1. An Overview of Special Education Teacher Cadets, D.F.H.S.

2. What is Special Education? Special Education is the educational program designed to meet the unique learning and developmental needs of an exceptional student. It recognizes the unique nature of each individual student. It recognizes the unique nature of each individual student. It is planned specifically to address areas of need for the student with disabilities. It is planned specifically to address areas of need for the student with disabilities. What ‘areas of need’ might Special Education programs address? What similarities/differences do you see between Special Education and General Education?

3. People First Language Speak of the person first, then the disability. Emphasize abilities. Don’t label people as part of a disability group (i.e., “BD kids”) Why have terms used to describe individuals with disabilities changed over the years?

4. Normalization, Deinstitutionalization, Inclusion Wolfsenberger: individuals with disabilities should have opportunities to live a ‘normal’ life. How do we see this principle at work today? What is inclusion?

5. Best Practices for Inclusion Three assumptions: Adequate teacher preparation Adequate teacher preparation Students with disabilities are productive learners Students with disabilities are productive learners Students and teachers are provided with adequate supports Students and teachers are provided with adequate supportsQUESTIONS?

6. Federal Laws Section 504 of the Rehabilitation Act, 1973 PL 94-142 Individuals with Disabilities Act (EHA), 1975 PL 101-476 Individuals with Disabilities Education (IDEA),1990 Americans with Disabilities Act (ADA),1990 PL 105-17 IDEA,1997 PL 107-110 No Child Left Behind Act (NCLB) of 2001 What law has had the most profound impact on how students with disabilities receive services? Why?

7. IDEA Categories of Disability AutismDeaf-BlindnessDeafness Emotional Disturbance Hearing Impaired Mental Retardation Multiple Disabilities Other Health Impaired Orthopedic Impairments Speech or Language Impairment Specific Learning Disability Traumatic Brain Injury Visual Impairment Is it necessary to use categories to label individuals with disabilities? Why or why not?

8. Key Components of IDEA Zero Reject Free Appropriate Public Education (FAPE) Least Restrictive Environment (LRE) Nondiscriminatory Evaluation Due Process and procedural safeguards Technology-related Assistance & Related Services Parental Involvement What do you think is the most critical component of IDEA? Why?

9. Educational Programs Individualized Family Service Plan (IFSP) Individualized Transition Plan (ITP) Individualized Education Plan (IEP) 504/Accommodation Plan What is the difference in these plans?

10. Service Delivery  Regular classroom with no supports  Inclusion with supports  Full inclusion or pull-in programming  Team teaching  Co-teaching  Consultation/collaborative teaching  Resource room (up to 3 hours per day)  Self-contained special education class (most or all of one’s day)  Separate day school  Residential setting

11. Learning Environments for Exceptional Children

12. Placements (1997-98)

13. Individualized Education Programs Required by PL 94-142 (IDEA) and require plans for transition services by age 16 for all students Specifies plans for services, placement, transitional planning, and other assurances Designed after careful examination and assessment by a number of multidisciplinary specialists

14. Purposes of IEPs Instructional direction–Remedy to the ‘Cookbook approach’ Form the basis for evaluation–learning objectives determine effectiveness and efficiency of instruction Improved communication–facilitate interaction and reference between school staff, teachers, parents, and students

15. IEP team members Parents of the student Special education teacher General education teacher Local education agency representative Person to interpret evaluation results Student (when appropriate) Other persons invited by parents or school

16. IEP components Present Level of Performance (PLOP) Annual goals/short-term objectives Related services Program modifications or supports Modifications to assessment Start date for services Frequency, location, and duration of services How progress to annual goals will be measured Procedures for informing parents of progress Transition services (age 14) Transfer of rights before reaching age of majority

17. PLOP and Annual goals PLOP – Provides basis for subsequent goal setting Should be viewed as summaries of strengths and weaknesses Can take a variety of forms Annual Goals – predict long-term goals that can be evaluated clearly Make the IEP measurable Common features? Should be positive, precise, and relevant to student needs

18. Short Term Objectives (STO) Serve as stepping stones toward annual goals Specific representations of the skills to be learned Should be specific, observable, measurable, student-oriented, and positive Must reflect major instructional achievements between current performance level and ultimate goal Typically 3–8 objectives per IEP

19. 504 or Accommodation Plans Accommodation plans are a direct result of Section 504 of the Vocational Rehabilitation Act Students must have an impairment that significantly limits one major life activity Walking Walking Seeing Seeing Hearing Hearing Speaking Speaking Breathing Breathing Learning Learning Working Working Caring for oneself Caring for oneself The school must provide “reasonable accommodations” comparable to those provided to their peers.