Chapter One:Special Education

Julianna BurkeySped 413

Critical Legislation

Education for All Handicapped Children Act (EHA)◦Public Law 94-142◦Passed in 1975◦ Initially authorized funding to the states to

assist in the development, expansion and improvement of Special Ed. Programs States had to adhere to provisions in order to

receive federal funds

◦Goal was to provide an appropriate education for special needs students

◦Name changed to IDEA in 2004

Critical Legislation Individuals with Disabilities Act (IDEA) in 2004 Key Components added:

◦ Schools must provide a Free Appropriate Public Education (FAPE) for special needs students If unable to furnish, must provide transportation and related

services when necessary

◦ Special needs students are required to have an IEP (Individual Education Program)

IEP is a Legal written document formed by the multidisciplinary team, parents and student:

Establish learning goals, determine the services the school district must provide to meet those learning goals, and to enhance communication among parents and professional about the student’s program

◦ Transition Planning – Must begin before the student reaches the age of 16 (IEP) Coordinated set of activities to help the student for a life after high school based on

the student’s needs Transition to postsecondary school, vocational training, employment, adult

education, adult services, independent living, community participation

◦ Assistive Technology - Schools must assume maintenance or replacement responsibilities for family-owned assistive technologies

IDEA Key Components Cont.

◦ LRE (Least Restrictive Environment)-Schools must education disabled students in the general education setting as much as possible; explained in the IEP

◦ Parent and Student Participation: Parental Consent must accompany every decision

that affects a child with a disability Parents must consent to the evaluation of a

students education abilities and needs, determination of necessary services, and the placement of their child in special ed.

◦ Procedural Safeguards: Parents have the right to educational records, Obtain in IEE

(Independent Educational Evaluation), Request a Due Process Hearing, Appeal decisions

Section 504Part of the Rehabilitation ActAny student who has a physical

or mental impartment that substantially limits one or more major life activity can qualify

Can be short term or long term disabilities

Students are able to receive a FAPE

ADAAmericans with Disabilities Act

passes in 1990Law establishes guidelines for

employment, public accommodations, transportation, state and local governmental operations, and telecommunication systems

Individuals with disabilities are protected against discrimination

NCLB No Child Left Behind passed in 2001 Was the reauthorization of the Elementary and

Secondary Education Act (ESEA) Intent to better serve special needs students and hold

schools more accountable using scientifically based instruction◦ Annual state standards in language arts and

mathematics for ALL STUDENTS Schools must pass AYP (Annual Yearly Progress) in

order to receive federal funds. If they do not meet AYP, schools are punished and considered “failing”

◦ Funds available for parents to move their children who attend a “failing” school to a better one in order to receive appropriate special educational services

◦ Goal was to 100% of all students graduate from high school!

◦ Set a goal of having all teachers fully qualified by 2006

Standard Based Education

What is taught in public schools, must be tied to the state-derived content and performance standard that now exist in core subject areas of language arts, mathematics, and science◦Purpose to have a common set of

goals and mileposts of all schools in states

◦Began in 2001 with passage of NCLB

Student Accountability

Due to passage of NCLB in 2001, ALL public school students must take state standard tests◦Most students with disabilities will take the

regular statewide tests◦Some students will take the tests using

some type of accommodation◦Some students with more severe needs will

be exempt from the regular statewide tests and will take an alternative assessment Must be documented in their IEP BEFORE they

take the standard tests

InclusionNot just a physical place, timeSENSE OF BELONGING for ALL

CHILDREN◦BE YOURSELF ◦Accepting Differences ◦Disabled students are not judged

Adults are role models: Children see adults accept everyone, they will do the same

RTI (Response To Intervention)

Tier 1: School Wide for All Students, Staff, and Settings:•Uses Evidence-Based Core Curriculum•Delivered by General Education Teacher for All Students•Approximately 80-85% of Students Positively Respond

Tier 2: Supplementary Instruction•Builds Upon Tier 1 – Approximately 15% of students•Delivered in Small Groups Within the General Ed. Room•Uses Strategic, Evidence-Based Instructions

Tier 3: Intense•Delivered by Specialists or Special Ed. Teacher•In Very Small Groups or Individuals – Approx. 5% of Students•Uses Intensive, Evidence-Based Instruction

UDLUniversal Design for Learning

◦Goals to provide an appropriate challenge for ALL students

◦Materials have a fl e x i b l e format, supporting transformation between media and multiple representations of content to support all students

◦Methods are fl e x i b l e and diverse enough to provide appropriate learning experience, challenges, and support for ALL students

◦Assessment is fl e x i b l e to provide accurate, ongoing information that helps teachers adjust instruction and maximize learning

Differentiated Instruction

Intent to maximize each student’s growth and individual success by meeting each students where he/she is, and assisting them in the learning process

Allows special needs students to spend more time in general educational settings

Evidence Based Practice

Due to NCLB and IDEA: Teacher Accountability

Require teachers to use interventions that have evidence that they work with the populations with whom they are being used

Diversity Considerations

Not all students are the sameTeachers must be sensitive to the

diverse needs of their students in order for them to excel in school

Teachers must be knowledgeable about diversity and develop skills to address the needs of every student

Diversity Considerations

Dimensions of Diversity:◦Cultural◦Racial-Ethnic◦Setting (Urban, Migrant)◦ELL◦Economic◦Sexual Orientation◦Intellectual/Cognitive◦Behavioral◦Physical/Sensory

* ONLY 3 align with disabilities

IMPORTANCE

Disabilities are not always visible. No matter what kind of disability a student has (physical, learning, behavioral) they may need help. In the short time frame students are in school; parents, educators, staff and students must all work together to help every student accomplish their goals while meeting their individual needs.