1

Special Education(Services not Labels)

2

AGENDA (M)

1. Opening Scenario: Precious Cantor2. Pre-assessment3. Presentations on the following topics(Laws, Percentage facts: other current circumstance,Time in gen. ed., Disproportionate, Facts of reality Re: sped)4. Walking Data (Interactive Activity)5. Windows Into the Belief System: the inevitability of assumptions and the normality of failure (Precious Cantor)6. Peeling Back to Examine Other Data 7. Post Assessment 8. Discussion

3

MOPENING ASSESSMENT: PRECIOUS CANTOR - STAFF READPRE-ASSESSMENT

4

Purpose of PD (A)

THE PURPOSE OF THIS PD IS FOR US AS A STAFF TO REALIZE THE IMPORTANCE OF REFLECTING ON OUR TEACHING PRACTICES AND STUDENTS’ BACKGROUND BEFORE WE LABEL THE CHILD WITH A DISABILITY.

LABELING A CHILD WITH A DISABILITY CAN HELP THE STUDENT GAIN NECESSARY SERVICES, BUT GOES HAND IN HAND WITH LONG TERM NEGATIVE CONSEQUENCES.

5

SPECIAL EDUCATION (L)

According to National Dissemination Center for Children with Disabilities (NICHCY)…

Special education is instruction that is specially designed to meet the unique needs of a child with a disability. This means education that is individually developed to address a specific child’s needs that result from his or her disability. Since each child is unique, it is difficult to give an overall example of special education.

6

SPECIAL EDUCATION (L)

A) IDEA (1975) mandates all students to be in Least Restrictive Environment. IDEA also mandates, extra support from counselors and other professionals. B) RTI formed to decreased amount of students being referred to special education, to reduce the segregation and labeling of students and for the transformation of how instruction is delivered in the general ed. classroom

1. Regular class instruction2. Intensified small group instruction3. Individual instructionIF THE STUDENT IS UNRESPONSIVE TO THESE 3 LEVELS, STUDENT MAY BE ELIGIBLE FOR SPED. C) SPECIAL EDUCATION WAS NOT A PLACE, BUT A SERVICE DELIVERY STRUCTURE D) Before Special Education functioned independently, but NCLB now requires students with sped. (95%) To take state mandated testing, which caught the eye of admin. & teachers. As a result, sped. No longer functions independently.

7PERCENTAGE OF FACTS IN SPECIAL EDUCATION (M)

1. Nearly 6 million children receiving sped. services between the ages of 6-212. 67% receiving sped have SLD/speech language3. 20% spend most of their school day outside regular classroom4. fewer than 12% of students are diagnosed with significant cognitive disabilities, such as MR or traumatic brain injury5. 88% are in relatively subjective criteria, such as Mild MR, learning disability, & ED6. 80% of student diagnosed with SLD have reading difficulties

8

DISCUSSION ABOUT CULTURE (M)

A. Indicators that contribute to disproportionate representation1. ELL2. MARGINALIZED STUDENTS3. SOCIO ECONOMIC BACKGROUND4. HISTORY OF FAMILY MEMBERS IN SPECIAL ED.5. LACK OF REFELECTION TO TEACHERS’ PRACTICES IN THE

CLASSROOM (EX: WHAT IS YOUR DISCIPLINE PLAN, UTILIZATION OF SPECIAL ED. STAFF, ACCOMODATIONS/MODIFICATION, ETC.)

6. APPROPRIATE INTERVENTIONS

B. What we need to continue to practice: Student Success Team (SST) – review student files, observe students/teachers in the classroom, develop strategies, & reflect

9

STUDENTS WITH DISABILITIES AND ASSESSMENTS (M)

• Students with disabilities have lower performance on state proficiency exams compared with general education Peers.

• Some special Education Students score in the high range but some score in the low range. Students who score in the high ranges are:

1. Students with visual/speech disabilities2. Students who spent more time in the classroom3. Those with fewer disabilities

10

WINDOWS INTO BELIEF SYSTEMS (A)

Walking Data ActivityDirections

1. You will have 3 minutes to write with an assumption or belief that you belief that is relevant each disability on the cards provided.

2. At the timer please attach the assumption/belief to the actor’s clothing.

11

PEELING BACK TO EXAMINE OTHER DATA (A)

Some of the long term effects of having Special Ed. Labels1. Lower level of academic achievement2. Low graduation ratesFor example: 2001-2002 only 32% of sped students received standard HS diploma, those that finished are more likely to receive alternative certificates instead of a high school diploma3. Drop out rates are higher for sped. students than general education students4. Higher rates of suspension/expulsion

12

ACCELLERATION PLAN (A)

• Consider the Qualifying Disability-All plan components should stem from the premise of the qualifying disability (what is the primary cause of the disability).

• Establish a norm that the team will make a concerted effort to use language accurately when discussing the student.

13

ACCELERATION PLAN CONTINUED (A)

• Incorporate goals that are focused on student’s strengths, academic and non-academic, that will help student reach grade level and self-confidence.

• Focus on a student as an individual and avoid comparison to siblings or generalization based on student’s background.

14

WRAP IT UP (A, M,L)

1. POST-ASSESSMENT2. HOW HAVE YOUR VIEWS CHANGED?