Teaching Exceptional Diverse and At Risk Students in the General Education Classroom Fourth Edition Sharon Vaughn Candace S Bos Jeanne Shay Schumm Copyright 2007 by Allyn Bacon Chapter 1 Special Education and Inclusive Schooling This multimedia product and its contents are protected under copyright law The following are prohibited by law any public performance or display including transmission of any image over a network preparation of any derivative work including the extraction in whole or in part of any images any rental lease or lending of the program Copyright 2007 by Allyn Bacon IDEA Individuals With Disabilities Education Act IDEA All children with disabilities receive an appropriate education through special education and related services Copyright 2007 by Allyn Bacon Primary Characteristics of IDEA Zero reject Free appropriate public education Child Find Age birth to age 21 Individualized Education Plan IEP Least Restrictive Environment Due Process Confidentiality of Records Advocacy Noncompliance Parent Participation Copyright 2007 by Allyn Bacon Recent Influences on IDEA The No Child Left behind Act NCLB of 2001 was enacted to provide a framework on how to significantly improve elementary and secondary schools Copyright 2007 by Allyn Bacon No Child Left Behind NCLB of 2001 NCLB addresses a number of issues Increased accountability School choice Greater flexibility for states school districts and schools Putting reading first Copyright 2007 by Allyn Bacon Influential Court Cases 1971 Pennsylvania Association for Retarded Children v Commonwealth of Pennsylvania PARC 1972 Mills v Board of Education of the District of Columbia 1982 Board of Education of Hendrick Hudson Central School District v Rowley 1988 Honig v Doe 1999 Cedar rapids v Garret F Garret Copyright 2007 by Allyn Bacon Key Provisions of IDEA 2004 Promotion of standards for all students Eligibility determinations within 60 days Use of response to intervention model instead of discrepancy model Increase federal funds for early intervention Eliminate short term or benchmark objectives in IEP except for students taking alternative assessments Copyright 2007 by Allyn Bacon Key Provisions of IDEA 2004 continued Eliminate short term or benchmark objectives in IEP except for students taking alternative assessments Raise certification standards for current and new special education teachers Provide flexibility in state funding Levy sanctions for states that do meet standards of implementation Outline policies to prevent inappropriate or disproportionate identification of students by race or ethnicity Copyright 2007 by Allyn Bacon The Vocational Rehabilitation Act Prevents any private organization that uses federal funds or any local or state organization from discriminating against persons with disabilities Copyright 2007 by Allyn Bacon Steps in Special Education Process Step 1 Initial referral Step 2 Individual evaluation Step 3 Determining Eligibility Step 4 Individualized Education Plan IEP Step 5 Annual review reevaluation Copyright 2007 by Allyn Bacon Least Restrictive Environment Students are best served in the settings in which they can learn Most will receive services in the general education classroom with support services as necessary Placement in a more restrictive environment must be made on a student by student basis Copyright 2007 by Allyn Bacon Determination of LRE Has the school taken steps to maintain the child in the general education classroom Benefits of placement in general education with supplementary aids and services versus special education Effects on the education of other students Copyright 2007 by Allyn Bacon Determination of LRE continued If the students is being education in a setting other than the general education classroom is he or she interacting with nondisabled peers to maximum extent possible Is the entire continuum of alternative services available from which to choose an appropriate placement Copyright 2007 by Allyn Bacon Placement in Special Education Full time placement Part time Placement Special School or Residential Facility Homebound Instruction Copyright 2007 by Allyn Bacon The Individualized Education Program IEP Developed and implemented by the multidisciplinary team MDT Copyright 2007 by Allyn Bacon IEP Must Include Student s present levels of performance Measurable annual goals Special education and related services to be provided to the student Statement of program modifications or supports An explanation of the extent if any to which student will not participate with nondisabled peers Copyright 2007 by Allyn Bacon IEP Must Include Individualized modifications for state or district wide assessments Projected date for the beginning of services How progress towards annual goals will be measured method to inform parents of their child s progress toward annual goals A transition statement Copyright 2007 by Allyn Bacon Persons Who are Required by law to Attend the IEP Meeting Representative of the local education agency School representative other than the teacher Parents or guardians Student Student s teacher Others whom the parents or school believe can help develop the IEP Copyright 2007 by Allyn Bacon Multidisciplinary Team MDT Should Include Representative of the local education agency Classroom teacher Special education teacher Parents Evaluation specialist Student Professionals from related services Copyright 2007 by Allyn Bacon Related Services for Students with Disabilities Speech Therapy Audiology Psychological Services Physical Therapy Occupational Therapy Recreation Early Identification and Assessment Copyright 2007 by Allyn Bacon Related Services for Students with Disabilities continued Counseling Medical and school health services Transportation Social Work Recreation Orientation and Mobility Services Copyright 2007 by Allyn Bacon Responsibilities of Classroom Teachers Participating in the referral and planning process Response to instruction Consultation Adapting Instruction Collaboration Copyright 2007 by Allyn Bacon Prereferral Assistance Team Provide suggestions to classroom teachers Accommodate students academic and behavioral needs Reduce the need for referral to special education Assist the teacher with the referral process if necessary Copyright 2007 by Allyn Bacon What are Disabilities Orthopedic Mental retardation Hearing impairments Vision impairments Speech and language impairments Learning Disabilities Serious Emotional Disturbance impairments
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