Chapter One:Special Education
Julianna BurkeySped 413
Critical Legislation
Education for All Handicapped Children Act (EHA)◦Public Law 94-142◦Passed in 1975◦ Initially authorized funding to the states to
assist in the development, expansion and improvement of Special Ed. Programs States had to adhere to provisions in order to
receive federal funds
◦Goal was to provide an appropriate education for special needs students
◦Name changed to IDEA in 2004
Critical Legislation Individuals with Disabilities Act (IDEA) in 2004 Key Components added:
◦ Schools must provide a Free Appropriate Public Education (FAPE) for special needs students If unable to furnish, must provide transportation and related
services when necessary
◦ Special needs students are required to have an IEP (Individual Education Program)
IEP is a Legal written document formed by the multidisciplinary team, parents and student:
Establish learning goals, determine the services the school district must provide to meet those learning goals, and to enhance communication among parents and professional about the student’s program
◦ Transition Planning – Must begin before the student reaches the age of 16 (IEP) Coordinated set of activities to help the student for a life after high school based on
the student’s needs Transition to postsecondary school, vocational training, employment, adult
education, adult services, independent living, community participation
◦ Assistive Technology - Schools must assume maintenance or replacement responsibilities for family-owned assistive technologies
IDEA Key Components Cont.
◦ LRE (Least Restrictive Environment)-Schools must education disabled students in the general education setting as much as possible; explained in the IEP
◦ Parent and Student Participation: Parental Consent must accompany every decision
that affects a child with a disability Parents must consent to the evaluation of a
students education abilities and needs, determination of necessary services, and the placement of their child in special ed.
◦ Procedural Safeguards: Parents have the right to educational records, Obtain in IEE
(Independent Educational Evaluation), Request a Due Process Hearing, Appeal decisions
Section 504Part of the Rehabilitation ActAny student who has a physical
or mental impartment that substantially limits one or more major life activity can qualify
Can be short term or long term disabilities
Students are able to receive a FAPE
ADAAmericans with Disabilities Act
passes in 1990Law establishes guidelines for
employment, public accommodations, transportation, state and local governmental operations, and telecommunication systems
Individuals with disabilities are protected against discrimination
NCLB No Child Left Behind passed in 2001 Was the reauthorization of the Elementary and
Secondary Education Act (ESEA) Intent to better serve special needs students and hold
schools more accountable using scientifically based instruction◦ Annual state standards in language arts and
mathematics for ALL STUDENTS Schools must pass AYP (Annual Yearly Progress) in
order to receive federal funds. If they do not meet AYP, schools are punished and considered “failing”
◦ Funds available for parents to move their children who attend a “failing” school to a better one in order to receive appropriate special educational services
◦ Goal was to 100% of all students graduate from high school!
◦ Set a goal of having all teachers fully qualified by 2006
Standard Based Education
What is taught in public schools, must be tied to the state-derived content and performance standard that now exist in core subject areas of language arts, mathematics, and science◦Purpose to have a common set of
goals and mileposts of all schools in states
◦Began in 2001 with passage of NCLB
Student Accountability
Due to passage of NCLB in 2001, ALL public school students must take state standard tests◦Most students with disabilities will take the
regular statewide tests◦Some students will take the tests using
some type of accommodation◦Some students with more severe needs will
be exempt from the regular statewide tests and will take an alternative assessment Must be documented in their IEP BEFORE they
take the standard tests
InclusionNot just a physical place, timeSENSE OF BELONGING for ALL
CHILDREN◦BE YOURSELF ◦Accepting Differences ◦Disabled students are not judged
Adults are role models: Children see adults accept everyone, they will do the same
RTI (Response To Intervention)
Tier 1: School Wide for All Students, Staff, and Settings:•Uses Evidence-Based Core Curriculum•Delivered by General Education Teacher for All Students•Approximately 80-85% of Students Positively Respond
Tier 2: Supplementary Instruction•Builds Upon Tier 1 – Approximately 15% of students•Delivered in Small Groups Within the General Ed. Room•Uses Strategic, Evidence-Based Instructions
Tier 3: Intense•Delivered by Specialists or Special Ed. Teacher•In Very Small Groups or Individuals – Approx. 5% of Students•Uses Intensive, Evidence-Based Instruction
UDLUniversal Design for Learning
◦Goals to provide an appropriate challenge for ALL students
◦Materials have a fl e x i b l e format, supporting transformation between media and multiple representations of content to support all students
◦Methods are fl e x i b l e and diverse enough to provide appropriate learning experience, challenges, and support for ALL students
◦Assessment is fl e x i b l e to provide accurate, ongoing information that helps teachers adjust instruction and maximize learning
Differentiated Instruction
Intent to maximize each student’s growth and individual success by meeting each students where he/she is, and assisting them in the learning process
Allows special needs students to spend more time in general educational settings
Evidence Based Practice
Due to NCLB and IDEA: Teacher Accountability
Require teachers to use interventions that have evidence that they work with the populations with whom they are being used
Diversity Considerations
Not all students are the sameTeachers must be sensitive to the
diverse needs of their students in order for them to excel in school
Teachers must be knowledgeable about diversity and develop skills to address the needs of every student
Diversity Considerations
Dimensions of Diversity:◦Cultural◦Racial-Ethnic◦Setting (Urban, Migrant)◦ELL◦Economic◦Sexual Orientation◦Intellectual/Cognitive◦Behavioral◦Physical/Sensory
* ONLY 3 align with disabilities
IMPORTANCE
Disabilities are not always visible. No matter what kind of disability a student has (physical, learning, behavioral) they may need help. In the short time frame students are in school; parents, educators, staff and students must all work together to help every student accomplish their goals while meeting their individual needs.