being thankful for; we the
individuals discovered that exercise. Standardization is presently
being tried. Will treating those with various instructive needs as
equivalent and to similar benchmarks further decrease the
obstructions between those with and without inabilities? Will the
conjunction of components that are impelling us forward add to
satisfy the instructive rights of kids with incapacities? We hold these
facts to act naturally obvious: that all men are made equivalent, that
they are supplied by their Creator with certain unalienable rights,
that among these are life, freedom, and the quest for bliss.

13. REFERENCES
 Hakerno, john. (n.d.). Retrieved November 10, 2018, from https://study.com/academy/lesson/roles-
responsibilities-of-special-education-professionals.html.
 Rothstein, L. F., & Johnson, S. F. (2014). Special education law. Thousand Oaks, CA: SAGE Publications.