1. Disabilities and Special Education
Is it real or isn’t it?

2. Did you know there are over
Did you know there are over ??? million people in the world today with some type of disability?
Think about that number for a minute-the population of the state of California is about 30 million people. The population of the United States would only equal one third the number of disabled people there are in the whole world!
750

3. Disabilities can be Visible or Invisible
Some disabilities are visible, such as a person in a wheelchair. Other disabilities are invisible, like an individual with a learning disability. Even though you cannot see a person’s disability does not mean they do not have one.

4. Round Table Discussion
Find a partner
Have each person identify someone they know (without using names) out of the 750 million people that have a disability. Also please identify if it is a visible or invisible disability.
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5. Famous People with a Disability
Bill Gates Learning Disability, Dyslexia, ASD, ADHD
Elvis Presley Diabetes, Migraines,
Einstein ASD
Ozzy Osbourne Dyslexia
Axl Rose Bipolar
Jim Carey Bipolar
Elton John Epilepsy
John Lennon Learning Disability
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6. Famous People with a Disability
Dan Aykroyd ASD
Mark Twain ASD
Thomas Jefferson ASD
Beethoven ASD
Thomas Edison ASD
Mozart ASD
Van Gogh ASD, ADHD
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7. Famous People with a Disability
Issac Newton ASD, ADHD
Emily Dickinson ASD, ADHD
Henry Ford ASD
Ben Franklin ADHD
Christopher Columbus ADHD
Walt Disney ADHD
Magic Johnson ADHD
Babe Ruth ADHD
Will Smith Learning Disability

8. Famous People with a Disability
Whoopi GolbergLearning Disability (Dyslexia)
Tom Cruise Learning Disability (Dyslexia)
Bruce Willis Speech (Stuttering)
Tiger Woods Speech (Stuttering)
Julia Roberts Speech (Stuttering)
Catherine Zeta-Jones Bipolar
Billy Joel Depression
Brooke Shields Depression

9. Famous People with a Disability
J.K. Rowling Suicidal Depression
Princess Diana Post-Partum Depression and Self-Mutilation
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10. Brief Overview-Special Education Law and Rule
People who are identified as a person with a disability may qualify for Special Education Services or 504 which fall under the American with Disabilities Act.
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11. PL (IDEA) (IDEA 2004)
In 1976 Public Law was signed into law.
The law guaranteed children with disabilities a free appropriate public education in the least restrictive environment.
The law states that children with disabilities have a legal right to be in and participate in public education with children who are not disabled.
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12. PL-94-142 (IDEA) (IDEA 2004) Individuals with Disability Education Act
Prior to 1976 parents of children with disabilities:
Kept their child at home
Sent their child to an institution
No hope, No help, No school in most states
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13. IDEA assures that…….
All children with disabilities and their families have a civil right to access a Free and Appropriate Public Education in the Least Restrictive Environment.
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14. Minnesota Statutes 2002-Least Restrictive Environment
125A.08 School District obligations
To the maximum extent appropriate, children with a disability are educated with children who are not disabled, and that special classes, separate schooling, or removal of children with a disability from the regular education environment occurs only when and to the extent that the nature or severity of the disability is such that education in regular classes with the use of supplementary services cannot be achieved satisfactorily.
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15. Concept of LRE
Requires a pupil be educated with their general educated peers to the fullest extent possible based on their individual student needs.
Each District is required to have a full array of services, ranging from full inclusion to the most restrictive residential placements.
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16. Placement Options Setting I Setting II Setting III Setting IV
Student needs resource room services for less than 21 percent of the school day.
Setting II
Student needs resource room services for percent of the school day.
Setting III
Student needs resource room for more than 61 percent of the school day. (Ex. Center base Programming)
Setting IV
Student needs greater than 50 percent of the school day in a separate Resource facility. (Ex. Bell Center)
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17. How does a student become eligible for special education?
Student must meet state criteria in one of the 13 categories of disabilities and be in need of special education.
The lack of progress cannot be due to lack of instruction, language, or cultural differences. (Exclusionary Factors)
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18. What is the process? Prevention Interventions should take place
Pre-referral-Two documented interventions must be completed in regular education prior to referral
Referral-Teacher completes referral checklist
Student Study Meeting-Needs to include a multidisciplinary team
Written parent permission to evaluate
Evaluation-Must be completed within 30 school days
Team meeting to go over results and complete criteria checklist
Complete IEP if they qualify using criteria and they have a special education need.
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19. Possible Disability Areas
Speech/Language Impairment (SpL)
Learning Disability (SLD)
Emotional/Behavioral Disorder (E/BD)
Other Health Disability (OHD)
Developmental Cognitive Delayed: (DCD)
Mild to Moderate
Moderate to Severe
Development Delayed (DD) up to the age of 6 yrs. 11 months
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20. Possible Disability Areas
Autism Spectrum Disorder (ASD)
Deaf/Hard of Hearing (DHH)
Physical Impairments (PI)
Traumatic Brain Injured (TBI)
Blind/Visual Impairments (VI)
Deaf/Blind
Severely Multiply Impaired (SMI)- Needs to meet two or more of the above
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21. Special Education Students currently identified
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22. Required IEP Team Members
Case manager
Teacher licensed in the disability area of the student
Regular education teacher
Parent
Principal or District Representative
Optional members-may include other special education service providers, outside agencies, etc.
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23. Legal Standards for IEP
Once special education services are obtained and an IEP (Individual Education Plan) is written it becomes a legal binding document.
Must be provided in the LRE
Must provide FAPE (Free Appropriate Public Education)
Be reasonably calculated to benefit the child
Must be reviewed annually to develop a new IEP
Expires one year from the date of Implementation
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24. Implementation of the IEP
All staff are obligated under law to provide the special education services, accommodations, and modifications as described in the IEP.
The parents are to receive progress reports on special education goals and objectives as often as parents on students without disabilities receive progress reports. (Ex. Report Card)
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25. Is having a disability real?
What do you think? (Activity)
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26. What does it feel like to have a disability (Students Perspective)?
Feelings about having ADHD as told by a young man with ADHD
People seem to have more tolerance for disabilities they can see. They wouldn’t tell someone in a wheelchair that all she needs to do is stand up and walk. People are also tolerant of mental conditions. A person with mental retardation is not expected to do Algebra.
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27. Feelings Continued
We also don’t tell someone with Alzheimer’s who is lost, confused, and scared that all he needs to do is look at a map.
Then why are people with ADHD expected to be able to just sit down and focus?
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28. Feelings Continued
ADHD is a disorder that most people just can’t comprehend. People can put themselves in the place of a person in a wheelchair, and everybody knows the feeling of being lost and scared. People don’t understand taking forty-five minutes just to get started on homework.
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29. Feelings Continued
Most people with ADHD try really hard. Success is never taken for granted and is constantly strived for. People don’t understand the personal failure of a full day of trying to get something done and ending up with nothing.
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30. Feelings Continued
A dripping faucet is a distraction to anyone. A person who does not have ADHD will get up and stop the dripping faucet, then return to their homework. A person with ADHD may go fix the faucet with every intention of going right back to the homework, but become distracted and not get back to work for an hour.
Does this mean I am lazy or making bad choices? Is it real?
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31. What can we do?
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32. We can work together to educate a child on their journey in education
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33. Special Education
Students are like (Tommy) the little engine that could
I think I can, I think I can
General Education teachers are like the rails
Who keep them on track heading in the right direction
Special Ed staff and Admin. are like the railroad ties
Who support the general education teachers and student
Accommodations are like the spikes
that hold things in place to make sure Tommy has a smooth ride.
Modifications are like the switches in the track
for an alternate route to graduation
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34. Derailment or Non-movement
Derailment or non-movement of the train happens when the students needs, accommodations/modifications and/or services are not met.
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35. It is my prayer that you will be an integral part of each child’s journey through education.
Be a collaborator, a team player, an advocate for each individual child
Remember to ASK if you don’t understand how to best meet a child’s needs
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