ch2 Flashcards
EARLY SPECIAL EDUCATION
18th and 19th century
▪ Parents were unable to receive assistance for
their child with special needs
▪ Separate facilities
▪ Slow learners
▪ Hearing or sight loss
▪ Separate classrooms or separate schools
▪ Special Education meant segregated education
EDUCATION IS A PRIVILEGE BUT NOT A RIGHT
1920-1960 = allowed for special education – not mandated
1930 – student with mild behavioral disorders initiated into schools
▪ mental hospitals were still open for severe emotional problems
▪ Separate schools for children with physical disabilities became popular inthe 1950’s
1950 – Special Schools and classes
students still segregated
▪ But receiving education in educational setting
▪ Research began about mainstreaming and its benefits
▪ mainstreaming is often understood as the placement of a child into a general
education setting without consideration of the supports needed for that child to
succeed.
Changing Era
IDEA Act, 1975
U.S. Congress brought together various pieces of state and federal legislation into one
comprehensive national law. The Education for All Handicapped
Children Act (Public Law
94-142) made available a free and appropriate public education
▪ Affected four million U.S. school-age students with disabilities
▪ Ages of 6 and 21
1986 amendment Education for All Handicapped Children Act
Extended Free and Appropriate Education (FAPE) to preschoolers 3-5 years old
▪ Added infant and toddler program through a multidisciplinary assessment and an
individualized family service plan (IFSP)
▪ Not mandated, but incentivized
1990- Person first language shift
Congress renamed the Education for All Handicapped Children Act the Individuals with
Disabilities Education Act (IDEA)
JOHN F. KENNEDY
Expanded the role of federal government for
students with disabilities
* Provided funding for teacher preparation
classes
* Created The Bureau of Education for the
Handicapped (BEH) now Office of Special
Education and Rehabilitative Services
* Funding began for new projects to meet the
needs of students with disabilities
THE RIGHT TO EDUCATION
Began with the Civil Rights movement
▪ Brown vs Board of Education of
Topeka, Kansas (1954)
▪ Education was reaffirmed as right and not a privilege
▪ Education must be available to
everyone on an equal basis
ORIGINS OF SPECIAL EDUCATION IN THE U.S
Education for All
Full participation for everyone regardless of
race, cultural background, socioeconomic
status, physical disability, or intellectual
challenges.
▪ 1975—education for all began to be applied to
all students with disabilities
1970-Decade of revolution
Almost 20 years after Brown vs. Board of Ed the courts began to address the idea
of Free and Appropriate Education
▪Legislation began to be put in place to provide services for our students with
disabilities
SPECIAL EDUCATION AND RELATED SERVICES
-Zero- Exclusion Principle – IDEA – schools are required
to meet the needs of the student
* Special Education – specially designed instruction
▪ No cost to parent- Free and Appropriate Education (FAPE)
to meet the needs of the student
* Special Education – specially designed instruction
▪ No cost to parent- Free and Appropriate Education (FAPE)
* Related Services
Speech, audiology, occupational therapy, nursing,
counseling.
Excludes medical devices that are surgically implanted or
their replacement
HOW TO RECEIVE SERVICES
The student must be identified as having one of the disability conditions identified in federal law
▪ a demonstrated need for special
education and related services or a
corresponding condition defined in a state special education rules and
regulation
MAJOR PROVISIONS OF IDEA
Free & Appropriate Public Education (FAPE)
▪ Nondiscriminatory and multidisciplinary assessments
▪ Procedural safeguards
▪ IEP-written statement of for delivering FAPE
▪ Every child has the right to an education
FAPE
Free and Appropriate Education
▪ Based on the concept that every child can learn
▪ Supreme Court interpretation
▪ Court case Board of Education the Hendrick Hudson School District vs
Rowley (1982)
▪ Appropriate education includes:
▪ Specially designed instruction and related services
▪ Individually designed to provide educational benefit
▪ States need not provide an ideal education, but must provide a
beneficial one for students with disabilities
NONDISCRIMINATORY AND MULTIDISCIPLINARY
ASSESSMENTS
Testing students in their native language
▪ Preventing cultural or racial discrimination
▪ Validation of assessment tools
▪ Using several pieces of information to make a
decision about placement
Parental Safeguards and Involvement
Designed to get parents involved
▪ To protect students and families from decisions
that could adversely affect the child’s
education
▪ Current road blocks – language,
communication, lack of trust, and inadequate
services coordination
PARTS OF AN IEP
PLAAFP, or Present Level of Academic Achievement and
Functional Performance (some states use) PLOPS
▪ Include strengths and weaknesses
▪ Areas for all team members to add input
▪ Measurable Annual Goals
▪ Progress on prior goals (if applicable)
▪ Statement of Services
▪ If the child does not participate in the general education setting
… why ? What portion of general education?
▪ Accommodations
Least Restrictive Environment
All students with disabilities have the right to learn in an
environment consistent with their academic, social, and
physical needs
▪ Students with special needs to the maximum extent
appropriate, should be educated with their nondisabled
peers
▪ Is a continuum and placement within the continuum is
based on the IEP teams decision for the students LRE
▪ https://youtu.be/UYlktSTIlQY
REFERRAL, ASSESSMENT PLANNING, AND PLACEMENT
Four sequential phases
▪ Initiating the referral- Child find
▪ Assessing students eligibility and education
need
▪ Developing an IEP
▪ Determining the student’s educational
placement in the LRE
REFERRAL
From SST (Student Study Team) or Child –Study Team-
different for each district
▪ Team can modify current instruction
-Early intervening services
▪ Adaptations
▪ Seating
▪ Modifying work but not changing skill mastery requirements
▪ Tutors- peer or adult
▪ Behavior management
▪ General Education teacher responsible for adaptations- GE teacher
takes data on intervention success/failure
FORMAL REFERRAL
Student is not progressing with adaptations presented in Student Success Team meeting
▪ Documentation- Data driven
▪ Classroom tests
▪ Samples of student work
▪ Behavioral observations
▪ Anecdotal notes
▪ Written notice to parents-Assessment plan for signature
ASSESSMENT
School
Observations
Formal testing
Teacher interviews/input
- Home – parent surveys
- All information analyzed to determine if
child qualifies and what category best
describes the child
DEVELOPING THE IEP
individual Education Program (IEP)
▪ Written statement on how the district will deliver FAPE
IEP TEAM
▪ Parents and student (if able)
▪ Special Education Teacher (if applicable)
▪ General Education Teacher (always included)
▪ School District Rep (LEA) (Local Educational Agency)
▪ Professionals providing assessment to interpret
information obtained
CASE MANAGER
Districts outline who is a case manager (typically
speech therapist or special education teacher)
▪ Inform parents and respond to any concerns they may have regarding the IEP process
▪ Assist parents in developing specific goals they would like to see their child achieve
▪ Coordinates scheduling IEP meeting
▪ Lead the IEP meeting
PURPOSE OF THE MEETING
-Document student’s Present Levels of Academic Achievement and
Functional Performance
▪ Agree upon measurable annual goals
▪ Where special education is needed and who’s responsible
▪ Access to General Education
▪ Participation in state testing or district wide assessments or alternative assessment
▪ Beginning dates- IEP will not be in place until parent signs
agreement
▪ When student progress is reported
LRE PLACEMENT
Present levels drive goals, goals drive services, services drive placement
▪ Which placement is the Least Restrictive Environment? Where can goals be reasonably obtained?
▪ Start with full participation in the
general education setting and work
toward the LRE
STANDARDS BASED APPROACH
-Goals are tied to standards
▪ Emphasis on challenging
academics
▪ Scaffolded to meet students where they are at
Section 504
Written Plan
▪ Falls under general education
▪ Reasonable accommodations
▪ To create a fair and level playing field
▪ May be used as a stepping stone from an iEP
