View
146
Download
0
Category
Tags:
Preview:
DESCRIPTION
Special Education 101. A teachers guide to basic understanding of special education. Congratulations and Welcome to SFDRCISD!. “The secret of education lies in respecting the pupil.” Ralph Waldo Emerson. List of Included Documents. Acronyms and Common Terms - PowerPoint PPT Presentation
Citation preview
Special Education 101
A teachers guide to basic understanding of special
education.
1
Congratulations and Welcome to SFDRCISD!
“The secret of education lies in respecting the pupil.”
Ralph Waldo Emerson
2
List of Included Documents1. Acronyms and Common Terms2. Notice of Procedural Safeguards3. Guide to the ARD Process4. Sample Sped Forms5. Strategies and Accommodations6. Staar Accommodations7. Co-Teach Guidelines
3
List of Included Documents8. IDEIA and Section 504 Comparison http://
www.youtube.com/watch?v=xU-E2pzFbF8&feature=fvwrel
9. A Teacher’s Guide to Section 504 (Q&A)10.Notice of Rights under Section 50411.Sample Section 504 Accommodations12.Teacher’s Guide to Dyslexia
4
IDEA/IDEIA IDEA – Individuals with Disabilities
Education Act This Federal Law was reauthorized in 2004 and is now….
IDEIA – Individuals with Disabilities Education Improvement Act
IDEA/IDEIA are used interchangeably when referring to the same law.
5
IDEA/IDEIAThis federal law grants children with
disabilities the right to receive a “Free Appropriate Public Education” (FAPE).
IDEA lays out the minimum requirements that each state must meet in order to receive federal special education funds.
6
IDEA/IDEIAWhat are the 4 parts of IDEA/IDEIA?1. Part A – General provisions, definitions, and
other issues2. Part B – Assistance for education of all
children with disabilities3. Part C – Infants and Toddlers with
disabilities4. Part D – National activities to improve
education of children with disabilities
7
Special Education Process Step 1. Request for evaluation Step 2. Notice of rights Step 3. Evaluation Step 4&5. THE ARD/IEP meeting Step 6. On-going assessment & data
collection Step 7. Examine data and make
recommendations8
Step 1Request for Evaluation
This occurs when someone believes that a student has a disability AND needs special education or related services to be involved in and make progress in the general education curriculum.
9
Step 1Request for Evaluation
What follows is a referral for an individualized initial evaluation that is initiated either because the child is:a. Not developing at the same rate or sequence as other children
b. Experiencing unusual or prolonged difficulties with general education curriculum and instruction; varied interventions strategies have been tried (RTI) and documented before request is initiated.
10
What is Response to Intervention (RtI)?
An early intervention model for addressing the learning needs of all students through a continuum of services.
11
RtIRtI services should include: High quality instruction and scientific,
research-based strategies aligned with individual student need;
Frequent monitoring of student progress to help make results based academic or behavioral decisions;
Data-based school improvement The application of student response data to
make important educational decisions
12
RtIUnder IDEIA, students who are at risk
should receive RtI interventions before a referral to special education can be considered.
Why??? To cut down on the number of referrals to special education for students who have NOT received adequate instruction in the general education setting. (NCLB)
13
Step 2Notice of Rights
IDEA says the school must give parents a notice explaining the procedural safeguards available to parents (their rights) at least one time per year.
14
Step 3Evaluation
The student is evaluated using a variety of assessment tools and strategies to gather relevant functional, academic and developmental information, including information provided by the parent, that may assist in making a determination of……
15
Step 3 Evaluation
…whether the child meets the federal definition of a “child with a disability”
…the content of the child’s IEP, including information related to enabling the child to be involved in and progress in the general curriculum or, for preschool children, to participate in appropriate activities
16
Step 4& 5ARD/IEP meeting
In Texas, we call the meetings that determine the special education supports and services of a student, an ARD. ARD is an acronym for Admission, Review and Dismissal. Other states call these meetings IEP meetings.
17
Step 6 On-going assessment/data collection
Instructional and related service providers collect data and maintain records of student progress as soon as the IEP is developed and continue until the next scheduled annual ARD/IEP review.
18
Step 7 Examine data and make recommendations
This step should begin at least 4 to 6 weeks before the next scheduled annual ARD/IEP meeting.
19
Admission, Review and Dismissal (ARD) Committee
This is the name of the team that meets at least annually to:
Decide if a student has an eligible disability
Determine whether special ed. and related services are appropriate and will be provided
Develop an individual ed. plan (IEP)
20
ARD Committee MeetingAnnual review of a student’s special
education program includes a review of the following:
1. Student progress2. Current IEP3. And, the development of a new IEP
for the upcoming year
21
Types of ARD Committee meetings Initial Placement DNQ Dismissal Annual Review Re-evaluation /
Triennial Manifestation Graduation
Temporary Transfer Brief Failure
22
Who is invited to the ARD meeting?
Decision makers which include the following:1. Parent2. Adult student3. Administrator4. General ed. Teacher5. Evaluation personnel6. If necessary (LPAC Rep., AI, VI certified
teacher)23
What should a general ed. teacher bring to an ARD meeting?
Relevant information from other general ed. teachers
Progress reports in the gen. ed. Program
Behavior, grades, and attendance Samples of modifications Student work samples Student’s educational levels in the
gen. ed. setting24
What should a special ed. Teacher bring to an ARD Meeting?
Relevant information from other Sp. Ed. teachers
Up-dated progress on objectives Competencies (strengths/weaknesses) Draft of a BIP if appropriate Last progress report Student’s educational levels Work samples, TAKs or alternative
assessment scores, current grades, attendance, informal assessment results, and other information necessary.
25
In order for an ARD to be duly constituted, it must include:
A campus administrator Parent (invited with a 5 day notice) At least 1 sp. Ed. Teacher (VI/AI) At least 1 gen. ed. Teacher Providers of relevant services (including
related services) A professional who can interpret evaluation
results The student, as appropriate
26
A highly effective ARD Committee: Gets participation from all members. Discusses important issues
thoroughly. Uses multiple valid measures of
evidence to support decisions. Assists the parent in understanding
the discussion and in being an active participant.
27
What are some decisions made at an ARD?
Accommodations
Modifications
Assessment decisions
28
Accommodations
Practices and procedures that allow students with disabilities to learn, have access to, and be tested on the same curriculum as students without disabilities.
29
AccommodationsAccommodations do not change what
the student is expected to learn but rather how he/she learns the curriculum.
Providing accommodations during instruction and assessment may also promote equal access to the general curriculum.
30
Accommodations Practices that provide equitable
access to grade-level curriculum during instruction and assessment.
Do not reduce learning expectations and do not replace the teaching of subject specific knowledge and skills in the TEKS.
May be needed more often at some grades than others.
31
Types of Classroom Accommodations
Presentation (Alternate Format) Response (methods other than paper
and pencil or machine scorable responses)
Setting (change the location or condition)
Timing and Scheduling (increase the standard length of time or change organization or test)
32
Monitoring accommodations
Is it important?
33
ModificationsA change in what the student is
expected to learn that is different from the general education curriculum (TEKS).
Modifications are only for students with an IEP. Not all students with an IEP need modifications.
The curriculum is adjusted or reduced. The achievement standard is lowered.
34
Examples of Modifications Teacher creates a separate test for
student (remove some answer choices, abstract concepts removed)
Teacher chunks test for student in assignments and assessments
In accordance to the IEP, the teacher removes parts of the grade level TEKS that students’ disability keeps student from learning
35
Assessment Decisions Do special education students participate in
the Texas Student Assessment Program? NCLB tells us that All students including
those receiving special education services, must be assessed on grade-level curriculum.
NCLB calls for reasonable adaptations and accommodations for students with disabilities
36
What does IDEIA tell us?
Requires participation in state wide and district wide assessments.
Requires necessary accommodations.
37
Alternate Assessments STAAR is a general assessment that
may also be administered to students receiving special education.
STAAR-M For only 2%
STAAR-ALT Only 1%
38
STAAR General Assessment Same grade-level achievement
standards for all students Format change: larger font, fewer
items on page Same grade level and subjects for
students. SSI and exit level retest opportunities
same as STAAR39
STAAR-M An alternate assessment Modified achievement standards Same grade level content as STAAR Format: larger font, fewer items per
page Test design: fewer answer choices,
simpler vocabulary and sentence structure
40
STAAR-ALT Alternate assessment Alternate achievement standards Designed for students with significant
cognitive disabilities Format: not a traditional paper/pencil
test Administered using students primary
language41
What are the 13 eligibility categories identified under IDEIA?
AI: Auditorially Impaired AU: Autism DB: Deaf-Blind ED: Emotionally Disturbed LD: Learning Disability MD: Multiple Disabilities ID: Intellectual Disability
42
13 Categories Continued NC: Non-Categorical OHI: Other Health Impaired OI: Orthopedically Impaired SI: Speech Impaired TBI: Traumatic Brain Injury VI: Visually Impaired
43
ACRONYMS, ACRONYMS
How many are there?
Will I ever remember them all?
44
Who can I ask for help? If you are unsure about a student
then ask your campus administrator or the campus special education diagnostician.
If the student is either receiving special education services or section 504 support make sure that you have a copy of the students accommodations.
45
What happens if I don’t follow accommodations?
Trouble May have to go to ARD and explain to
parents why they have not been followed.
Could result in a “HARD ARD”. Could result in a Due Process Hearing
due to denial of FAPE.
46
Districts Expectations Know your students Be an active and effective member of your
students ARD Committee meetings Make instructional and testing decisions
based solely on individual student needs and eligibility requirements
Consistently follow and document accommodations for instruction and testing
47
Quote: Haim Ginott“I’ve come to a frightening conclusion that I
am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”
Recommended