Fluent Essays

Based on videos, assigned readings, and resources provided create a Power Point Presentation as a Tutorial Guide for General Education teachers working with students with disabilities outlining the competencies in the following rubric: Rubric Rubric Competencies Points (a)   A list of at least 10 influential court-cases in special education each case must include how these have influenced current practices. (b)  A glossary page with definitions and explanations of at least 20 provisions and guidelines included in IDEA. (c)   A flowchart indicating the continuum of educational services for students with disabilities. Be sure to include specific recommendations on how the LRE is determined for placement in each of the possible settings. (d)  A list of at least 20 key responsibilities of classroom teachers when working with students with disabilities. Be sure to include 5 effective ways of collaborating with all involved in the education of the student (e.g., parents, therapists, etc.) (e)   A summary of at least three peer reviewed articles (of your choice) about Special Education Policy. Be sure to include a reference list for the articles following APA style. Note: Articles can be downloaded free of charge through FIU’s library at https://library.fiu.edu (Links to an external site.) Once in the system,  type in Special Education Policy, and click on search. VIDEOS: https://youtu.be/dGTXtz2EMR0 https://youtu.be/bnE79CvT3zE https://youtu.be/BHLXl0P--MY  35th Anniversary of IDEA Video (Captioned) - YouTube By: Dr. Liana Gonzalez Special Education Laws Vocational Rehabilitation Act (VRA) of 1973 � Part of Public Law 93-112 � Defines handicapped person � Defines appropriate education � Prohibits discrimination against students with disabilities in federally funded programs Educational Amendment Act of 1974 � Part of Public Law 93-380 � Grants federal funds to states for programming for exceptional learners � Provided the first federal funding of state programs for students who are gifted and talented � Grants students and families the right of due process in special education placement Education for All Handicapped Children Act of 1975 � Part of PL 94-142, Part B � Known as the mainstreaming law � Requires states to provide a free and appropriate public education for children with disabilities (ages 5-18) � Requires Individualized Educational Programs (IEPs) � First defined Least Restrictive Environment (LRE) Education of the Handicapped Act Amendments � Part of Public Law 99-457 � Requires states to extend free and appropriate education to children with disabilities (ages 3-5) � Established early intervention programs for infants and toddlers with disabilities (ages birth-2 years) Individuals with Disabilities Education Act (IDEA) of 1990 � Part of Public Law 101-476 � Renames and replaces PL 94-142 � Established ‘people first language’ when referring to people with disabilities � Extended Special Education services to include social work, assistive technology, and rehabilitation services � Extends provisions for due process and confidentiality for students and parents � Added two new categories for disability: autism and traumatic brain injury Individuals with Disabilities Education Act (IDEA)…continued. � Required states to provide bilingual education programs for students with disabilities � Required states to educate students with disabilities for transition to employment, and to provide transition services � Required the development of individualized transition programs for students with disabilities by the time they reach the age of 16. Individuals with Disabilities Education Act (IDEA) of 1997 � Part of Public Law 105-17 Requires that: � all students with disabilities continue to receive services even if they have been expelled from school � schools assume a greater responsibility for ensuring that students with disabilities have access to the general education curriculum � a general education teacher be part of the IEP team � Students with disabilities take part in statewide and district assessments Individuals with Disabilities Education Act (IDEA) of 1997…continued… Requires that: � states offer mediation as a voluntary option for parents and educators to resolve differences � a proactive behavior management plan be created and included in the IEP if the student with disabilities has behavior problems � a limit be placed to the conditions under which attorneys can collect fees under IDEA Allows: � states to extend their use of developmental delay category for students through age 9 � Special Education staff who are working in general education settings to also assist non-disabled students when needed No Child Left Behind Act (NCLB) of 2001 � Improves performance of elementary and secondary schools by increasing school, district, and state accountability for all students, including those from minority populations and those with special needs � Provides more flexibility in how states use federal funds as long as standards of accountability are met � Offers vouchers for students enrolled in failing schools � Implements early reading interventions Individuals with Disabilities Education Improvement Act of 2004 � Allows districts to use a Response to Intervention (RtI) model for determining whether a child has a specific learning disability, and no longer requires that a child has a severe discrepancy between achievement and intellectual ability to qualify � Increases federal funds to provide early intervention services to students who do not need Special Education Services � Eliminates use of short term objectives in IEPs except for students who do not take statewide achievement tests � Raises standards for Special Education licensure � Adopts policies designed to prevent the disproportionate representation of students in Special Education by race and ethnicity Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom 7th Edition Chapter 1 Special Education and Inclusive Schooling By: Heather Garrison, Ph.D. Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Learning Objectives 1.1 Identify the laws, key provisions, and guidelines that govern special education and explain how these laws influence educational practices for individuals with disabilities. 1.2 Describe the responsibilities you have as a classroom teacher for students with special needs and the types of practices and adaptations you need to implement. 1.3 Discuss No Child Left Behind and its influence on testing accommodations for students with disabilities and the expanded laws regarding IDEIA, including early education and transition, then consider the instructional implications of implementing inclusion and other services provided in the continuum of services for students with disabilities. Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Early Foundations of Special Education § Before the 1950s, students with disabilities were excluded from attending public schools § Department of Public Welfare v. Haas in 1958 § Brown v. Board of Education in 1954 § Elementary and Secondary Education Act (ESEA) in 1965 § P.L. 94-142 – The Education For All Handicapped Children Act in 1975 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Early Influences: Influential Court Cases Year Case Importance 1971 Pennsylvania Association of Retarded Children (PARC) v. Commonwealth of Pennsylvania Guaranteed special education for children with intellectual disabilities 1972 Mills v. Board of Education of the District of Columbia Extended the right to special education to children of all disabilities 1982 Board of Education of Hendrick Hudson Central School v. Rowley Clarified the definition of FAPE 1988 Honig v. Doe Schools cannot expel students for behaviors related to their disability 1999 Cedar Rapids v. Garret F. Students must receive the supplemental services needed to attend school 2007 Winkelman v. Parma City School District Parents may pursue IDEA claims on their behalf, independent of their child’s rights Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Recent Influences: No Child Left Behind Act (NCLB) of 2001 § Enacted to provide a framework “on how to improve the performance of America’s elementary and secondary schools while at the same time ensuring that no child is trapped in a failing school” (U.S. Department of Education, 2002b, p.1). § Areas of education affected by NCLB: – Increased accountability – School choice – Greater flexibility for states, school districts, and schools Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. IDEIA (1 of 2) The Individuals with Disabilities Education Act (IDEA), Education for All Handicapped Children Act (P.L. 94-142), and the Vocational Rehabilitation Act (P.L. 93-112) significantly improved opportunities for individuals with disabilities. § The Education for All Handicapped Children Act (EAHCA)(P.L. 94-142) was enacted in 1975. § In 1990, it was reauthorized and expanded as the Individuals with Disabilities Education Act (IDEA). Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. IDEIA (2 of 2) § In 2004, it was amended by the Individuals with Disabilities Education Improvement Act (IDEIA). § In 2006, regulations were published for school-age children and for babies and toddlers in 2011. Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. History of Federal Laws for the Education of Learners Who Are Exceptional (1 of 3) Year Law Importance 1965 Elementary and Secondary Education Act (ESEA) (P.L. 89-10) Initiatives for low-income families, applies to children who need support to benefit from public school education 1973 Vocational Rehabilitation Act (VRA) (P.L. 93-112, Section 504) Defined handicapped person and appropriate education, prohibits discrimination in federally funded programs 1974 Educational Amendments Act (P.L. 93-380) State funding for students with disabilities and students who are gifted and talented, due process rights for students/families 1975 Education for All Handicapped Children Act (EAHCA) (P.L. 94-142, Part B) Requires free and appropriate education for students with disabilities (ages 5-18) and IEPs, defines least restrictive environment Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. History of Federal Laws for the Education of Learners Who Are Exceptional (2 of 3) Year Law Importance 1986 Education of the Handicapped Act Amendments (P.L. 99-457) Extends free and appropriate education to children with disabilities (ages 3-5), establishes early intervention for infants/ toddlers with disabilities (ages birth to 2) 1990 Americans with Disabilities Act (ADA) (P.L. 101-336) Prohibits discrimination in the private sector and protects equal employments opportunities for people with disabilities, includes AIDS as a disability 1990 Individuals with Disabilities Education Act (IDEA) (P.L. 101-476) Replaces EAHCA, establishes person- first language, expands special education services and provisions for due process and confidentiality, adds autism and traumatic brain injury categories, provides bilingual education, requires transition services and planning Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. History of Federal Laws for the Education of Learners Who Are Exceptional (3 of 3) Year Law Importance 1997 Individuals with Disabilities Education Act (IDEA) (P.L. 105-17) Requires students with disabilities to receive services even if expelled, allows use of developmental delay category through age 9, requires access to general education curriculum and state/district-wide testing, IEP team includes a general education teacher and a behavior plan (if warranted), offers mediation options, limits attorneys fees 2001 No Child Left Behind Act (NCLB) Increases accountability and flexibility in use of federal funds, offers school choice options, implements early reading interventions 2004 Individuals with Disabilities Education Improvement Act (IDEIA) (P.L. 108-446) Allows RTI model to determine presence of a learning disability and no longer requires use of the severe discrepancy model, increases funding to early intervention services for students who do not require special education, eliminates IEP short- term objectives for some students, raises special education licensure standards, adopts polices to prevent over- representation of minority students in special education Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Provisions and Guidelines for Implementing IDEA § Zero reject/Free, appropriate public education (FAPE) § Child Find § Age (birth to 21) § Nondiscriminatory evaluation § Individualized education program (IEP) § Least Restrictive Environment (LRE) § Due process § Confidentiality of records § Advocacy § Noncompliance § Parent participation Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. IDEIA Critical Guidelines for Teachers in All Educational Settings (1 of 3) § Use person-first language § Require transition services in IEP at age 16 § Provide for states and school districts to be sued if they violate IDEIA § Include 2 new disability categories: autism and traumatic brain injury § Add assistive technology as a support service § Promote involvement of students with disabilities in the general education curriculum Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. IDEIA Critical Guidelines for Teachers in All Educational Settings (2 of 3) § Require greater accountability for results so students with disabilities are part of the accountability system § Require IEP to describe the student’s involvement in the general education curriculum and detail the needed aids and accommodations § Allow states and local districts to use “developmental delay” eligibility criteria through age 9 § Provide flexibility by allowing IDEIA-funded staff to work with students who need their help but do not have a disability Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. IDEIA Critical Guidelines for Teachers in All Educational Settings (3 of 3) § Require states to include students with disabilities in assessments with appropriate modifications and develop alternate assessments Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Key Features of the IDEIA That Shape How Provisions and Guidelines are Implemented § Evidence-based practices § Discipline § Response to Intervention (RTI) § Early intervention services § Evaluation and Individualized Education Programs (IEP) § Monitoring § Highly qualified teachers § Private schools Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. What Classroom Teachers and Parents Need to Know About Special Education Referral and Identification § Step 1: Student is referred for evaluation § Step 2: Full and individual evaluation is conducted § Step 3: Eligibility for special education is decided § Step 4: Student is found eligible for services § Step 5: IEP meeting is scheduled with entire IEP team § Step 6: IEP meeting is held and the IEP is written § Step 7: Services aligning with IEP are provided § Step 8: Ongoing progress is monitored and reported § Step 9: IEP is reviewed at least annually § Step 10: Reevaluation occurs Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Provisions of the Vocational Rehabilitation Act (P.L. 93-112) § Prevents any private organization that uses federal funds, or any local or state organization, from discriminating against a person because of their disability § Prohibits discrimination against people with disabilities in public education, employment, and social and health services § People with disabilities have greater access to opportunities in the workplace, community services, and colleges and universities. Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Continuum of Educational Services: The Least Restrictive Environment (LRE) (1 of 2) A continuum of services must be available for students with disabilities: § Level I: General education classroom with consultation from specialists § Level II: General education classroom; cooperative teaching or co-teaching § Level III: Part-time placement in special education class § Level IV: Full-time special education classroom in a general education school Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Continuum of Educational Services: The Least Restrictive Environment (LRE) (2 of 2) § Level V: Special school § Level VI: Residential school, treatment center, homebound Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. The Individualized Education Program (IEP) § Teachers are required to develop an IEP for each student with special educational needs. § The purpose is to provide an appropriate education that meets the individualized needs of each student who has a disability. § It is developed and implemented by the multidisciplinary team (MDT). § The MDT includes a school representative, classroom teacher, special education teacher, parents/guardians, a person to interpret the evaluation results, and when appropriate, the student. Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Contents of the IEP (1 of 2) § Student’s present levels of performance § Measurable annual goals, possibly short-term objectives § Special education, related services; school staff supports § The extent child will not participate with non-disabled peers § Modifications to state-wide or district-wide assessments § Related services Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Contents of the IEP (2 of 2) § Dates, frequency, location, duration of services/supports § How progress toward goals will be measured and what method will be used to communicate progress with parents § Transition services by age 16 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Role of the IEP for Planning and Assessment § The IEP is a safeguard for students, their families, and schools. § The IEP serves as a planning guide or guideline for daily instructional planning. § Many commercial software or web-based programs are used to write IEPs. Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. IEP Meeting Attendees § Representative of the Local Education Agency (LEA) § School representative other than the teacher § Parent(s) or guardian(s) § The student, when appropriate § Student’s general and/or special education teacher § Individual who can interpret the instructional implications of evaluation results § Others whom parents or the school think can help to develop the IEP Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. About the IEP § IEP team members collaborate to identify appropriate accommodations and modifications for the student § Students should attend their IEP meetings whenever appropriate § Person-centered planning (PCP) focuses on the needs of the student and his/her family during the IEP process § Teach skills related to self-determination to the student § The special education teacher incorporates the IEP team’s input into the IEP document Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Responsibilities of Classroom Teachers A teacher’s role is to help students fulfill their IEP goals and provide an appropriate education. Tips include: § Obtain and read relevant reports § Collaborate with special education professionals § Attend relevant meetings § Examine IEPs quarterly and monitor student progress § Keep student work samples § Maintain parent contact § Inform key personnel if the student does not progress Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Adaptations for Students with Disabilities § Treat all students with respect § Include students at key times § Adapt instruction, materials, assessments, and classroom management strategies § Promote social and academic opportunities § Establish personal relationships § Communicate with students and professionals § Use technology to support learning § Monitor students’ progress and understanding § Plan groups and/or partners § Provide ongoing feedback Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Participating in the Referral and Planning Process (1 of 2) § Special education laws have led to great gains in the academic successes of students with disabilities § 14% of the school-age population receives special education services § Disability labels are controversial § The prereferral process includes RTI and PAT – Response-to-intervention (RTI): Research-based interventions provided with increasing intensity Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Participating in the Referral and Planning Process (2 of 2) – Prereferral assistance team (PAT): School-based problem-solving team discusses student concerns and assists teachers in meeting their students’ needs Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Prereferral Models (1 of 2) Most school districts use one of these prereferral models: § Response-to-intervention (RTI) model – Students may be identified as having a learning disability if they do not respond to increasing levels of research-based interventions § Special education teacher as consultant model – Special education teachers provide ideas or in-class support to general education teachers Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Prereferral Models (2 of 2) § Problem-solving model – Collaboration by classroom teachers and others to identify concerns and plan interventions Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. RTI Model (1 of 2) • Tier 1: Core Reading Instruction in the Regular Classroom – Research-based instruction provided to all students – Benchmark testing 3 times each year • Tier 2: Supplemental Instruction – Additional 30 minutes of daily, intensive small group instruction – Progress monitoring twice a month Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. RTI Model (2 of 2) • Tier 3: Intensive Instruction – Two additional daily 30-minute sessions in small groups – Progress monitoring bimonthly Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Adapting Instruction § Classroom teachers adapt curriculum and instruction to accommodate their students with disabilities § Adaptations enhance learning for all students § Incorporate students’ strengths and interests § Provide positive reinforcement § Increase motivation Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Testing Accommodations for Students with Disabilities Considerations for accommodations on high-stakes assessments: § Setting § Administration § Timing § Computer-based testing § Response § Use of language § English language learners with disabilities § Universal design Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Expanding the Impact of the IDEIA: Early Intervention § Part C of the IDEIA serves children under age 3 and their families § Early intervention services incorporate goals for education, health care, and social services § Emphasis on supporting family members’ ability to access resources and manage the child’s needs § Individualized Family Support Plan (IFSP) instead of IEP Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Individualized Family Support Plan (IFSP) Services § Screening and assessment § Psychological assessment and intervention § Occupational and physical therapy § Speech, language, and audiology services § Family involvement, training, and home visits § Specialized instruction for parents and child § Case management § Health services Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Individualized Family Support Plan (IFSP) Contents § Present level of child’s functioning § Family assessment § Major goals and outcomes § Procedures for measuring progress § Description of early intervention services, environments where services will occur, and anticipated timeframe § Appointed case manager § Transition plan from the birth-to-3 program into a preschool program Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Expanding the Impact of the IDEIA: Preschool Children (age 3 to 5) § Section B of the IDEIA provides special education and related services to children from 3 to 5 (or 6) years old § Services are no longer provided for at-risk children § Preschool students have an IEP and receive a FAPE § The 2004 revisions to the IDEA allow children to continue to receive services with an IFSP after age 3 Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Expanding the Impact of the IDEIA: Transition from School Transition services are a set of activities that prepare a student with a disability to move from school to post-school life including further education, employment, independent living, and community participation. § Transition services are mandated for students aged 16 to 21 years § They are based on students’ strengths, preferences, and interests § Transition activities can include: instruction, community experiences, development of employment and other adult- living objectives Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Individualized Transition Plan (ITP) § The ITP is included in the IEP § It is developed 5 to 7 years prior to graduation § It encourages coordinated efforts between services § It includes: – Appropriate, measurable goals related to training, education, employment, and independent living skills – Statement of the transition services – Student’s preferences, interests, needs Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Inclusion § Mainstreaming = The participation of students in the general education classroom to the appropriate extent § Inclusion = The education of students with disabilities with their nondisabled peers, with supports and services provided as needed § Full inclusion = All students are educated in the general education classroom all the time § Pull-out services = Students with disabilities receive special education in a separate classroom Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Accessing Information About Students (1 of 2) Teachers can make a program outline about their students with disabilities that includes: § Descriptive information about the student § Contact information § Current and previous special education services § Recommended instructional adaptations § Assessment data related to academics and social- emotional development Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Accessing Information About Students (2 of 2) § Effective reinforcers and supports § Instructional goals and objectives § Likes and dislikes Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Inclusion Issues § Not everyone agrees on every aspect of the education of students with disabilities § Data does not indicate how schools have provided accommodations and support services in least restrictive settings § The extent to which specialized support services should be available Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. People First Language • Start with the individual first and then the condition • For example, – child with Autism; – student with down syndrome; – individual who is Deaf Copyright © 2018, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Copyright