The document provides an overview of key legislation and elements related to teaching learners with special needs. It discusses laws such as Public Law 94-142/IDEA, Section 504, ADA, and NCLB. Key elements discussed include standard-based education, student accountability, inclusion, RTI, UDL, differentiated instruction, evidence-based practices, and diversity considerations. The overview emphasizes that all children can learn and teachers must address the needs of diverse learners.

1. Teaching Learners with Special Needs Chapter One Overview By: Meredith Simon

2. Critical Legislation Public Law 94-142 Individuals with Disabilities Education Act (IDEA) Section 504 Americans with Disabilities Act (ADA) No Child Left Behind (NCLB)

3. Public Law 94-142 Public Law 94-142 is also known as Education for all Handicapped Children and was adopted over 30 years ago. Has been amended 4 times Initially authorized funding to the states to assist the development, expansion, and improvement of Special Education programs Meant to provide appropriate instruction to those who hadn’t been given the opportunity Ensured the rights of all children with disabilities Is now known as IDEA

4. IDEA IDEA is the Individuals with Disabilities Education Act which put a major emphasis on access to general education curriculum for students with disabilities. IDEA has 6 main provisions FAPE-requires school districts to provide special education and related services needed to students without cost to families. Appropriate Evaluation- full and individual evaluation must be provided before a student can receive special education and related services. IEP- a written document summarizing a students’ learning program. LRE- schools must educate children with disabilities as much as possible within the general education classroom Parent/Student participation in decision making Procedural Strategies to protect rights of parents and students

5. Section 504 Section 504 is also known as the Rehabilitation Act of 1973. States that any student who has a physical or mental impairment that substantially limits one or more major life activity can qualify for special services, even if the student is not categorized under IDEA.

6. Americans with Disabilities Act Covers broad civil rights coverage to individuals who are disabled. Establishes guidelines for employment, public accommodations, transportation, state and local government operations, and telecommunication systems. Protects individuals with disabilities who are otherwise qualified, from discrimination.

7. No Child Left Behind NCLB was passed in 2001 to hold schools more accountable for students’ learning. 5 Main Provisions Increased Accountability-implemented statewide accountability system for grades 3-8. Parent/Student Choice- allows parents to move child to different school within district if current school is failing or obtain supplemental education services from public or private sector. Greater Flexibility to States, School Districts, and Schools Putting Reading First-goal to have all children reading by the end of 3rd grade Highly Qualified Teachers

8. Key Elements in Schools Today Standard-Based Education Student Accountability Inclusion Response to Intervention (RTI) Universal Design for Learning (UDL) Differentiated Instruction Evidence-Based Practices Diversity consideration

9. Standard-Based Education Teaching must be tied to state derived content and performance standards in core subject areas. Key Features Performance-levels of achievement that need to be met to demonstrate proficiency. Standards- general statement of what students should know and be able to do. Benchmarks-specific statement of what a student should be able to do. Indicator-statement of knowledge or skills that students have demonstrated to meet a benchmark.

10. Student Accountability Occurs through student evaluation by high-stakes standards-based testing. Most students with disabilities are capable and will take required assessments. Some may need accommodations. Students who do not take standard exams will be given alternative assessments.

11. Inclusion Refers to a state of being or a condition. Inclusion implies a sense of belonging and acceptance, and deal with how educators respond to individual differences through the way teaching is planned and carried out.

12. Response to Intervention RTI is three tiered instruction that gives levels of intervention to help to meet student needs. Tier 1- High Quality Core Instruction- occurs in general classroom by instruction of a challenging curriculum. Tier 2-High Quality Targeted Supplemental Instruction-targeted and focused intervention to supplement core instruction-can occur in general education classroom or pull-out setting Tier 3-High Quality Intensive Instruction-specialized interventions to meet significant disabilities.

13. UDL and Differentiated Instruction Universal Design for learning is the development of educational curricula and materials that include potent supports for access and learning from the start, making them more useful than traditional materials. Differentiated Instruction’s intention is to maximize each students’ growth and individual success by meeting each student where they are and assisting in the learning process.

14. Evidence Based Practice and Diversity Considerations Evidence Based Practice is the idea that in order to be used, instructional practices should have a research proven base. Diversity Considerations Diversity is more than just disability and includes a wide range of needs. Teachers need to develop a sensitivity to the needs of a diverse group of learners and must acquire knowledge and skills to address their students’ needs.

15. Last but not least…. ALL CHILDREN CAN AND WILL LEARN!!! Image from: http://www3.walton.k12.ga.us/departments/exceped/Pages/Information.aspx