assessing and teaching students with mild/moderate disabilities chapter 1 iep legal requirements...

Assessing and Teaching Students with Mild/Moderate Disabilities

Chapter 1 IEP Legal Requirements Writing PLOPs

Legislation

Rehabilitation Act of 1973 (Section 504) Education of all Handicapped Act of 1975 -

PL 94-142 (Access) Reauthorized in 1986, 1990 (became IDEA),

1997, 2004 (became IDEIA, brought into line with NCLB)

ADA - PL 101-476 (1990)

Cecil D. Mercer and Ann R. MercerTeaching Students with Learning Problems, 7e

Copyright ©2005 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458

All rights reserved.

Categories of Disabilitiesthat Qualify for Service

specific learning disabilities

speech or language impairments

cognitive disabilities (EMR, DH)

emotional disturbance multiple disabilities hearing impairments orthopedic impairments




other health impairments (ADD can fit this category) visual impairments autism deaf-blindness traumatic brain injury deafness developmental delays (preschool)

Characteristics of Studentsat Risk for Failure disabilities poverty limited family support cultural differences language differences excessive absenteeism substance abuse mental or physical health issues




Prominent Values in American Schools vs Values of Culturally Diverse Groups

Cognitive Characteristics of Students with Learning Problems

• cognitive and metacognitive deficits• low academic achievement• poor memory and/or comprehension• attention problems and hyperactivity• perceptual disorders (auditory, visual)•development of one or more “defense mechanisms” •frequently “right brained”




Behavioral Characteristics of Students with Learning Problems

adaptive behavior deficits

disruptive behavior withdrawal Cecil D. Mercer and Ann R. Mercer

Teaching Students with Learning Problems, 7e



Individualized Instruction

enables students to work on appropriate tasks or content under conditions that motivate.

does not imply that all students receive one-to-one instruction.

tailors daily instruction to students’ unique educational needs.

can occur within various educational arrangements: classroom, resource room, tutoring

matches the learner, the task, and instructional interventions.




What is special education?

Specialized instruction Methodology, content, tasks geared

to unique needs of SWD Can be delivered in regular

classroom, special classroom or building

Students require specialized instruction that cannot be delivered in the regular ed setting without special education aids, supports, or services

Basic Educational Rightsfor Students with Disabilities

nondiscriminatory evaluation right to a free and appropriate education

(FAPE) least restrictive environment (LRE) provision of supplementary aid and

services access to general education curriculum a word about confidentiality




Components of an IEP




•Demographics•Vision•Statement of Present Levels (PLOPs)•Long term goals (benchmarks/objectives)•Transition (age 14 and up)•Services and Accommodations•Least Restrictive Environment•Testing Participation/Accommodations•Assistive Technology•Signatures

Computer Applicationsin IEP Management

Create new IEPs Monitor procedural guidelines. Update records. Analyze and interpret data. Monitor academic progress.




Source: From Student with Learning Disabilities (p. 213) 6th ed., by C. D. Mercer and P.C. Pullen, 2005, Upper Saddle River, NJ: Merrill/Prentice Hall. Copyright 2005 by Pearson Education. Reprinted by permission.




Rationale for REI Regular Education Initiative – Civil rights issue Some students with learning or behavioral

problems may need special services but not qualify to receive them.

Special education system leads to stigmatization of students.

In special education, the emphasis is on failure rather than on prevention.

Special education system does not lead to cooperative school–parent relationships. (Will, 1986)

Problem-Solving Stagesfor Collaborative Consultation




1. goal/entry2. problem identification3. intervention recommendations4. implementation/ recommendations5. evaluation6. redesign

Team Approachesto Increase Consultation Time

teacher assistance teams (TAT) intervention assistance teams coaching/mentoring peer collaboration (PLCs) cooperative teaching modified block scheduling




Components ofSuccessful Conferences

establishing rapport obtaining pertinent information providing information collaborating with parents summarizing the conference and planning

follow-up activities evaluating the conference keep focus on the student – we all want what is

best




assessing and teaching students with mild/moderate disabilities chapter 1 iep legal requirements...

Documents

mercer teaching students

pearson education

learning problems cognitive

students unique educational

upper saddle river

new jersey

special education aids

special classroom