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.

1. SPED Programs
By: Bea Quililan and Mary Alyssa Botin

2. Universal Design for Learning Guidelines

3. Universal Design for Learning Guidelines

4. Universal Design for Learning Guidelines

5. Universal Design for Learning Guidelines

6. Universal Design for Learning Guidelines

8. Universal Design for Learning Guidelines
This graphic organizer of the Universal
Design for Learning Guidelines depicts
the three main principles of UDL in
three color-coded columns with
numbered explanations and bulleted
examples beneath each principle
heading.

9. Principle I. Provide Multiple Means of Representation is
shown on the left in dark pink and includes the following:
• 1. Provide options for perception: options
that customize the display of information,
options that provide alternatives for auditory
information, options that provide alternatives
for visual information.

10. • 2. Provide options for language and symbols: options
that define vocabulary and symbols, options that
clarify syntax and structure, options for decoding text
or mathematical notation, options that promote
cross-linguistic understanding, options that illustrate
key concepts non-linguistically.
• 3. Provide options for comprehension: options that
provide or activate background knowledge; options
that highlight critical features, big ideas, and
relationships; options that guide information
processing; options that support memory and transfer.

11. Principle II. Provide Multiple Means of Action and Expression
is shown in the center in blue and includes the following:
• 4. Provide options for physical
action: options in the mode of physical
response, options in the means of navigation,
options for accessing tools and assistive
technologies.

12. • 5. Provide options for expressive skills and
fluency: options in the media for communication,
options in the tools for composition and problem
solving, options in the scaffolds for practice and
performance.
• 6. Provide options for executive functions: options
that guide effective goal-setting, options that support
planning and strategy development, options that
facilitate managing information and resources,
options that enhance capacity for monitoring
progress.

13. Principle III. Provide Multiple Means of Engagement is shown
on the right in green and includes the following:
• 7. Provide options for recruiting
interest: options that increase individual
choice and autonomy; options that enhance
relevance, value, and authenticity; options
that reduce threats and distractions.

14. • 8. Provide options for sustaining effort and
persistence: options that heighten salience of goals and
objectives, options that vary levels of challenge and
support, options that foster collaboration and
communication, options that increase mastery-oriented
feedback.
• 9. Provide options for self-regulation: options that guide
personal goal-setting and expectations, options that
scaffold coping skills and strategies, options that
develop self-assessment and reflection.

15. Differentiated Instructions

16. Differentiated Instructions

20. IEP and IFSP
IFSP
Individual Family Service Plan
IEP
Individualized Education Plan
Target Population
In most states the IFSP is intended
for children and their families
from birth through age 2.
Target Population
In most states the IEP is intended
for children ages 3 through 5.
Focus
The IFSP provides early intervention to
meet the unique development needs of
the child and family in the child’s natural
environment, which typically means the
child’s home
Focus
The IEP provides services and support for the
child within the context of the school system.
To the maximum extent possible the purpose
of the IEP is to ensure that the child has the
same opportunity to be educated as his or
her non-disabled peers.

21. IFSP
Individual Family Service Plan
IEP
Individualized Education Plan
Eligibility
Based on an evaluation for children
from birth through age 2.
Eligibility
Based on evaluation for children ages 3-
5.
Development of the Plan
The plan is developed annually by an
IFSP team, which includes the family as
well as a group of child development
experts (typically a pediatrician, an
occupational therapist, a speech
therapist, a social worker, and an early
childhood special education teacher).
The plan is based upon the evaluation
of the needs of the child and family.
Development of the Plan
The plan is developed by the IEP team
and takes into account strengths of the
child, concerns of the parents for
enhancing the education of their child,
the results of the child ‘s initial and/or
most recent evaluation of the child, and
the academic, developmental and
functional needs of the child

22. IFSP
Individual Family Service Plan
IEP
Individualized Education Plan
Review of Plan
The plan is typically reviewed
every 6 months.
Review of Plan
The plan is reviewed periodically,
but usually not less than
annually.
Statement of Performance
Contains information about the
child’s present levels of motor,
cognitive, communication,
social/emotional, and adaptive
(self-help skills) development.
Statement of Performance
Contains information about the child’s
present level of academic achievement
and functional performance, including
for preschool children, as appropriate,
how the disability affects the child’s
participation in appropriate activities.

23. IFSP
Individual Family Service Plan
IEP
Individualized Education Plan
Services
Services are provided in the
natural environment, which
typically means within the home
or at child care centers.
Services
Provided, to the maximum extent
appropriate within the school
alongside children who are not
disabled.
Goals and Objectives
Helps the child to reach
development goals.
Goals and Objectives
Prepares the child to learn
alongside his/her non-disabled
peers in the school system.

24. Least Restrictive Environment
What are the least restrictive environment
(LRE) requirements of Part B of IDEA 2004?
IDEA 2004 requires that public schools (districts
and charters) serve students with disabilities
with their nondisabled peers, to the maximum
extent appropriate.

25. This requirement specifically includes students in
public or private institutions or other care
facilities. Additionally, schools must ensure that a
student with a disability is removed from the
general educational environment (including
removal to separate schools or special classes)
only when the nature or severity of the student’s
disability is such that he/she cannot be educated
in general education classes, even with the use of
supplementary aids and services.

26. How often is LRE a consideration for student
placement?
Placement is reviewed each year at a
minimum.
General education should
be the first consideration on an annual basis

27. What does “maximum extent appropriate” mean?
Placement decisions should begin with the least
restrictive environment.
All possible placement alternatives should be
considered to ensure that services are delivered in
the LRE.

28. Least Restrictive Environment
LRE is part of the Individuals with
Disabilities Education Act (IDEA). IDEA says
that children who receive special
education should learn in the least
restrictive environment. This means they
should spend as much time as possible
with peers who do not receive special
education.

29. IDEA says two things about LRE that are important to
understand when working with the IEP team:
1. Your child should be with kids in general education to
the “maximum extent that is appropriate.”
2. Special classes, separate schools or removal from the
general education class should only happen when your
child’s learning or attention issue—his “disability” under
IDEA—is so severe that supplementary aids and services
can’t provide him with an appropriate education.

30. A key word here is “appropriate.” It
refers to what’s suitable or right for
your child. Sometimes, putting a
child in a general education
classroom isn’t suitable because a
specific service or program can’t be
provided there.

31. Common LRE scenarios:
 General education classroom with
support. Your child spends the entire day in a
general education class. He receives supports and
services like a tutor or aide,assistive
technology, related
services, accommodations, modifications or any
combination of these.

32. Partial mainstream/inclusion classroom. Your child
spends part of the day in a general education class. He
gets some individual or small-group instruction in a
special education class, or is pulled out of class for some
services
 Special education class. This is a program with
specialized instruction for kids with similar learning
needs.
 Specialized program outside of your school district. This
includes private schools, residential programs and
hospital programs.

34. Placement
For students whose needs cannot be met
entirely in the regular classroom, a range of
placement options is available. These options
include:
• A regular class with indirect support where the
student is placed in a regular class for the entire
day, and the teacher receives specialized
consultative services.

35. • A regular class with resource assistance where the
student is placed in a regular class for most or all of the
day and receives specialized instruction, individually or
in a small group, within the regular classroom from a
qualified special education teacher.
• A regular class with withdrawal assistance where the
student is placed in a regular class and receives
instruction outside the classroom, for less than 50 per
cent of the school day, from a qualified special
education teacher.

36. • A special education class with partial
integration where the student is placed by the IPRC in
a special education class in which the student-teacher
ratio conforms to Regulation 298, section 31, for at
least 50 per cent of the school day, but is integrated
with a regular class for at least one instructional
period daily.
• A full-time special education class where the student-
teacher ratio conforms to Regulation 298, section 31,
for the entire school day.

37. Who Decides Placement?
The group that determines the educational placement for
a child with a disability must include individuals with
specific expertise or knowledge:
 the child’s parents;
 personnel who know the variety of placement options
available to meet the child’s needs, and
 individuals who understand the significance of the data
used to develop the child’s IEP.

38. How Does the Group Decide Placement?
A child’s placement:
• is determined each and every year;
• is based on the child’s IEP;
• is as close as possible to the child’s home;
• places the child in the school he or she would normally
attend if not disabled (unless the child’s IEP requires
some other arrangement).

39. HIGH QUALITY PROFESSIONAL DEVELOPMENT
DEFINE:
• HQPD is a purposeful, structured, and continuous
process that occurs over time.
• HQPD is informed by multiple sources of data.
• HQPD is collaborative.
• HQPD includes varied learning experiences that
accommodate individual educator’s knowledge
and skills.

40. • HQPD is evaluated by its short- and long-term
impact on professional practice and
achievement of all students.
• HQPD results in the acquisition, enhancement
or refinement of skills and knowledge

41. Inclusive Program
All children benefit from inclusive education. It allows
them to:
• Develop individual strengths and gifts, with high
and appropriate expectations for each child.
• Work on individual goals while participating in the
life of the classroom with other students their
own age.
• Involve their parents in their education and in the
activities of their local schools.

42. • Foster a school culture of respect and belonging.
Inclusive education provides opportunities to learn
about and accept individual differences, lessening
the impact of harassment and bullying.
• Develop friendships with a wide variety of other
children, each with their own individual needs and
abilities.
• Positively affect both their school and community
to appreciate diversity and inclusion on a broader
level.

43. References:
1. http://www.edu.gov.on.ca/eng/general/elemsec/speced/identifi.html
2. http://www.edu.gov.on.ca/eng/general/elemsec/speced/identifi.html
3. http://www.parentcenterhub.org/repository/placement-lre/
4. https://www.understood.org/en/school-learning/special-services/special-
education-basics/least-restrictive-environment-lre-what-you-need-to-know
5. http://www.inclusionbc.org/our-priority-areas/inclusive-education/what-
inclusive-education
6. http://bctf.ca/issues/resources.aspx?id=10572
7. http://www.setbc.org
8. http://education.ohio.gov/Topics/Other-Resources/Gifted-
Education/Teaching-Gifted-Students-in-Ohio/High-Quality-Professional-
Development-HQPD-in-Gi
9. http://www.cast.org/our-work/about-udl.html#.VyUYvRfXLcs
10. http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorgan
izer
11. http://www.scholastic.com/teachers/article/what-differentiated-instruction
12. http://www.readingrockets.org/reading-topics/differentiated-instruction