717 Special Education Slide Show

8/8/2019 717 Special Education Slide Show

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Special Education

By:

Stacie PancoastPaul Meyerhoefer


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Special Education Definition Specially designed instruction, at no cost to the

parents, to meet the unique needs of a child with

a disability, including instruction conducted inthe classroom, in the home, in hospitals and

institutions, and in other settings; and instruction

in physical education, and includes the terms

specified in federal regulation at 34 CFR 300.39.

Paul Meyerhoefer


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Special Education Philosophy The Mandate -- Inclusion

Free and Appropriate Public Education

(FAPE)

In the Least Restrictive Environment (LRE)

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Function of Special Education Specially designed instruction to meet the

unique needs of a student with a disability.

"Free and Appropriate Public Education" (FAPE) IDEA mandates that special education

services will be no cost to families.

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Relation to developmental

disabilities Special Education (SpEd) serves students from

birth until age 22.

The majority of SpEd teachers work withstudent with mild-to-moderate disabilities (ex:learning disabilities). Use or modify the general education curriculum to meet the

students individual needs.

Some SpEd teachers work with students withmoderate-severe disabilities (ex: mentalretardation or autism) More emphasis on life skills and basic literacy.

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Special Education Settings

Least Restrictive Environment (LRE) Opportunity to be educated with typically developing peers as

appropriate

Access to general education curriculum or school activities.

Settings where Special Educators may be

employed: General education classroom

Resource rooms Occupational, physical, and speech/language therapy

Sensory rooms or rooms with special physical equipment

Adapted physical education

Self-contained classrooms

Specialized schoolsStacie Pancoast


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Assessment Information Standardized tests given to students to determine if

they qualify for special education services.

Once the request for assessment is received in writing,

the school district has 15 days to prepare anassessment plan.

This plan is required to include assessments in allareas of suspected needs.

Once the parent signs this plan, the school district has60 days (not counting school breaks) to conduct theassessments.

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Assessment Results Special educators work in collaboration with

other staff members to gather educational

assessments and report on the studentspresent level of performance.

Assessment results are presented at an IEP

team meeting

The students special education eligibility is

determined.

A placement recommendation is presented by the

district.

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Educational Requirements Many colleges and universities offer programs in

SpEd at the undergraduate, masters, and doctoral

degree levels. SpEd teachers usually undergo longer periods of

training than general education teachers.

Most bachelors degree programs are 4-year

programs that include general and specializedcourses in special education.

However, many programs require a 5th year or other

graduate-level preparation.

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Educational Programs

Sample coursework: Educational psychology

legal issues of special education

child growth and development

knowledge and skills needed for teaching students withdisabilities

Some programs require specialization OSU offers intervention programs in: Early Childhood, Mild-

Moderate and Moderate-Severe.

Other programs offer generalized specialeducation degrees.

The last part of the program is spent studentteaching in a classroom supervised by a certified

teacher.Stacie Pancoast


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Licensing Requirements All states require teachers to be licensed, whichrequires: The completion of an approved teacher training program

Supervised student teaching

At least a bachelors degree Passing scores on professional assessment tests (Praxis)

However, many states now require a masters degreein special education. Involves at least 1 year of additional course work

A specialization, beyond the bachelors degree.

Many states have alternative licensure programs toattract people who do not have the qualifications tobecome SpEd teachers under normal procedures.

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Ohios Licensure Process

A provisional teacher license (valid for twoyears) is issued to an individual who:

holds a degree required by the license

who has completed an approved teacher preparation program

who is of good moral character

who has completed an examination prescribed by the StateBoard of Education (ex: the Praxis I and II)

who has been recommended by the dean of education at anapproved teacher preparation program

who has completed at least six semester hours in the teachingof reading, (including at least one course in the teaching ofphonics).

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Licensing: Highly Qualified Teachers

IDEA requires that all public specialeducation teachers be highly qualified.

To be considered highly qualified: All special education teachers must hold full certification or

licensure in special education in the state where they teach

Have at least a bachelors degree

A special education resource teacher whoonly consults with regular education teachers

does not need to demonstrate competence incore academic subjects

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Special Education

Professional Jargon Related to Mandated Education

IDEA: Individuals with Disabilities Education Act

IDEIA: Individuals with Disabilities EducationImprovement Act

FAPE: Free and Appropriate Public Education

LRE: Least Restrictive Environment

IFSP: Individualized Family Service Plan (birth to3 years)

IEP: Individualized Education Plan

MFE: Multifaceted Evaluation

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Special Education

Professional Jargon Inclusion: Definitions vary

Education in a classroom where the percentage of

those with and without disabilities is proportional tothe general population

High Stakes Testing

Testing where major educational and/or policy

decisions depend upon the outcome of a single test

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Current Issues in Special Education High Stakes Testing

The myth of accountability

Poor test scores = poor schools

The consequences of failure

Lack of promotion

Diploma vs. Certificate

Test Issues Validity?

Bias?

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Inclusion Despite FAPE in the LRE being mandated for

more than 30 years percentage of students

fully included is dismal

Debate: Is inclusion a place or a practice?

Is full inclusion appropriate for the majority ofstudents?

Current Issues in Special Education

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Preservice Education Fostering a commitment to inclusive

education

Development of respect for differently-abled

students

Current Issues in Special Education

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Ohio Department of Education -www.ode.state.oh.us

Council for Exceptional Children -www.cec.sped.org

Office of Special Education Programs (OSEP) -www.ed.gov/about/offices/list/osers/osep/index.h

tm Special Education Law and Advocacy -

www.wrightslaw.com

Special Education Websites

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References Affenbach, P. (2005). National Reading Conference

Policy Brief: High stakes testing and readingassessment. Journal of Literacy Research, 37,151 162.

Boling, L. (2007). Yeah, But I still dont want to deal withit. Changes in a teacher candidates conceptions ofinclusion. Teaching Education, 18, 217-231.

Invernizzi, M., Landrum, T.J., Howell, J., and Warley, H.(2005). Toward the peaceful coexistence of test

developers, policymakers, and teachers in an era ofaccountability. The ReadingTeacher, 58, 610 618.

Manning, J.P. & Gaudilli, W. (2006). What teachereducators should know about poverty and specialeducation. Teacher Education and SpecialEducation, 29, 236-243.


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References Ohio Dept. of Education, Office of Exceptional Children (2007).

Whose IDEA Is This? A Resource Guide for Parents.http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=968&ContentID=11128&C

ontent=36973. The Ohio State University, College of Education and Human

Ecology Special Education undergraduate program.

http://ehe.osu.edu/paes/newacademic/undergrad/specialed/specialed.htm

Special Education Masters of Arts program.http://ehe.osu.edu/paes/newacademic/speced/masped.htm

The Praxis Test Series www.ets.org/praxis

Smith, Phil (2007). Have we made any progress? Includingstudents with intellectual disabilities in regular educationclassrooms. Intellectual and Developmental Disabilities, 45,

297-309.


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References Titone, C. (2005). The philosophy of inclusion.

Roadblocks and remedies for the teacher and theteacher educator. Journal of EducationalThought,

39, 7-32. U.S. Dept. of Education (1999). How a student is

identified as having a disability and needing specialeducation services. Downloaded fromhttp://www.ldonline.org/article/6226 on 26 October2007.

Vorhaus, J. Respecting profoundly disabled learners.Journal of Philosophy of Education, 18, 313-328.

Wasburn-Moses, L. (2003). What every special educatorneeds to know about high-stakes testing? TeachingExceptional Children, 35(4), 12-15.

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717 Special Education Slide Show