Exceptionalities Guideline John Mitchell Ivy Tech community college Exceptionalities Guideline

Topics Discussed in Today’s Presentation History of Disabilities Exceptionality Plans, Services, and Programs Assessment The Expectation for All Educators

Individuals with Disabilities Education Act (IDEA) According the to textbook, A landmark federal law was passed in 1975: the Education for All Handicapped Children Act. In 1990 this law was amended to become the Individuals with Disabilities Education Act (IDEA). It was reauthorized again in 2004 as the Individuals with Disabilities Education Improvement Act but still is referred to as IDEA. This federal law know as IDEA ensures that your child with a disability has the right to a free, appropriate public education (Hallahan, Kauffman, Pullen, 2014).

What is IEP? Individualized Education Program (IEP)-According to the textbook, This is the legal document that describes the educational services a student receives. The following will show the benefits from this program: The student’s needs have been carefully assessed. A team of professionals and the parents have worked together to design a program of education to best meet the student’s needs. Goals and objectives are stated clearly so that progress in reaching them can evaluated (Hallahan, Kauffman, Pullen, 2014).

Response to Intervention (RTI) According to the textbook, RTI refers to your child’s change (or lack of change) in academic performance or behavior as a result of instruction. Your child will receive quality instruction in the general education classroom before a formal evaluation for special education services. What RTI does? Teachers gather data to determine whether your child is benefiting from that instruction. If your child is unresponsive to quality a research-based instruction by a general educator would a formal evaluation to special education occur (Hallahan, Kauffman, Pullen, 2014)

Moved into a Multitiered Model for Identification What Precautions with RTI are taken if your child is still experiencing difficulties? Moved into a Multitiered Model for Identification Tier 1- A universal screening to identify students who may be at risk of academic failure; implementation quality, research-based instruction; and weekly monitoring of student progress. The teacher monitors the student’s progress in the curriculum and in relation to peers and provides differentiated instruction. If your child’s achievement improves no more action is taken. Tier 2- The student usually receives small-group instruction by a teacher or highly trained assistant three to four times per week with a research-validated program in the areas of difficulty. Interventions should take place for approximately 6-8 weeks. If no improvement then a multidisciplinary team is convened to determine whether your child has a disability and therefore qualifies for Tier 3, which is special education. Tier 3- More intensive intervention provided by a special educator in an appropriate placement to be determined by your child’s IEP (Hallahan, Kauffman, Pullen, 2014).

Services for Special Education Collaborative Consultation- This is when the special education teacher or psychologist acts as an expert who provides advice to the general education teacher. Suggestions given might be changes in the instruction or additional supports, such as behavior plans or school-home notes. Co-Teaching (Cooperative)- Two or more professionals delivering substantive instruction to a diverse, or blended, group of students in a single physical space. Class-wide Peer Tutoring (CWPT)- all students in the general education classroom routinely engage in peer tutoring for particular subject matter, such as reading or math (Hallahan, Kauffman, Pullen, 2014). Many More!

Assessment & Accommodations State and federal policymakers are trying to change the standard-based assessment for students with disabilities. A strong movement, the Common Core State Standards Initiative (2012), calls for all states to accept a common set of standards. Some students with disabilities who are included in standardized measure of achievement are entitled to receive testing accommodations. These are procedures that ensure equitable assessment access for students with disabilities. Alteration of this dilemma will most likely occur in the future because the nature of the situation is for the specific need for your child (Hallahan, Kauffman, Pullen, 2014).

What Are The “Expectations” From Our Educators? Making maximum effort to accommodate individual students’ needs. Evaluate academic abilities and disabilities. Refer for evaluation. Participate in eligibility conferences. Participate in writing individualized education programs (IEP). Communicate with parents or guardians. Participate in due process hearings and negotiations. Collaborate with other professionals in identifying and making maximum use of exceptional students’ abilities (Hallahan, Kauffman, Pullen, 2014).

Expectations From Special Educators Instructing students with learning problems, using evidence-based practices. Managing serious behavior problems. Evaluating technological advances. Knowing special education law (Hallahan, Kauffman, Pullen, 2014).

Internet Resources The United States Office of Special Education and Rehabilitative Services (http://www2.ed.gov/about/offices/list/osers/index.html) provides many links to resources and programs for exceptional children and their teachers. The major professional organization for practioners, policymakers, researchers in special education, with about 40,000 members, is the Council Exceptional Children (CEC) (http://www.cec.sped.org). National Association of Special Education Teachers (http://www.naset.org) for special education teachers (Hallahan, Kauffman, Pullen, 2014). Any Questions to ask me? Email me at JMITCHELL214@IVYTECH.EDU

My Goal and Beliefs My goal as your child’s teacher is to dedicate my career into helping your child succeed. I believe that every should receive an equal opportunity to achieve their own personal goals. Education is the foundation for success!

REFLECTION Explaining everything about Special Education would take multiple meetings and PowerPoints but I have chosen to discuss these certain subjects for a reason. I wanted to explain to you the history of special education, to better understand the ongoing battle for special needs success and opportunities. IEP, RTI, other services, and the expectations of the teachers is vital information that you have the right to know. Informing you and being honest is the example that my school wants to reflect. The IEP not only involves school staff but also you, the parents. Coming together and being honest as a community can only strengthen your child’s weaknesses and our decisions.

Reference Page Hallahan, D., Kauffman, J., & Pullen, P. (2014). 1,2. In Exceptional learners: An introduction to special education (Thirteenth ed., p. 13, 23, 24, 26, 27, 32, 33, 35, 36). Pearson, Allyn Bacon.