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EQUITY AND ACCESS
EQUITY AND ACCESS IS DEFINED AS:
“The process of ensuring equal opportunity and the
allocation of resources and services in a fair, consistent
and inclusive manner irrespective of an individual's or
group's cultural or linguistic background, their religion
or spiritual beliefs, socio-economic status, gender, age,
or abilities.” –Rockhampton Regional Council
EQUITY
Equity is defined as:• FAIRNESS• JUSTICE• IMPARTIALITY• EGALITARIANISM• BALANCE• OBJECTIVITY• OPENMINDEDNESS
IDEIA 2004, INDIVIDUALS WITH DISABILITIES EDUCATIONAL
IMPROVEMENT ACT
The special education law covers 13 disabilities.
Violation of this law can be deemed as a civil rights violation.
The law provides for educational opportunities.
The law ensures that school districts seek and serve all
students within the boundaries an appropriate education
experience that meets their needs and desires.
The law encompasses Least Restrictive Environment, allow the
student to experience and access educational opportunities
within their ability level.
Limited services provided for
specific categories by PL 88-164
Students with speech concerns
were in full day isolation
Students diagnosed as deaf
remained in general education
100%
Only educated if you fit into the
school system
Institutions for persons with ID
No Individualized IEPs mandated
by law
Full range of services mandated
by IDEIA 2004
Students with speech concerns are
provided support for LAS and
remain in GE
Students diagnosed as deaf
received DIS services and either
access GE using devices or
programs designated for DHH
IEPS with developed with
mandated components.
SPECIAL EDUCATION PRACTICES
1960 2015
ACCOMMODATIONS
Accommodations can be made in any setting.
Accommodations are adjustments that do not
change outcomes of the course but assist the
student in the journey.
Examples of accommodations:• Alert students to upcoming transitions • Assistance during transitions• Quiet work area • Reduce visual distractions
MORE ACCOMMODATIONS
• Extended time – for tests, projects, assignments, homework, and/or transitions
• Frequent breaks (with limits)• Visual organizers • Visuals Worksheets – emphasize key
concepts • Worksheets – reduce reading level• Shorten assignments • Shorten homework• Shorten tests (given more frequently)• Written copy of directions, notes and
overhead presentations
Currently SAI students access
general education at 30% and
those with more academic skills
access at 67%
The state holds every District to
a standard:• SAI students must access
general education 40% of the day
• Students with more academic skills must access general education 80% of the day
ASLA 35%
CCA 34%
ME 14%
VAPA 13%
AMA/ECA 11%
CJ/MCA 9%
BCA 2.5%
INCLUSION
Centinela Academies
Rigorous academics
that prepare
students for
community
college/universities,
post secondary
programs and
apprenticeships.
The Workability
Program provides
students with entry
level employment
opportunities with
payment and the
opportunity to utilize
a time card system.
LINKED LEARNING AND CV SPECIAL EDUCATION
LINKED LEARNING CV SPECIAL EDUCATION
Career based
learning provides
practical applications,
provide opportunities
for concrete
knowledge and skills.
Job Club is offered through
the Adult Transition Program
for students with IEPs to
develop practical application
skills that include actual
interviews, mock interviews,
dressing for an interview and
resume development.
LINKED VERSUS SPED
Linked Learning CV Special Education
Work based learning
in the real world
which includes job
shadowing,
apprenticeship and
internships.
The District provides
Workability, Transition
Partnership Program in
cooperation with EDD,
enclaves to support students
with cognitive challenges
and the opportunity to
connect with prospective
employers through service
learning.
LINKED VERSUS SPED
LINKED LEARNING CV SPED
Supplemental
instruction in reading,
writing and math to
provide students with
the skills to be
successful.
Utilize targeted
intervention strategies
to ensure students are
able to access
academic courses and
employment
opportunities
successfully.
LINKED VERSUS SPED
LINKED LEARNING CV SPED
HOW DO WE ENCOURAGE STUDENT WITH IEPS TO PARTICIPATE IN
ACADEMIES?
We should consider the removal of educational barriers
which discourage students from applying to the academic.
We should be more flexible accepting students based upon
ability.
We should target recruitment to students who could gain
knowledge from the program. For example a student in SAI
would like to be a home care assistant, athletic trainer,
dietetic technician or food safety specialist. The student has 5th
grade reading skills and 4th math skills, what academy would
you suggest? What career would you suggest based upon the
academic information? What interventions would be needed?
Who would provide the interventions?
WHERE DO THESE STUDENTS BELONG?
Select the academy that you feel would benefit the
student.
Reads/comprehends at grade 4 and performs basic
calculation at grade 7. Student would like to be a chef and
attend Cordon Bleu.
Reads at grade 3 and performs math at grade 4. Student
excels in woodshop, builds items with minimal support,
loves to put things to together and would like to be a set
builder.
WHERE DO THESE STUDENTS BELONG?
Student is non-verbal with pre-primer reading
skills and math skills. Student screams to
communicate but has recently learned 3 signs.
Student reads at 7th grade level but processes
slowly, math skills are age appropriate, takes
pictures and videos with parent who is a
professional photographer.
WHERE DO THESE STUDENTS BELONG?
Student has a diagnosis of Autism and would
like to be a ecologist. He reads has grade level
functioning but tends to perseverate and needs
processing time. He writes extensively on social
issues and marine ecology.
Student is in the Basic Skills program. He
plays the piano and dances. He has been
involved in the dance programs outside of
school and has won awards for dancing in the
community.
DISPROPORTIONALITY
CV has been found disproportionate for the
number of students in special education based
upon race, disability and access over the last
five years.
At this point, the District has cleared the
racial related disproportionate concerns but the
LRE issues remain.