1. HN430 Advocacy for Families & Youth Unit 8 Seminar

2. Announcements Unit 9 Final Projects Due September 6 by midnight PLEASE get it turned in on time – see syllabus for special late policy on this Read the project description carefully Read the grading rubric carefully Start thinking about it now SYNTHESIZE AND APPLY what you have learned throughout the course

3. Final Project Description Your goal in the final project is to create a hypothetical case from one of the groups listed below. Adoption services, foster care services, juvenile delinquency services, PDD/autism services, Mental Retardation services, educational services, grief services, mental health services, or medical needs services. Choose only one of the above groups.

4. Final Project Description Develop a case describing the population and a 2-3 page summary of the child or family's history that needs to be addressed. The history should address any pertinent information that relates to the need for an advocate. This should be a new/unique case You can use intake forms you are familiar with to capture data but present as essay

5. Final Project Description Evaluate the best way to develop services for your scenario and create a 3-5 page proposal discussing the program you want to pioneer. Justify the need and the methodology you are going to employ based on literature research. Include any ethical concerns (rubric)

6. Final Project Description Your project should be between 1,500 and 2,000 words in length, not including your reference page You must include citations and references in proper APA format. Please use the APA Quick Reference under the Course Home button for help with citations. Points will be deducted if your APA formatting is not accurate.

7. Final Project Description Your final paper must be your original work; plagiarism will not be tolerated. Be sure to review the syllabus in terms of what constitutes plagiarism. I will be checking for plagiarism with Kaplan’s Turnitin system. Use citations – but don’t quote large amounts of your paper.

8. Final Project Description Your project also should be written adhering to the guidelines of Standard American English. This means that your thoughts should be well-organized and original. Included in Standard American English is the use of correct grammar, punctuation, and sentence structure. Include a good introduction & conclusion

9. Final Project Description Make sure you are very detailed and specific Use adequate support Incorporate as many concepts from throughout the course as possible Use the Kaplan Library or other academic resources (NO WIKIPEDIA)

10. Questions about the Final Project?

11. The Individuals with Disabilities Education Act – IDEA 2004 1975 – Education of All Handicapped Children Act Reauthorized every five years Provides for a free appropriate public education (FAPE) for students with disabilities Provides parents with Steps to Protect a Child’s Right to Special Education: Procedural Safeguards Establishes the support for IEP referral process

12. Referral Process Prior to referral to special education, a team of educators meets to consider the questions that prompted the referral. Are there steps or strategies that can be pursued to support the student? This is often referred to as the early intervention process or early intervening services. Written request for an evaluation of a student who is suspected of having a disability and who may require special education or related services. Establishes the Planning & Placement Team (PPT)

13. The Planning and Placement Team includes: Parents and when appropriate, the student; At least one regular educator if the child is or may be placed in regular education; At least one special educator or service coordinator for the child; District representative who is knowledgeable of general education curriculum and can allocate resources; Someone who can interpret evaluations; and Others who have knowledge or expertise related to the child.

14. Parent Student Roles and responsibilities at the PPT School Attend Share visions & priorities Ask questions Attend & Participate – when ready Self-advocate Share information Communicate to resolve differences Acknowledge differences Observe the child Review/monitor progress Commit resources Follow procedural safeguards Deliver services

15. Evaluation May include information collected by the school district through informal and formal observations, a review of previous school work, standardized tests, and information provided by teachers, service providers and parents. The written notice of consent to evaluate will include a description of the tests and procedures the district will use to make a determination for special education eligibility.

16. Disability Categories for Eligibility for Special Education Autism Deaf-blindness Deafness Developmental delay (3-5 year olds) Emotional disturbance Hearing impairment Intellectual disability (mental retardation) Multiple disabilities Orthopedic impairment Other health impairment Physical impairment Specific learning disability Speech or language impairment Traumatic brain injury Visual impairment including blindness

17. Individualized Education Program (IEP) The IEP is a written plan that describes in detail the child’s special education and related services the district will provide to meet the student’s individualized needs. The IEP is a legal document. The IEP is developed by the PPT. The IEP is reviewed at least annually. The parents have a right to receive a copy of the IEP within five school days after the PPT is held.

18. IEP Components Prior written notice: Must detail the decisions made regarding eligibility, evaluation, IEP or placement; Must record actions proposed or refused; and Must be provided at least 5 days before the decisions are put into place.

19. IEP Components Special education, related services and other supports must allow for a child to: Advance toward annual goals; Progress in the general education curriculum; Participate in extra-curricular and non-academic activities; and Be educated and participate with children who do not have disabilities.

20. IEP Components Present level of academic achievement and functional performance Describes area of strength and need and Records the impact of the disability on participation in the general education curriculum.

21. IEP Components Measurable Goals and Objectives Must relate to identified areas of need Must be clear and measurable Must note how progress will be measured and reported

22. IEP Components Accommodations and Modifications Accommodations – changes the “how” of what is taught. A change is made to the teaching or testing procedures to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skill. Does not change the instructional level, content or criteria for meeting a standard.

23. IEP Components Modifications Changes the “what” we teach. A modification is a change in what a student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class.

24. IEP Components Details special education, related services and regular education Examples of related services: assistive technology, audiology, counseling, physical, occupational or speech/language therapy, school nurse, psychological or social worker services, transportation

25. Placement Individually determined, based on IEP First consideration must be general education with supplemental services and supports Must be in the “least restrictive environment” (LRE) LRE: “to the maximum extent appropriate children with disabilities are educated with children who are not disabled.”

26. Additional Information US Department of Education http://idea.ed.gov/explore/view/p/,root,dy namic,TopicalBrief,10, http://idea.ed.gov/explore/view/p/,root,dy namic,TopicalBrief,10 Doc Sharing IEP Compliance presentation IEP Guide 1 Navigating Special Education Law IEP Resource Guide