idea and sec,on 504: suppor,ng students with disabilies · idea and sec,on 504: suppor,ng students...

My Partner For Learning Solutions

IDEAandSec,on504:Suppor,ngStudentsWithDisabili,es

AbbyBowersCapitalRegionESD113

August1,2016

1

Introduc,ons

Ø  WhoamI?Ø  Whoareyou?Ø  Aboutour,meØ  Housekeeping

My Partner For Learning Solutions 2

Objec,ves

1.   UnderstandthecomponentsofIDEAandSec,on504.

2.   Developaplanfortheimplementa,onofaccommoda,onsandmodifica,ons.

3.   Learnavarietyofstrategiesthatsupportstudentswithdisabili,es.


IDEA(SpecialEduca,on)Ø  Federal grant program Ø  Federal/State $ Ø Disability categories Ø  Requires disability, adverse

educational impact & need for SDI Ø  Parent is required IEP team member Ø  Ends at age 21 or completion of high

school.


WhoiseligibleforservicesunderIDEA?

Studentswhodemonstratethecharacteris,csofanyoftheeligibilitycategoriesIFtheirdisabilityadverselyimpactseduca2onalperformanceandrequiresspecializedinstruc,on(3-leggedstool).


EligibilityCategoriesØ  DevelopmentallyDelayedØ  Emo,onalBehavioral

DisabilityØ  Speechorlanguage

ImpairmentØ  OrthopedicallyImpairedØ  OtherHealthImpairedØ  SpecificLearningDisabilityØ  IntellectuallyDisabled


Ø  Mul,pledisabili,esØ  HearingimpairmentØ  VisuallyimpairmentØ  Deaf/BlindØ  Au,smØ  Trauma,cBrainInjury

Whatisadevelopmentaldelay?Aslightdelay(-1.5sd)intwoareas

Or

Asignificantdelay(-2.0sd)inonearea

*Uptothechild’s9thbirthday*


5AreasofDelayforDD

Ø  Cogni,ve(IQ)Ø  Communica,onØ  Social/Emo,onalØ  Self-help/adap,veØ Motor(fineorgross)


Sec,on504Ø Civil rights law Ø No separate funding Ø No qualifying categories Ø  Requires substantial limitation on a

major life activity Ø  Parent participation recommended Ø  504 Plan Ø Continues post-high school


WhoiseligibleforservicesunderSec,on504?

Apersonwhohasaphysicalormentalimpairment,(orrecordofanimpairment,orareregardedashavinganimpairment),

whichSubstan,allylimitsoneormoremajorlifeac,vi,es.


Referral

Aparentofachild,aschooldistrict,apublicagency,orotherpersonsknowledgeableaboutthechildmayini,atearequestforanevalua,ontodetermineifthestudentiseligible.Therequestwillbeinwri,ng,unlessthepersonisunabletowrite.h`ps://youtu.be/KrapFXnZIDE


Who’sResponsible?


Allstudentsaregeneraleduca,onstudentsfirst,andallstaffareresponsiblefortheireduca,on.Thestudent'swri`enplanmustbeaccessibletoeachgeneraleduca,onteacher,specialeduca,onteacher,relatedservicesprovider,andanyotherserviceproviderwhoisresponsibleforitsimplementa,on.

LeastRestric,veEnvironment(LRE)

Eachpublicagencymustensurethat—Tothemaximumextentappropriate,childrenwithdisabili,esareeducatedwithchildrenwhoarenondisabled

and…


LRESpecialclasses,separateschooling,orotherremovalofchildrenwithdisabili,esfromtheregulareduca,onalenvironmentoccursonly……ifthenatureorseverityofthedisabilityissuchthateduca,oninregularclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsa,sfactorily.


PreschoolLRE(ages3-5)Isthechilda`endingaregularearlychildhoodprogram?Yes<10hoursperweekYes>10hoursperweekWheredoesthechildreceivethemajorityofspecialeduca,onandrelatedservices?


PreschoolLRE(ages3-5)Ifthechildisnota`endingaregularearlychildhoodprogram…Wherearetheyreceivingspecialeduca,onservices?Ø  Residenceoffamilyorcaregiver?Ø  Serviceproviderloca,on?Ø Other?


PreschoolPlacementOp,ons

HeadStartKindergartenPreschoolforeligiblepre-KchildreninthepublicschoolsPrivateKorpre-KGroupchilddevelopmentcentersorchildcare


6-21LREHowmuch,meisthestudentreceivinginstruc,oninthegeneraleduca,onclassroom:Ø  80%ormoreofthedayØ  Lessthan40%ofthedayØ  Inseparateschools,residen,alfacili,es,or

home/hospital


WhatAreSchoolDistrict(LEA)RequirementsforLRE?

Each LEA must have a continuum of alternative placements to meet the needs of students with disabilities. The continuum refers to the entire spectrum of placements where a student’s program/plan can be implemented.


Deciding…

Placement decisions must be based on a child’s unique needs and written plan, not on administrative convenience, disability/program label, or allocation of funds.


LREAchildwithadisabilitymaynotberemovedfromeduca,oninage-appropriateregularclassroomssolelybecauseofneededmodifica,onsinthegeneraleduca,oncurriculum.


Accommoda,onsØ  Do not change the construct of the

assignment/ assessment Ø  Give student equal access to learning without “watering down” the content

Ø  Are not to be provided for score enhancement Ø  Must be aligned or matched between

classroom instruction, classroom assessments, district-wide and state-wide assessment


Accommodations allow a student to complete the same assignment/test as the other students but with adjustments in time, format, setting, presentation and/or response.


ExamplesofAccommoda,onsHavestudentrestateinforma,onPre-teachAdap,vewri,ngtoolsSupportauditoryinstruc,onswithvisualsWeeklyhome-schoolcommunica,onSpaceformovementorbreaksExtraverbalandvisualcuesandpromptsAlternatequietandac,ve,meVisualscheduleReinforcementCueexpectedbehavior


Modifica,onsAdjustmentstotherequirementsofanac,vity,assignmentortest.Modifica2onschangetheconstructthroughalteringlanguageload,contentcomplexity,and/orcogni,vecomplexity.


ConsiderUDI

h`ps://youtu.be/bDvKnY0g6e4


Ac,vity1.   Breakintogroupsof2or3.2.   Readyourscenario.3.   Decideonstrategiesyoucanuseto

implementtheaccommoda,onormodifica,on.

4.   Bepreparedtosharewiththewholegroup.


WhatAboutBehavior?

Whatisit?Communica,onthatmeetsaneedtoavoidora`ainsomething.


2014Data

Everyyear,asmanyas8,71033-and4-year-oldchildrenmaybeexpelledfromorpushedoutoftheirstate-fundedpreschoolorpre-kclassroom.MostofthesechildrenareAfricanAmerican.Thisis3,mesthatofolderpeersinK-12.Thirteen,meshigherinchildcarecenters.


Sad,ButTrue


Suspensions/Expulsions

Schoolpersonnelmayremoveastudenteligibleforspecialeduca,onwhoviolatesacodeofstudentconductfromhisorhercurrentplacementtoanappropriateinterimalterna,veeduca,onalserng,anotherserng,orsuspension,fornotmorethantenconsecu,veschooldays.


Suspensions/Expulsions

Withintenschooldaysofsuspensionofastudenteligibleforspecialeduca,onbecauseofaviola,on,theIEPteammustdetermine:1.Iftheconductinques,onwascausedby,orhadadirectandsubstan,alrela,onshipto,thestudent'sdisability

Or2.Iftheconductinques,onwasthedirectresultoftheschooldistrict'sfailuretoimplementtheIEP


Behaviormanagement

1.   Determinetheantecedent(A)2.   Definethebehavior(B)3.   Understandtheconsequence(C)4.   Teachandreinforceareplacementbehavior


Scenario1Serng:duringcenter,meAntecedent:,metochangetoannon-preferredcenterBehavior:knocksmaterialsonthefloor,runstoacornerandhidesConsequence:avoidsswitchingcentersWhichcausesstressanddisrup,on


Scenario2Serng:duringcenter,meAntecedent:,metochangetoannon-preferredcenterReplacementbehavior:Flipstake-a-breakcardfromgreentoredandtakesabreakConsequence:avoidsswitchingcentersWhichcausesli`leornostressordisrup,on


TeachingaNewBehaviorPre-teach

Re-teach

ModelReinforce

Evaluate


MakingItWorkinYourClassroomØ  A`endallIEPand504mee,ngs

Ø  Knowthestudent’sgoalsandaccommoda,onsØ  Implementtheplanasitiswri`enØ  Prepareaccommoda,onsaheadof,me(don’t

waitforfailure)Ø  Takedata(withoutdataallyouhaveisanopinion)Ø  Consultwiththespecialeduca,onteacher


Onesizefitsallfitsnoone


Planning

Whoareyourstudentswithdisabili,es?Whataretheiraccommoda,ons?Howwillyouimplementthem?Whatdoyouneed?


Ques,ons


idea and sec,on 504: suppor,ng students with disabilies · idea and sec,on 504: suppor,ng students...

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