Special EDUCATION January 2016 Substitute Information

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Special Education Confidentiality

Two Confidentiality Laws  Family Educational Rights and Privacy Act of 1976, amended in 1994 (FERPA), and Education for the Handicapped Act, Part B (EHA-B).  Individuals with Disabilities Act of 1991, amended in 1997 (IDEA), amended again in 2004 (IDEA).

FERPA  A federal law that protects the rights of student education records.  There are strict guidelines that enforce the privacy and release of student records.  Provides parent and student rights to access records and permit release of records.

IDEA  Passed in 1975, reauthorized in 1997 and again 2004  Applies to all schools that receive money to serve students with disabilities  Formerly the Education of the Handicapped Act

Importance of Confidentially  If violations are found, federal funds may be withheld  Parents may proceed in a private civil action against the school district  It’s the right thing to do!

What is Confidential Information?  The fact that a student is receiving special education services  The information in educational records  Information gained through observing the student  Information verbally disclosed by family or service providers  Lists of students in special education

How is Confidentiality Violated?  By verbally disclosing information to someone who does not “need to know” (in person or phone)  By sending information or copies of reports to agencies or persons without written parental consent  By allowing unauthorized access to a student’s records  By putting information on social media (Facebook, Instagram, Twitter, etc.)

Considerations  Be aware of where conversations are taking place. (hallways, teachers lounges, public places, restaurants)  Be careful to stick to the facts- no gossip or rumors about the student or family

Helpful Hints  It is important to protect yourself by understanding and following the laws protecting students and families.  All students have the right to privacy  It is our professional responsibility to maintain that privacy  Maintain professional conversations about students while at school and at home

NISD Programs  Content Mastery  Inclusion  PPCD-(3-5 year olds w/disabilities)  PACEE (Providing Academic and Communication in Every Environment)  SLC (Structured Learning Classroom)  SOAR (Social Occupational and Academic Readiness)  Resource/Applied  SEAC (Social Emotional Academic Class)  Job Coach

Information to look for:  Teacher should review the student’s Behavior Plan with substitute or leave in folder for substitute. (Please be careful where you leave this information)  Any information regarding special diets or allergies, nurse visits, behavior contracts and special classroom incentives

Gifts/Candy/Food  It is important to not give students candy or food as many have food allergies or special dietary needs.  Also, no gifts or toys should be given to the students.

Trainings  Non-Violent Crisis Prevention

Disability Characteristics

Autism  Definition: A developmental disability that significantly affect verbal and non-verbal communication, social interaction and is generally evident before the age of three. It may adversely affects a child’s educational performance. Five characteristics or dimensions of autism: Social, communication, cognitive, interests, sensory

Characteristics of Autism Individuals with autism exhibit different combinations of characteristics in varying degrees of severity. It is important to remember that autism is a disruption in the areas of communication, social relatedness, and sensory modalities and interaction with the environment.

6 Key Teaching Characteristics when working with children with Autism  The teacher must: 1. Be organized and consistent 2. Be structured but not rigid 3. Utilize visuals 4. Be able to adjust language to the communication level of the student 5. Maintain high expectations for all learners 6. Have working knowledge of behavior plans and effective teaching methodologies

Behavior Overview As one of the thirteen disability determinations under the Individuals with Disability Act (I.D.E.A.). We refer to mental disorders using different 'umbrella' terms such as emotional disturbance, behavioral disorders, or mental illness. Beneath these umbrella terms, there is actually a wide range of specific conditions that differ from one another in their characteristics and treatment. These include (but are not limited to): Anxiety disorders; Bipolar disorder (sometimes called manic-depression); Conduct disorders; Eating disorders; Obsessive-compulsive disorder (OCD); and Psychotic disorders

Characteristics  Student shows signs of hyperactivity  Short attention span  Impulsiveness  Reacting without thinking of the consequences  Someone who is aggressive or has self-injurious behavior such as acting out or fighting or trying to hurt themselves  Withdrawal from social situations  Excessive fear or anxiety  Immaturity such as crying, temper tantrums, poor coping skills and learning difficulties where the child is performing below grade level

Behavior characteristics cont.  inability to learn that cannot be explained by intellectual, sensory, or health factors.  inability to build or maintain satisfactory interpersonal relationships with peers and teachers.  inappropriate types of behavior or feelings under normal circumstances.  general pervasive mood of unhappiness or depression.  a tendency to develop physical symptoms or fears associated with personal or school problems

Students with emotional disturbances often use inappropriate ways to get attention, such as:  talking back to adults  refusing to do work  making jokes at inappropriate times.  often demonstrate low self-esteem and limited social skills.  often show little regard for classroom rules  lack concentration skills  demonstrate resistance to change and transitions  show some difficulty controlling verbal and emotional outbursts.  These students typically blame others for their shortcomings and try to cover up for poor behavior and actions  unable to work in groups without getting off task,  show diminished regard for personal space and belongings  regularly try to manipulate situations to their benefit.

Students will benefit from:  a structured predictable classroom environment built on trust  boundaries and immediate positive behavioral supports.  Desks/tables are arranged for all students to access their desk/chair easily when retrieving materials.  Visual barriers hindering clear views of instructional areas have been removed.  All materials/supplies have a designated location and are clearly labeled either in cubbies, bins, buckets, or on a shelf.

Acceptance Create environments of acceptance in the classroom. We may not be all the same, but we are all deserving of understanding and acknowledgement of our strengths. Access A curriculum that is accessible to all learners. Modifications, accommodations, and assessment are key components to giving students with special needs access to the general curriculum. High Expectations Never assume that what we are teaching is over our student’s heads. We must always presume competence of our students and give them the support that the need in order to be successful. Shift your focus away from deficits to strengths. The focus is not on “in which” instructional activities the student will participate, but “how”.

We appreciate your willingness to help and support our students!

QUESTIONS?? Contact Special Education Office at: