By Holly Barnes EDAD 689 February 9, 2011

 IDEA (Individuals with Disabilities Education Act) Mental retardation Hearing impairments Speech and language impairments Visual impairments Serious emotional disturbance Orthopedic impairments Autism Traumatic brain injury Specific learning disabilities Other health impairments (ADHD)

 The law does not assume that every student with a learning disability needs special education. It has to be determined that the student needs “specifically designed instruction” to learn

 1. Child is identified (teacher, parents)  2. Child is evaluated (SPED teacher/ Independent Evaluation– on the schools dime  3. Eligibility is decided Group of professionals and parents– use IDEA guidelines

 5. IEP is scheduled Parents, teachers, anyone parents invite  6. IEP is held and written SPED teacher, parents, and student  7. Services are provided School’s responsibility to make sure IEP is followed  8. Progress is measured and reported to parents

 9. IEP is reviewed IEP team, parents, school officials, student  10. Child is re-evaluated

 Free Appropriate Public Education Everyone has the right to FAPE All Special Education is without cost to parents and must be provided. Board of Education v. Rowley, 1982  Less stringent standard: “permit the child to benefit educationally”

 1997: Least Restrictive Environment (LRE) “Special education is not a place, but a set of services to support a child with disabilities in order for them to succeed in general education classrooms.” Regular education is the preferred setting.

 Give parents all records related to their child  Give parents opportunity to participate in identification, evaluation, educational participation, and provision of free appropriate public education (FAPE)  District/School must have procedures to protect the child’s rights if the parents of the child are unknown.

 Parents must be given written prior notice if you propose or refuse to change anything  District/School must ensure that written material is in parents’ native language  Parents must be given the opportunity for mediation.  Parents must be given the opportunity to present complaints Ie: a hearing request form  Keep documentation on EVERYTHING!!!

 Acquire a knowledge and understanding of special education laws and programs  Educate school staff and parents so they are well-informed  Continuously communicate the importance of addressing the needs of ALL children in school planning and operations

 “What are the school’s expectations for ALL students, including those with disabilities?”  “How will the school address the special educational needs of students with disabilities within the context of the total school program?”

 SPED teachers leave the profession at a higher rate than general education teachers. Work load!!! Feel excluded Feel misunderstood  Love your Special Education Teachers!!!

 Principals should have to write an IEP to see how time consuming it is.  Spring is IEP season– leave SPED teachers alone.  Realize that pacing will be different in a SPED class.  Principal should understand that when a SPED child is put out of school for 3-5 days the SPED teacher should complete a Functional Behavioral Assessment and have a meeting to put a Behavior Intervention Plan in place. If this isn't done and the child has to go to manifestation, little will be done without showing that an attempt to change inappropriate behavior was implemented.

 Patterson, J.S. (2001). School leaders guide to special education: essentials for principals. National Association for Elementary School Principals, Retrieved from 4.pdf