Week three law and research

PROFESSIONAL COLLABORATION AND TRANSITION DEVELOPMENT

EDU 475INSTRUCTOR: BRIAN FRIEDT, PhD

Week three: Law, research, and

collaboration

This week

LawResearchCollaboratively attacking some research

Laws

IDEA 2004 reauthorization of Individuals with Disabilities Education Act Foundational law for special education practice

NCLB Strengthened focus on curriculum standards and required

states and districts to develop challenging academic content standards and assessments.

Not “special education law” per se, but impacts our practice

Section 504 Section 504 of the Rehabilitation Act – ensures access General education initiative, we will largely skim over this

IDEA 2004

Coordination of EI and education for children with special needs with health, rehabilitation and social services agencies.

IEP teamsFAPELRE

Early intervention

We will revisit this component when we talk more specifically about EI and transition

IEP teams

The public agency must ensure that the IEP Team for each child with a disability includes-- (1) The parents of the child; (2) Not less than one regular education teacher of the child; (3) Not less than one special education teacher of the child; (4) A representative of the public agency who knows stuff (5) An individual who can interpret the instructional

implications of evaluation results, who may be a member of the team described earlier;

(6) …other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and

(7) Whenever appropriate, the child with a disability.

FAPE and LRE

Full PowerPoint available here

FAPE and LRE

NCLB

Standards, benchmarks, testing Does “raising the bar” ensure that everyone will jump

higher? Alternate assessment

Adequate Yearly Progress Logical fallacy?

Placement mandated by federal law?

Further provisions

Interagency agreementsFlexibility in use of federal allotment to

provide early intervening servicesRequirements for coordination between Part C

and Part BResources to promote interventions,

behavioral supports and services in interim alternative settings

Resources to support stronger links between schools and community mental health services.

Collaboration & Student Outcomes

Early childhood/ Elementary Years Communication between parents and teachers shown

to be a primary factor in successful transition High poverty districts are the most challenged Essential for early identification Improved social skills


Outcomes in the Middle School Years Academic performance GPA Perceptions of school Student self-perceptions


Secondary & Post-Secondary Self-determination Effective high schools and departments within high

schools are characterized by strong professional collaboration

Research!

Methodology Qualitative Quantitative Meta-analysis

Nature of investigation What does what to what?

Result What happened?

Trustworthiness, accessibility, usability