3. Principals of IDEA ExplainedZero Reject No students are
excludedNondiscriminatory Evaluation Rules to determine
disabilitiesAppropriate Education School must provide individual
plan
4. Least Restrictive Environment Place students with
disabilities in the generalcurriculumProcedural Due Process
Safeguards for students against schoolsParental and Student
Participation Collaboration with parents and adolescents
5. What is inclusion? IDEA definition: Each state must
establishprocedures to assure that, to the maximum
extendappropriate, children with disabilitiesare educatedwith
children who are not disabled. Why is it important? Improves
academic performance of students withdisabilities Improves social
skill of students with disabilities
6. Supplementary aids and services Home-School Placement
Principal of Natural Proportions Restructuring Teaching and
Learning Age- and Grade- Appropriate Placement Eliminating the
continuum of Placements Increasing the Amount of Time in
GeneralEducation Classroom.
7. InclusionGeneral RecommendationsChecklist in order toensure
students arebeing includedResponse to
InterventionIntegratesassessment/interventionTo maximize
studentachievementCan be used to IDstudents with specificlearning
disabilitiesTiered InstructionUniversal Design forLearningSet of
principles forcurriculum developmentthat give equalopportunities to
learnBlueprint for creatinggoalsflexible
8. Differentiated InstructionUsing SEEC Toolkit integrates UDL
instructionalmethodsAccommodationschange that helps
studentovercome/work around thedisabilityCultural Awareness Enhance
self awareness implement culturallyresponsive
instructionModificationa change in what is being taughtor expected
from studentGeneralRecommendationsCont.
9. CharacteristicsEmotionalBehavioralExternalizingBehavior
InternalizingBehaviorCausesBiological CausesSchool FactorsFamily
FactorsStatistics75% of highschool studentsidentified ashaving EBD
aremale and 25% areAfrican AmericanThe prevalence ofEBD is higher
forgirls duringadolescence
10. IL Social Emotional Learning Goal #3 Demonstrate
decision-making skills andresponsible behaviors in personal,
school, andcommunity contexts.Conflict Resolution / Group
Counseling Effective communication Anger management Taking anothers
perspective
12. Characteristics Atypical LanguageDevelopment Atypical
SocialDevelopment Repetitive Behavior Problem Behavior Sensory
& MovementDisorders Differences inIntellectualFunctioningCauses
Biomedical Causes Historical PerspectiveStatistics 1 out of 70 boys
and1 out of 315 girls areidentified as havingASD Prevalence rates
haveincreased in mostcountries African American andLatino students
areless likely to haveASD compared toCaucasian students
13. IL Social/Emotional Learning Goal # 2Use social-awareness
and interpersonal skills to establish and maintainpositive
relationshipsSocial Skills and TransitionSocial and language skills
developmentPost-secondary planning and preparationAssistive
TechnologyAge appropriateEducationalFunctional SkillsLanguage
14. Know where the student standsacademically Keyword
Strategies Mnemonic Devices
15. IL Social Emotional Learning Goal #1Develop self-awareness
and self-management skills toachieve school and life
successLearning to Self-Advocate / Group CounselingDevelop a
self-advocacy planRequest academic accommodationsLearn when and how
to disclose informationUse written information to support advocacy
goals
16. CharacteristicsNeuromotorImpairmentsDegenerative
DiseasesMusculoskeletalDisordersCausesCongenitalAnomalyDiseaseImpairments
fromother disabilitiesStatisticsThe prevalence ofcerebral palsy is
3.6cases per thousandpeopleMore than half of youthwith cerebral
palsyhave an intellectualdisability, 22-40% haveepilepsy, more
than70% have low visualacuity, and 25% havebladder and bowelcontrol
problems
17. Physical
DisabilityRecommendationsClassroomArrangementEasier accessAdaptive
SwitchesAdaptive equipmentused for therapy orday-to-day
livingindependenceBuddy SystemOther students,paraprofessionalsNote
takersOr scribes to help withwriting
18. ResourcesSchool
counseling/ParaprofessionalCommunicationInvolvementAssistive
TechnologyKeeping communication open between the student, parents,
teachers, special educators,paraprofessionals, and any other
important personnelAwarenessBeing aware of the needs of your
students
19. Autism Speaks. Autism Apps. Retrieved
fromhttp://www.autismspeaks.org/autism-apps?tid_1=All&tid=All&tid_2=39821&keys=Bullis,
M., & Cheney, D. (1999). Vocational and transition
interventionsfor adolescents and young adults with emotional or
behavior. Focus onExceptional Children 31(7), 1-24.Connecticut
Parent Advocacy Center, Inc. (2013). Stepping Forward:
ASelf-Advocacy Guide for Middle and High School Students.
Retrievedfromhttp://www.ct.gov/brs/lib/brs/pdfs/guidepostdocs/steppingforward_color_interactive_14.pdfIllinois
State Board of Education. Illinois Learning
Standards:Social/Emotional Learning (SEL). Retrieved
fromhttp://www.isbe.net/ils/social_emotional/ standards.htm
20. Meyer, A. & Rose, D. H., & Gordon, D. (2002,
December). SEEC: Supporting, Engagingand Enhancing Comprehension
for Students in High School . Retrieved
fromhttp://www.cast.org/teachingeverystudent/toolkits/tk_resources.cfm?tk_id=141Salend,
S. J. (1999). The Impact of Inclusion on Students with and Without
Disabilitiesand Their Educators. Remedial and special education, 20
(2), 114-126Southern Poverty Law Center. (2007). SPLC launches
School to Prison Reform Projectto help at-risk children get special
education services, avoid incarceration.Retrieved
fromwww.splcenter.org/get-informed/news/splc-launches-school-to-prison-reform-project-to-help-at-risk-children-get-specialTorreno,
S. (2012, June 6). An Educator's Guide to Teaching Students with
PhysicalDisabilities. Retrieved from
http://www.brighthubeducation.com/special-ed-physical-disabilities/Turnbull,
A., Turnbull, R., Wehmeyer, M. L., & Shogren, K. A., (2013).
ExceptionalLives: Special Education in Todays Schools. (7th
Edition). Pearson.