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- 1. Special Education 310 Introductionto Special Education Ch 2: Individualized Special Education Programs: Planning and Services LaRoche College Victoria Rice Campbell Adjunct Professor jackievctr@aol.com
- 2. Special education teachers…… …………westay with the child relentlessly.
- 3. Chapter 2 Objectives Explain Five Approaches for Access to the General Curriculum Discuss Placement Options Discuss Related Services Describe a Multidisciplinary Team Explain the Individualized Education Plan (IEP) Process List Different IEPs
- 4. Access to theGeneral Curriculum Universal Design for Instruction Accommodations Modifications Differentiated Instruction Assistive Technology
- 5. 1. Universal Designfor Learning • UD (Architectural term) – Provides people with disabilities – UDL
- 6. 2. Instructional Accommodations: Supports to compensate for disabilities; adjustments to assignments or tests • Elements • Examples – Enlarged text – Sign language interpreter – Audio versions of book – Braille – Removal of extraneous details from worksheets – Word processors
- 7. 3. Instructional Modifications: Adjustmentsto assignments or tests that reduce the requirements
- 8. 4. Differentiated Instruction: Providing an individualized array of instructional interventions
- 9. 5. Assistive Technology(AT): Equipment (devices) or services to help compensate for an individual’s disabilities
- 10. Settings, Services, andPersonnel • Array of Services: • “Continuum of services” • Individually determined and applied
- 11. Models for InclusiveSpecial Education • Continuum of services – • Pull-in program – • Co-teaching – • Consulting teacher – • Collaboration –
- 12. Intensive and SustainedServices and Supports • Multidisciplinary team may include: – Speech/Language Pathologist (SPL) – Interpreter – School counselors – Paraprofessional • Para – • Explicit instruction –
- 13. Settings or PlacementOptions • Noncategorical or cross-categorical special education – • Pullout programs –
- 14. Least Restrictive Environmentand Free and Appropriate Public Education • Guiding principles are still evolving • Most likely will be based on how a student can best:
- 15. Service Delivery Options(P 50)* Separate Separate Facility: Facility: Day School, Day School, Residential Facility, Residential Facility, Hospital, Home Hospital, Home Separate Class: Separate Class: 60% outside General Ed, 60% outside General Ed, Self Contained, Partially Self Self Contained, Partially Self Contained Contained Resource Room: Resource Room: >21% but <60% outside ofof General Ed >21% but <60% outside General Ed Pullout Pullout Regular Education Class: Regular Education Class: Full Inclusion, Co-teaching, Consultative Full Inclusion, Co-teaching, Consultative <20% outside ofof General Education <20% outside General Education
- 16. Related Services andProviders: • Expertise of professionals outside the field of education • Determined by the needs of the child • Ex: speech therapy, physical therapy, assistive technology • No cost to family; paid by Medicare, private insurance; ACCESS billing
- 17. Related Services Nuances •A related service from • Itinerant –
- 18. Highly Qualified SpecialEducators • NCLB expects teachers to • IDEA ’04 considers teachers to be HQ:
- 19. Collaborative Multidisciplinary Teams • Must include:
- 20. The IEP Process •Special Education (IDEA ’04/PA Ch 14) • Section 504 (Rehabilitation Act) • Gifted Education (PA Ch 16)
- 21. Steps • Seven steps •Process is deliberate and equitable • IEP guarantees the education concepts outlined in • In PA, IEP guarantees the education concepts outlined in
- 22. Step 1: Pre-Referral •Purpose – Document and explain student’s difficulties – Test the effectiveness of classroom accommodations and modifications – Assess the power of various instructional interventions – Monitor student’s progress
- 23. Step 2: Referral •When pre-referral interventions are unsuccessful • Child find – • At risk –Visible disabilities –School age academic challenges • Disruptive behavior
- 24. Step 3: Identification •Assessment determines • Evaluations are conducted by members of the multidisciplinary team
- 25. Step 4: Eligibility •Child has a disability and is in need of special education: • Child does not have a disability:
- 26. Step 5: Developmentof the IEP • Use knowledge gained in Step 3: Identification
- 27. Step 6: Implementationof the IEP • Begin services and individualized program • Major changes require parent notification in writing • More restrictive placement or services may require a team meeting
- 28. Step 7: Evaluationand Reviews • IEP is reviewed annually • Pilot Program: Review every 3 years • All students participate in annual state- or district-wide testing or alternative assessments • Alternative assessments • Students with IEPs
- 29. Roles of EducationProfessionals • Principals set the tone for positive attitudes crucial to all students’ success • The precise roles and responsibilities of each professional are usually determined by local control • Collaboration • Time restraints • Building culture
- 30. Roles of Families •Research shows, with parent involvement • Teachers can give parents IEP tips • Non-English speaking parents are entitled to interpreters • Procedural Safeguards* –
- 31. Roles of Students •Self-determination – • Self-advocacy – • Student contributions at IEP meetings
- 32. Tools for IndividualizedPrograms • Special education mantra: “One size doesn’t fit all.” • Individualized programs must be individualized
- 33. Individualized Family ServicePlans (IFSPS)* Child Family Service Coordinator
- 34. Individualized Family ServicePlans (IFSPS)* • Infants and toddlers ( ) • Services provided in natural environment: homes, day care, clinics • State agency • Oversight and coordination of services are provided by service coordinators
- 35. Individualized Family ServicePlans (IFSPS)* • IFSPS include: – Child’s current functional levels – Family’s strengths and needs – Major outcomes expected – Necessary services and schedule for delivery – Projected dates for initiation of services – Name of service coordinator – Biannual review – Methods for transitioning the child to services available to children ages 3 to 5
- 36. Individualized Education Programs (IEPs)* • IEP
- 37. Individualized Education Programs (IEPs)* • Highlight: Current performance Goals Special Education related services Participation with students without disabilities Participation in state- and district-based testing Dates and places Transition service needs Measuring progress
- 38. Statement of TransitionServices* • Statements of Transition Services
- 39. Statement of TransitionServices* • IDEA ’04: • PA CH 14: Formal assessment instrument and results must be reflected in the Present Level of Academic Achievement • Indicator 13: • Indicator 14:
- 40. Behavioral Intervention Plans (BIP)* • BIP • Interim Alternative Educational Setting (IAES) • Stay-put or “Pendency”
- 41. Behavioral Intervention Plans (BIP)* • Manifestation Determination • Functional Behavioral Assessment (FBA)
- 42. Evaluating Progress andRevising Programs • 1. Identify and qualify students for special education • 2. Determine annual gains in performance • 3. Guide instruction • 4. Change a student’s services
- 43. Eligibility • Determining eligibilityfor special education usually includes a • Cautionary note: States must collect data on their evaluation instruments and procedures ( )
- 44. Statewide and District-Wide Assessments • Accountability • High stakes testing – • Alternate assessments –
- 45. Progress Monitoring* Teachers need to document Academic Attainment of Behavior achievement life skills
- 46. Progress Monitoring* • AuthenticAssessments • Portfolio Assessments • Curriculum Based Measurement (CMB)
- 47. Change in Servicesor Supports • Flexible constellation: • Change in placement • Change in placement