EDA303 Notes PDF

Week 1- Tuesday, Janurary 21st, 2025 Special Ed Acroynoyms 1. IEP- indiviualized education program 2. NOREP- Notice of Recommended Educational Placement 3. PT- Physical therapy 4. ELL- English language learners 5. FBA- Functional Behavioral Assessment 6. BIP- Behavioral Intervention Plan 7. OT- Occupational Therapy 8. SDI- Specially Designed Instruction 9. ESY- Extended School Year 10.ER- Evaluation Report 11.RR- Reevaluation Report 12.PCA- Personal Care Assistant 13.LS- Learning Support 14.LD- Learning Disability 15.ES- Emotional Support 16.WISC- Wechsler Intelligence Scale for Children 17.ADHD- Attention- Deficit Hyperactivity Disorder 18.ID- Intellectual Disabilities 19.RTI- Response to Intervention 20.PBS- Positive Behavioral Supports Special Education What it is and What it is not! It is NOT… A place A subject An identity A placement It is… A service Indiviualized Designed to meet the needs of each child Specially designed instruction (SDI) Definition of Special Education Special Education provides programming to students whose needs cannot be met in the traditional educational setting without specially designed instruction. Special education programs and services adapt content, teaching methodology and delivery instruction to meet the appropriate needs of each child. Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including instructuon conducted in the home, classroom, hospitals and institutions, physical education, and other settings. Three Major Components of Special Education Specially Designed Instruction (SDI) Related Services Suppementally Aids and Services Specially Designed Instruction (SDI): instruction that has been tailored to meet the specific needs of each individual learner Examples: - tests will be read aloud - graph paper will be provided for math computation - extra time will be provided for testing - frequent movement breaks will be provided - powerpoints will be provided prior to lectures Related Services: Supports needed for a student to access instruction Examples: - Transportation - Interpretation Services - Psychological Services - Physical and Occupational Therapy - Speech-Language Pathology Services Supplementary Aids and Services aids, services, and other supports provided in regular education or other settings Examples: word prediction software, large print texts, one-on-one teaching assistant Allows children with disabilities to be educated with their nondisabled peers to the maximum extent appropriate The IEP: Individualized Educational Program An IEP is more than just a written legal document (or “plan”). It’s a map that lays out the program of special education instruction, supports and services kids need to make progress and succeed in school. Who is entitled to special education? Eligible students are entitled to special education from ages 3-21 The child must an identified disability; The disability must adversely (negatively) affect the educational performance; and The child must require a specially designed instructional program 13 Identified Disabilities Qualify for Special Education Autism Deaf-Blindness Deafness Emotional Disturbance Hearing Impairment Intellectual Disability – (In the past this was referred to as mental retardation. Today this is no longer a currently accepted term.) Orthopedic Impairment Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairment Multiple Disabilities Other Health Impairments Incidence of Disabilities High Incidence: make up 80% of students with disabilities - speech/ language - Learning disabilities (more of the kids have this) - Emotional disturbance - Mild intellectual disabilities Low Incidence: make up 20% of all students with disabilities - Severe/ profound intellectual disabilities - Hearing inpairment/deaf/deaf blindness - Orthopedic impairment - Visual impairment - OHI - Traumatic Brain Injury - Autisum - Multiple disabilities Core Principles of IDEA: (Individuals with Disabilities Education Act) 1. Zero Reject: all students with disabilities are entitled to a public education regardless of the nature or severity of their disabilities 2. Child Find: districts are required to alert the public of the services that are available for students with disabilities. They must conduct screenings to assure that students with special needs are identified. 3. Free Appropriate Public Education (FAPE): Students with disabilities are entitled to a free and appropriate public education. Families cannot be required to pay for special education services. 4. Least Restrictive Environment (LRE): Students must be educated in the setting most like that of their typical peers in which they can succeed when provided with their needed supports and services. Continuum of Services 1. General Education 2. General Education with Supplementary Aid and Services 3. Resource Room Support 4. Self-contained Placement 5. Seperate Education Day School 6. Residental Placement 7. Home/Hospital Placement Nondiscriminatory Evaluation Testing that is conducted to determine if a student requires special education must be unbiased: 1. Tests must be conducted in the student’s native language 2. Tests must be appropriate for the child’s age 3. More than one test must be used to assess the presence of a disability 4. A knowledgeable professional must administer the test 5. Assessments must occur in all areas of suspected disability Confidentialiaty Rights Only individuals working with a child have the right to the information regarding the student’s disability. Parents can request to see and obtain all records. A log must kept of anyone accessing the student’s records. Procedural Safegaurds All decisions regarding a child’s placement must be made with parent input. Parents must give written consent for testing, must be invited to all meetings and must give permission for the child to begin receiving special education. Parents must be provided with a copy of the procedural safeguards each time they meet with the school professionals. Due process must be followed in all placement decisions. Additions to IDEA since the original passing of the law: 1. Transition Services: All sixteen year old students with disabilities must be provided a plan to facilitate their transitioning from school to community, employment, college or vocational programs. 2. Transition meetings are also held for infant and toddler programs to preschool programs. 3. Early childhood education: Services must be provided for infants, toddler and preschoolers with disabilities. 4. Assessments: students with disabilities must participate in state and district wide assessment programs. Alternative assessments must be provided for those with severe disabilities. Homework for 1/28/25 Mill v Board of Education Who were the Plaintiffs? Peter Mills-lead, Duane Blacksheare, George Liddell Jr, Steven Gaston, Michael Williams, Janice King, and Jerome James (All Negroes) The issues of the case: - Whether students with disabilities were denied appropriate educational placements - Whether students with disabilities were denied due process when they were excluded from public schools - Whether students with disabilities have the right to a public education, regardless of cost The outcome - Free public education - students were not given due process before being expelled from school. - The court ordered schools to identify and evaluate students who may qualify for special education services. - The court ordered schools to develop procedures for disciplinary hearings that followed the judge's guidelines. - IDEA How it impacted special education students with disabilities are entitled to an education, and that education cannot be denied based on the accommodations' additional cost to the school Chapter 1: As you read your text, you were asked to consider concerns that you may have as a general educator who has been tasked with teaching students with special needs. What concerns did you note? - Scheduling time for therapy - Lacking experience with severe disabilities - Not having enough resources to implement inclusive education Week 2- Tuesday, January 28th, 2025 Principles of IDEA Procedural safeguards Confidentiality Rights Least Restrictive Environment Zero Reject Free Appropriate Education Nondiscriminatory Testing Which core principle of IDEA has been violated? 1. Max is five years old and is a non-verbal child with autism. Despite parental requests for testing, the district has refused to evaluate because of Max’s limited ability to respond to the evaluator- Nondiscrimantory Testing 2. Theo has an intellectual deficit. He comes to school dirty each day with tears in his clothing, no socks and little evidence of personal hygiene In addition, Theo has some offensive habits about which the parents of other students has complained. The district has contacted the family on numerous occasions about the condition of Theo’s presence with no results. The team has decided that Theo will no longer be permitted to attend class until he arrives clean. -Zero Reject 3. Mrs. Park is a new special ed. teacher. She has reviewed the IEP’s of all her students and can’t believe what she has read in many files. At lunch, she shared with her fellow teachers the details of one child’s adoption and the incidents of abuse in another child’s file. -Confidentiality Rights 4. Helen arrives at ABC Elementary School anxious to join the kindergarten class. Evaluations indicate that Helen was unable to recognize alphabet letters, numbers rhyming words, colors or shapes. Furthermore, her language was unintelligible and she was not yet fully toilet trained. The district explained to the parents that Helen would not be able to join the other kindergarteners but would be assigned to a full time special ed. Class.- LRE 5. At last year’s IEP meeting the Jones’ made many unreasonable requests. They wanted their son, Henry, to go horse back riding each day, to attend an aquatic program and to have two personal aides. The meeting lasted hours and resulted in much stress and anxiety for everyone involved. This year the team decided to schedule the meeting for a time when they knew the Jones’ were going to be out of the country. -Procedural Safegaurds 6. EP’s take a long time to write and require weekly progress monitoring. The team decided that if they provided Sam a 504 instead of an IEP, the workload would be greatly reduced. Sam’s parents were somewhat limited themselves so the team was confident the parents would agree to whatever recommendations were made. -Free Appropriate Education 7. Shelly recently qualified for learning support to address her difficulties in reading and math. Shelly’s parents speak no English so the district decided to design Shelly’s programming without their input. -Procedural Safegaurds 8. Tommy has severe autism. He is nonverbal and unable to walk or care for himself. In addition, he has diabetes and severe asthma. The school has decided that it cannot safely meet Tommy’s needs so they have told the parents they will need to homeschool their son. -Zero Rejcet 9. Suzannne is ten years old and has a mild intellectual deficit. Mrs. Jones, the fourth grade teacher, claims that she has had no training in working with children with special needs and refuses to allow Suzanne to be mainstreamed into her class each day for social studies. -LRE 10.Mr. and Mrs. Scott disagree with the district’s recommendation to place their son in a resource room for his reading disabilities. After reviewing his PSSA scores, the district decided that, despite parental concerns, the child needed the extra support in reading and decided to provide services without parental consent. -Procedural Safegaurds The IEP Consists of: 1. Observable, measurable goals 2. Specially designed instruction 3. Supplementary aids and services 4. Related services Pennsylvania Association of Retarded Citizens verses Commonwealth of Pennsylvania Plantiff: The parents of 13 intellectually deficient children in conjunction with the Pennsylvania Association of Retarded Citizens challenged the statutes that excluded intellectually disabled children from receiving a public education. Defendants: Commonwealth of Pennsylvania, State Board of Education, and all school districts within the Commonwealth Question Raised to the Court: Are mentally retarded children entitled to a free public education? Lawyers argued that the fourtenth amendment, which provides the right to equal protection and the right to due process, was being violated because retarded children were not granted a hearing prior to being excluded from public education. Witnesses testified that all children, regardless of their level of intellect, are capable of benefiting from education. Consent Agreement Signed September 1, 1972 - The court ruled that all retarded children between the ages of 6 and 21 were to have access to a free public program of education. - Districts could no longer deny tuition to a mentally retarded student on the same terms as were provided to other exceptional children. - Districts could no longer deny homebound instruction merely due to the absence of a physical disability. - If districts provided a preschool program for students under the age of six, retarded children were to have access to a preschool program that was appropriate for their learning capabilities. Mills verse Board of Education Parents of a child with multiple disabilities who was denied schooling in Washington, District of Columbia petitioned the court to grant their child an appropriate public education. The ruling in the case guaranteed all children, regardless of their disability, be provided a publicly supported education. The case also assured due process safeguards including: the right to a hearing, the right to appeal, the right to have access to records and written notice requirements. These cases led to the eventual passing of a federal law known as the Indiviuals with Disabilities Education Act - Prior to the passing of The individuals with Disabilities Education Act in 1975, students with disabilities were often denied access to public education. Individuals with Disabilities Education Act The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. The law governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B. 1990 Ammendment This amendment calls for many changes to the old law. One of the biggest was the addition of transition services for students with disabilities. School Districts were now required to look at outcomes and assisting students with disabilities in transitioning from high school to postsecondary life. Americans with Disabilities Act Frequently known as ADA, this law was passed in 1990, and mandated that individuals with disabilities should be provided with reasonable accommodations in the workplace and universities. In addition, the law ensured that these individuals could not be discriminated against. 1997 Reauthorization of the Individuals with Disabilities Education Act This amendment calls for students with disabilities to be included in on state and district-wide assessments. Also, Regular Education Teachers are now required to be a member of the IEP team. The Oberti Case 1993 The courts rules that Rafael Oberti, a child with Downs syndrome, was not provided the Least Restrictive Environment for his educational programming. The court ruled that school districts were obligated to consider regular class placement first, with supplementary aids and services before considering alternative placements. Indiviuals with Disabilities Education Act 2004 The law specifies that schools must educate children with disabilities – to as great an extent possible – with their peers who are nondisabled. The least restrictive environment (LRE) principle has provided an opportunity for many students to attend school in the most inclusive setting possible. However, not all children are able to be educated in the regular ed. setting, so districts must provide a continuum of services to meet their needs. The Census Says: More than 60% of all students with disabilities (ages 6-21) were served in regular classes for at least 80% of the day (U.S. National Center for Education Statistics 2023) Least Restrictive Placement in the Continuum of Services Level 1: General education classroom Level 2: General education classroom with consultative services: consultation is provided to suggest assistance and ideas for how to teach and work with the student in regular ed. Level 3: General education with instruction, co- teaching and other services (Itinerant Support) Level 4: General education with resource room support (Supplemental Support) Level 5: Full-time special education classroom Level 6: Special School Level 7: Special facilities, nonpublic school, residential program, hospital setting, etc. Regular Education/ Inclusion The majority of students with special needs can be educated in the regular ed. setting if provided the supports that they require to be successful. This inclusion model requires that special educators and their regular ed. peers collaborate, consult and co-teach to meet the needs of students with disabilities as well as children who may be at risk. The Goal: To ensure that students gain the skills and acquire the knowledge that will allow them to access and be successful with the curriculum that is utilized with their nondisabled peers The Challenge: To determine appropriate ways for students with a wide variety of needs and abilities to access the general curriculum. Resource Rooms When in a resource room, teachers may work with students individually or in small groups. The students come for a block of time each day for their lessons and then return to the general education classroom. The special education teacher discovers how the child learns best and then individualizes the instruction to meet the student’s strengths and weaknesses. Mainstreaming Student is assigned to a special education classroom as his/her primary class but leaves and joins the regular ed. classroom for specific subjects. Self- Contained Classes Students are inside the regular ed. classroom for less than 40% of the day. These groups typically consist of 5 to 10 students and are run by a special education teacher and paraeducator, who takes instruction from the primary teacher. They can cater to a specific group of children who all have the same disability or learning needs, or can be a mixed group with unique abilities. This alternative form of classroom setting provides support and structure for children whose educational needs are not met by a general education. Who attends a self contained program? Self contained programs are usually indicated for children with more serious disabilities who may not be able to participate in general education programs at all. These disabilities include autism, emotional disturbances, severe intellectual disabilities,multiple handicaps and children with serious or fragile medical conditions. Seperate School Program Approximately 3% of students with disabilities are served in a separate school. (U.S. Dept. of Ed, National Center for Educational Statistics (2013) Typically there are two different types of programs available: 1. An educational collaborative where several districts share the cost of running a program Ex: an IU program 2. A privately run program that districts pay for students to attend Who Attends Seperate Schools? - Students requiring intense emotional or behavioral support - Students with severe language-based disabilities: Pervasive development disorders such as autism, severe cognitive delays or extreme communication delays The remaning students would attend: 1. Institutions 2. Home bound instruction/hospital based 3. Correctional facilities Full Inclusion The practice of including all students, regardless of disability, within the general ed. classroom for the entire school day. Special ed. staff and supplemental aids and services provide support within the regular ed. room. Co- teaching, as well as, small group instruction is delivered to meet specific needs. There is a great level of debate regarding the effectiveness of this model. No Child Left Behind (2001) This law called for all students, including students with disabilities, to be proficient in math and reading by the year 2014. Schools were required to demonstrate AYP (adequate yearly progress) toward the goal. Schools that failed to make AYP for two years in a row must offer parents the options to transfer their children to another public school with the district responsible for the cost of the transportation Spoiler alert: 2014 has come and gone and this goal was never achieved. Kids who aren’t eligible for support under IDEA might still be eligible for support under another law called Section 504 of the Rehabilitation Act. A 504 plan can provide accommodations to help kids in school. IEP vs. 504 The IEP Must have been identified with one of the 13 disability categories Must require specially designed instruction Provided through IDEA Contains yearly goals and objectives Requires a pyscheducational evaluation 504 Student has a disability, either physical or mental, that limits a major life function Dos not require specially designed instruction Provided through the Rehabilitation Act of 1973 Has no goals but provides accommodations to help student access the learning environment Qualifies as a result of professional judgement rather than test scores Children with a 504 have needs that can be met by providing support in the regular education setting and without requiring special education. Examples of services are provided under a 504? Occupational therapy Physical therapy Special health services ADHD accommodations Child with asthma may need breaks after exercise Students with allergies may need a “peanut free” lunch environment Student may need a word processor instead of handwriting assignments Diabetics may need daily sugar checks

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