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Overview of Secondary Special Education

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Presentation on theme: "Overview of Secondary Special Education"— Presentation transcript:

1 Overview of Secondary Special Education
EDUC 4580/MEDUC 6580

2 Six Values to Guide Teaching
Envisioning Great Expectations Enhancing Positive Contributions Building on Strengths Acting on Choices Expanding Relationships Ensuring Full Citizenship

3 History of Discrimination
Cases Prior to IDEA that Prohibited Discrimination Separate Is Not Equal Brown v. Board of Education (1954) Free Appropriate Public Education Pennsylvania Association for Retarded Citizens (PARC) v. Commonwealth of Pennsylvania (1972) Applied to students with mental retardation; FAPE, LRE, periodic review, procedural due process Mills v. Washington, DC, Board of Education (1972) Extended PARC to all students with disabilities. Honig v. Doe (1988) Students with disabilities cannot be excluded for disability-related behaviors from school. Timothy W. v. Rochester School District (1989) FAPE must be provided to all children with disabilities. Nondiscriminatory Assessment Diana v. State Board of Education(1970) Assessment must be in the student’s native language. Larry P. v. Riles (1981) IQ tests cannot be used as sole basis for placement into special education.

4 IDEA Categories Specific learning disabilities Emotional disturbance
Mental retardation Autism Other health impairments Orthopedic impairments Traumatic brain injury Speech or language impairments Hearing impairments, including deafness Visual impairments, including blindness Deaf-blindness Multiple disabilities Developmental delays (for children aged 3-9)

5 Individuals with Disabilities Education Act (IDEA)
Originally Called - Education of All Handicapped Students Act of 1975 (PL ) Six Principles of IDEA (PL ) Least restrictive environment Appropriate education Procedural due process Parent and student participation Nondiscriminatory evaluation Zero reject Five Provisions of IDEA IEP LRE Nondiscriminatory testing Confidentiality

6 Components of an IEP A statement of the child’s present levels of performance. A statement of measurable annual goals, including benchmarks or short-term objectives. A statement of the special education and related services and supplementary aids and services to be provided to the child. An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class or other school-related settings. A statement of any individual modifications in the administration of State or district-wide assessments of student achievement. A projected date for the beginning of the services and modifications. A statement of how the child’s progress will be measured and how the parents will be informed. Beginning at age 14 (or younger if appropriate) a statement of the transitions services needed.

7 Cascade of Services Level I - general education classroom
Level II - general education plus supplemental services Level III - part-time special class Level IV - full-time special class Level V - special stations Level VI - homebound Level VII - hospital/in-patient programs

8 Other Federal Laws Entitlements and Services Rehabilitation Act – 1973
Section 503 –affirmative action plans to recruit, train, and hire individuals with disabilities, and provide reasonable accommodations to individuals with disabilities Section 504 – equal access to programs, jobs, and housing Technology-Related Assistance to Individuals with Disabilities Act (Tech Act) – 1988 Prohibition of Discrimination Section 504 of the Rehabilitation Act – 1975 Americans with Disabilities Act (ADA) – 1990 – expands Rehabilitation Act of 1973 to include all public and private employers, services, and facilities.

9 Factors Undermining the Success of Secondary Special Education
Limited recognition of the need for services at this level. The inflexible structure of regular secondary education Curricular emphasis of regular secondary education. Inadequate teacher preparation. Lack of theoretical and empirical support Lack of appropriate materials

10 Goals of Secondary Special Education (Deshler, Schumaker, & Lenz, 1984)
To be placed in the least restrictive environment. To earn a high school diploma, for which they may have to pass minimum competency exams. To develop independent learning skills that will enable them to acquire information in new environments To demonstrate social competence so that they will be able to function in employment and other community settings To prepare for a career.

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