Personalized Learning Notes PDF

**Instructions:** Use this graphic organizer to reflect on your development as you learn more about policies, practices, and legal requirements. This will help you prepare for your performance assessments.\ \ Complete the notes column for each topic in the course. Reflect on how the topics could be...

**Instructions:** Use this graphic organizer to reflect on your development as you learn more about policies, practices, and legal requirements. This will help you prepare for your performance assessments.\ \ Complete the notes column for each topic in the course. Reflect on how the topics could be demonstrated in professional settings such as in your interactions with WGU instructors, program mentors, or in a P -- 12 classroom setting. +-----------------------------------+-----------------------------------+ | **Lesson 1: Policies and Legal | | | Requirements of IDEA** | | +===================================+===================================+ | **Topic** | **Notes** | +-----------------------------------+-----------------------------------+ | Six Fundamental Principles of | The primary purpose of IDEA is to | | IDEA | guarantee that all children, | | | regardless of their disabilities, | | | have the right to a free and | | | appropriate public education. | | | This law means that schools must | | | provide special education | | | services tailored to each | | | student\'s individual needs at no | | | cost to their families. IDEA also | | | aims to prepare students with | | | disabilities for further | | | education, employment, and | | | independent living after school. | | | | | | 6 core principles of IDEA: | | | | | |    Free and Appropriate Public | | | Education (FAPE): All students, | | | regardless of ability, receive | | | education tailored to their needs | | | at no cost. | | | | | |    Appropriate Evaluation: | | | Accurate evaluations to identify | | | and address students\' specific | | | needs. | | | | | |    Individualized Education | | | Programs (IEPs): Customized plans | | | outlining goals and support for | | | each student with a disability. | | | | | |    Least Restrictive | | | Environment (LRE): Students with | | | disabilities are included in | | | general education settings | | | whenever possible. | | | | | |    Parent and Student | | | Participation: Families and | | | students are actively involved in | | | decision-making. | | | | | |    Procedural Safeguards: | | | Ensures students\' and families\' | | | rights are protected, | | | guaranteeing fair processes in | | | educational matters. | +-----------------------------------+-----------------------------------+ | History and Evolution of Special | Students with disabilities were | | Education Law | excluded from public schools | | | before the 1970's until 1975 when | | | the Education for All Handicapped | | | Children Act(EACHCA) was | | | enforced. Also known as Public | | | Law 94-142, which guaranteed FAPE | | | in the least restrictive | | | environment and required IEPs for | | | students with disabilities. | | | | | | It was renamed IDEA in 1990, | | | expanding protections and | | | promoting inclusivity. It also | | | introduced early intervention, | | | transition planning, and | | | increased parent involvement. In | | | 1997, it included alternative | | | means of addressing dangerous and | | | disruptive behaviors while at the | | | same time continuing the | | | instructional and positive | | | behavioral supports necessary to | | | help students with disabilities | | | meet their educational goals. | | | Current IDEA law promotes a more | | | proactive approach to student | | | discipline by requiring the | | | Individualized Education Plan | | | (IEP) Team to assess the need for | | | positive behavioral | | | supports(rather than behavior | | | management). | +-----------------------------------+-----------------------------------+ | Eligibility Categories of IDEA | Autism, Deaf-blindness, Deafness, | | | Emotional disturbance, Hearing | | | impairment, Intellectual | | | disability, Visual impairment, | | | Multiple disabilities, Orthopedic | | | impairment, Other health | | | impairment, specific learning | | | disability, Speech or language | | | impairment, Traumatic brain | | | injury. | | | | | | In order to qualify for special | | | education services a student: | | | | | | - Must have a disability within | | | one of the 13 categories | | | | | | - The disability must adversely | | | affect the student's | | | educational performance | | | | | | - The student must require | | | special education and related | | | services as a result of the | | | disability | +-----------------------------------+-----------------------------------+ | Individual Education Programs | IEPs provide personalized support | | | to students with disabilities, | | | ensuring access to high-quality | | | education and fostering | | | inclusion. An IEP, developed | | | under IDEA, outlines the | | | specialized instruction, | | | accommodations, and services | | | required for a student to access | | | a Free Appropriate Public | | | Education (FAPE) in the Least | | | Restrictive Environment (LRE). | | | Each IEP is unique and regularly | | | updated to reflect the student\'s | | | progress and changing needs. | +-----------------------------------+-----------------------------------+ | Least Restrictive Environment | IDEA mandates that a child's | | | placement should maximize | | | inclusion, with special classes | | | or separate schools considered | | | only when necessary. Determining | | | the appropriate LRE varies by | | | student, with options ranging | | | from full inclusion to | | | specialized programs outside the | | | school district. | | | | | | - **The student stays in the | | | general classroom all day | | | with additional support** | | | like tutoring, aides, | | | specialized technology, or | | | accommodations. | | | | | | - **Partial inclusion | | | classroom:** The student | | | splits time between general | | | education and special | | | education settings, receiving | | | individual instruction as | | | needed. | | | | | | - **Special education class:** | | | The student participates in a | | | specialized class tailored to | | | their needs, offering | | | individualized instruction. | | | | | | - **Specialized program outside | | | the school district:** The | | | student attends a program | | | outside of the district like | | | private school, or hospital | | | program, when their needs | | | cannot be met in the | | | traditional school setting. | +-----------------------------------+-----------------------------------+ | **Lesson 2: Educators\' | | | Responsibility in IDEA** | | +-----------------------------------+-----------------------------------+ | **Topic** | **Notes** | +-----------------------------------+-----------------------------------+ | IDEA: General Education | Key responsibilities of general | | Teacher\'s Responsibilities | education teachers include:\ | | |    Embracing inclusive | | | education and collaborating with | | | special education teachers and | | | support staff (e.g., | | | paraeducators)\ | | |    Planning, coordinating, and | | | assessing student learning\ | | |    Ensuring a safe, positive | | | learning environment for all | | | students | | | | | | **Role and Responsibilities of | | | General Education Teachers** | | | | | | 1. Develop lesson plans that | | | facilitate learning and | | | engagement for all students. | | | | | | 2. Monitor the progress of all | | | students regularly. | | | | | | 3. Communicate effectively with | | | students and their families. | | | | | | 4. Collaborate with the special | | | education teacher to develop | | | and implement necessary | | | accommodations, | | | modifications, and | | | adaptations for students with | | | disabilities. | | | | | | 5. Work with the special | | | education teacher to create a | | | support plan benefiting all | | | students, organize, | | | paraprofessionals', | | | schedules, and supervise | | | their activities in the | | | general education classroom. | | | | | | 6. Regularly update the special | | | education teacher on the | | | performance of students with | | | disabilities in class and | | | collaborate to assign midterm | | | and final grades. | +-----------------------------------+-----------------------------------+ | Ethical Principles of Special | **Roles and Responsibilities of | | Education Teachers | Special Education Teachers** | | | | | | 1. Establish high expectations | | | for students with | | | exceptionalities to achieve | | | optimal learning outcomes | | | while respecting their | | | individual backgrounds and | | | dignity. | | | | | | 2. Demonstrate professionalism | | | by maintaining high | | | competence and integrity, | | | using sound judgment to | | | support students and their | | | families. | | | | | | 3. Encourage the active | | | involvement and meaningful | | | participation of students | | | with exceptionalities with | | | their educational | | | environments and communities. | | | | | | 4. Collaborate with colleagues | | | to ensure comprehensive | | | support for students with | | | exceptionalities. | | | | | | 5. Cultivate partnerships with | | | families based on mutual | | | respect and be involved in | | | educational decision-making | | | processes. | | | | | | 6. Implement evidence-based | | | practices, instructional | | | data, research findings, and | | | professional knowledge to | | | inform instructional | | | approaches. | | | | | | 7. Ensure the physical and | | | emotional wellbeing of | | | students with | | | exceptionalities. | | | | | | 8. Avoid any actions that may | | | harm individuals with | | | exceptionalities and adhere | | | to professional ethics and | | | standards. | | | | | | 9. Advocate for adequate | | | resources and favorable | | | conditions to improve | | | educational outcomes for | | | students with | | | exceptionalities. | | | | | | 10. Contribute actively to | | | professional development and | | | growth within the field of | | | special education. | | | | | | 11. Share and disseminate | | | professional knowledge and | | | skills to enhance educational | | | practices. | +-----------------------------------+-----------------------------------+ | **Lesson 3: Policies and Legal | | | Requirements in Section 504** | | +-----------------------------------+-----------------------------------+ | **Topic** | **Notes** | +-----------------------------------+-----------------------------------+ | Section 504 Plans | Section 504 has a broader | | | definition of disability compared | | | to the 13 categories outlined in | | | IDEA, allowing students who do | | | not qualify for IEPs to receive | | | 504 plans. While IEPs fall under | | | IDEA, a special education law, | | | 504 plans operate under civil | | | rights law, which affects the | | | support and services provided. In | | | contrast, a 504 plan addresses | | | disabilities that hinder learning | | | in the general education setting | | | and encompasses a wide range of | | | physical and mental impairments | | | that significantly impact daily | | | functioning. Students under | | | Section 504 may not require | | | specialized instruction but | | | need **accommodations **to ensure | | | equal educational opportunities. | | | Section 504 prohibits | | | discrimination against | | | individuals with disabilities in | | | any program receiving federal | | | financial assistance. Educators | | | must understand Section 504 as it | | | outlines the rights of students | | | and the responsibilities of | | | schools to provide necessary | | | accommodations, such as extra | | | time on tests or preferential | | | seating. Schools must evaluate | | | students to determine eligibility | | | for services under Section 504 | | | and develop individualized 504 | | | plans to outline necessary | | | accommodations. By following | | | these guidelines, you can create | | | inclusive classrooms where all | | | students, regardless of ability, | | | receive the support they need to | | | thrive. | +-----------------------------------+-----------------------------------+ | Accommodations and Modifications | **Accommodations** are changes | | | that help students access the | | | same learning materials and | | | complete the same assignments as | | | their peers without altering the | | | content. For example, a student | | | who struggles with reading might | | | receive extra time on a test or | | | be allowed to type their answers | | | instead of writing them by hand.  | | | | | | **Modifications**, on the other | | | hand, involve changes to what | | | students are expected to learn or | | | do, adjusting the content or | | | curriculum to better suit their | | | needs. This may include fewer | | | math problems or a different | | | grading scale. Unlike | | | accommodations, modifications can | | | change the curriculum or | | | expectations. | +-----------------------------------+-----------------------------------+ | Comparing IEPs and 504 Plans: | **IEPs** | | Understanding the Differences | | | | [Eligibility | | | Criteria:] | | | Eligibility for an IEP is based | | | on having one of the 13 | | | disabilities listed in the IDEA | | | Act such as autism. The | | | disability must adversely affect | | | the student's educational | | | performance and require | | | specialized instruction. | | | | | | [Purpose:] An IEP | | | goes beyond accommodations and | | | provides specialized instruction | | | tailored to meet the student's | | | unique needs. It includes | | | measurable annual goals, specific | | | educational services, and | | | progress monitoring to address | | | the student's academic, | | | developmental, and functional | | | needs. | | | | | | [Implementation:] An | | | IEP involves a more comprehensive | | | and individualized approach, with | | | a team of educators, specialists, | | | and parents working together to | | | develop and implement the plan. | | | Specialized instruction and | | | related services are provided | | | based on the student's unique | | | needs and goals. | | | | | | **504 Plan** | | | | | | [Eligibility | | | Criteria:] A student | | | must have a physical or mental | | | impairment that substantially | | | limits one or more major life | | | activities, such as learning, | | | reading, or concentrating. This | | | impairment must impact the | | | student's ability to access | | | education in the general | | | education setting. | | | | | | [Purpose:] To provide | | | accommodations and supports that | | | remove barriers to learning and | | | ensure equal access to education | | | for students with disabilities. | | | These accommodations may include | | | adjustments to the learning | | | environment, access to assistive | | | technology, or modifications to | | | instruction. | | | | | | [Implementation:] A | | | 504 plan focuses on providing | | | accommodations and supports | | | within the general education | | | setting. These accommodations are | | | typically implemented by general | | | education teachers, with input | | | from other school staff if | | | needed. | | | | | |  | +-----------------------------------+-----------------------------------+ | **Lesson 4: Educator\'s | | | Responsibility in Section 504** | | +-----------------------------------+-----------------------------------+ | **Topic** | **Notes** | +-----------------------------------+-----------------------------------+ | Implementing 504 Plans | - **Know the plan**: Review | | | each student\'s 504 plan to | | | understand their specific | | | accommodations and needs, | | | helping you tailor your | | | instruction. | | | | | | - **Collaborate:** Work with | | | colleagues, support staff, | | | and administrators to provide | | | consistent support. | | | Communication is key. | | | | | | - **Provide accommodations**: | | | Implement accommodations | | | proactively and ensure they | | | are applied consistently | | | across instruction, | | | assessments, and activities. | | | | | | - **Monitor and adjust:** Track | | | student progress, evaluate | | | the effectiveness of | | | supports, and be ready to | | | adjust strategies as needed. | | | | | | - **Foster inclusivity:** | | | Create a welcoming | | | environment that promotes | | | diversity, peer support, and | | | a sense of belonging for all | | | students. | | | | | | - **Advocate:** Ensure | | | students\' needs are met and | | | their rights are protected, | | | addressing concerns and | | | collaborating with parents | | | and stakeholders. | +-----------------------------------+-----------------------------------+ | **Lesson 5: Policies and Legal | | | Requirements in Title III** | | +-----------------------------------+-----------------------------------+ | **Topic** | **Notes** | +-----------------------------------+-----------------------------------+ | Title III: Federal Supports for | Title III is a federal law that | | English Learners | provides funding to help ELs | | | achieve English proficiency and | | | academic success. It ensures that | | | all English Learner | | | (EL) students, regardless of | | | background, have access to | | | high-quality education and the | | | opportunity to become proficient | | | in English. Understanding Title | | | III equips you to create | | | inclusive learning environments | | | and meet EL students\' academic | | | and linguistic needs. | | | | | | Under Title III, eligible | | | students include those | | | with limited English proficiency, | | | including immigrant children and | | | youth who are defined as | | | individuals who are aged 3 | | | through 21, not born in any | | | state, and have not been | | | attending schools in any state | | | for more than 3 full academic | | | years. | | | | | | **Main Purpose:** | | | | | | - Help ELs attain English | | | proficiency: Provide funding | | | for programs to develop ELs\' | | | English skills so they can | | | fully participate in | | | academics. | | | | | | - Assist ELs in meeting | | | academic standards: Align | | | English language instruction | | | with state standards to help | | | ELs succeed. | | | | | | - Enhance educators\' capacity: | | | Fund professional development | | | for educators to improve | | | their skills in teaching ELs | | | and creating inclusive | | | environments. | | | | | | - Prepare ELs for English-only | | | settings: Provide resources | | | and support services to | | | reduce barriers to academic | | | achievement. | | | | | | - Promote parental and | | | community engagement: | | | Encourage collaboration with | | | families and communities to | | | support EL students' success. | +-----------------------------------+-----------------------------------+ | Comparing IDEA, Section 504 and | A white rectangular grid with | | Title III | text Description automatically | | | generated | +-----------------------------------+-----------------------------------+ | **Lesson 6: Educator\'s | | | Responsibility in Title III** | | +-----------------------------------+-----------------------------------+ | **Topic** | **Notes** | +-----------------------------------+-----------------------------------+ | Title III Funding | This page provides practical | | | examples of programs and | | | initiatives that further the | | | goals of Title III, which aims to | | | support ELs in achieving English | | | proficiency and academic success. | | | These efforts ensure equitable | | | access to education for ELs | | | across the country. | | | | | | The primary purposes of Title III | | | are as follows: | | | | | | - Help ELs attain English | | | proficiency: Title III funds | | | programs that improve ELs\' | | | language skills, enabling | | | full participation in | | | academic activities. Schools | | | may offer intensive language | | | instruction or English | | | tutorials. | | | | | | - Assist ELs in meeting | | | academic standards: Title III | | | supports the alignment of | | | English instruction with | | | state standards. Schools can | | | use funds to upgrade | | | curricula, materials, and | | | software, ensuring EL | | | students have access to | | | resources in subjects like | | | math and science. | | | | | | - Enhance educators\' capacity: | | | Title III funds professional | | | development for teachers to | | | improve instructional | | | strategies for ELs and create | | | inclusive environments. | | | Workshops and training | | | sessions focus on culturally | | | responsive teaching and | | | effective strategies for EL | | | instruction. | | | | | | - Increase ELs\' readiness for | | | English-only settings: Title | | | III reduces barriers by | | | providing resources and | | | programs tailored to ELs' | | | needs. Funds support language | | | instruction at various school | | | levels, ensuring | | | comprehensive support for | | | ELs. | | | | | | - Promote parental and | | | community engagement: Title | | | III encourages collaboration | | | with families and | | | communities. Schools may use | | | funds for outreach | | | activities, workshops, and | | | literacy services to involve | | | parents in supporting their | | | children\'s education. | +-----------------------------------+-----------------------------------+ | Title III Language Instruction | **\ | | for English Learners and | Title III Language Instruction | | Immigrant Students | for English Learners (ELs) and | | | Immigrant Students | | | (LIEP) **supports ELs and | | | immigrant students in achieving | | | academic success. It provides | | | funding to states and districts | | | for Language Instruction | | | Educational Programs, helping ELs | | | develop English proficiency while | | | meeting academic standards in | | | subjects like math, science, and | | | history. | | | | | | Title III focuses on providing | | | specialized instruction tailored | | | to ELs\' unique needs, including: | | | | | | - Hiring bilingual teachers | | | | | | - Offering English language | | | development classes | | | | | | - Providing tutoring or | | | mentoring | | | | | | - Offering materials in | | | multiple languages | | | | | | By addressing language barriers, | | | Title III ensures equal access to | | | quality education. It also | | | requires schools to engage | | | parents by involving them in | | | program development and providing | | | information in languages they | | | understand, fostering a | | | supportive environment for ELs. | | | Title III is vital in promoting | | | the academic and social success | | | of ELs and immigrant students. It | | | funds schools, providing | | | resources to ensure all students, | | | regardless of language | | | background, can thrive. A key | | | tool in Title III is the home | | | language survey, used during | | | enrollment to identify students | | | needing language support | | | services. This helps ensure ELs | | | receive the assistance they need. | | | Title III also facilitates | | | collaboration with programs under | | | Section 504 and IDEA, recognizing | | | the intersection of language | | | needs with other educational | | | services, and promoting an | | | inclusive, supportive environment | | | for all students. | +-----------------------------------+-----------------------------------+ | Language Instruction Educational | **Monitoring and Evaluating EL | | Programs | Students:** | | | | | | - Use timely and valid | | | identification and screening | | | methods | | | | | | - Ensure appropriate support | | | for EL students | | | | | | **Laws Governing LIEP:** | | | | | | - Individuals with Disabilities | | | Education Act (IDEA) | | | | | | - Every Student Succeeds Act | | | (ESSA) | | | | | | - State-level education laws | | | and policies | | | | | | **Program Structure and Focus:** | | | | | | - Facilitating language | | | learning, focusing on: | | | | | | - vocabulary | | | | | | - grammar | | | | | | - pronunciation | | | | | | - cultural context | | | | | | **Best Practices for EL | | | Programs:** | | | | | | - Provide sound educational | | | programs | | | | | | - Ensure equal participation | | | opportunities | | | | | | - Facilitate communication with | | | parents | | | | | | - Employ trained teachers | | | | | | - Avoid segregation | | | | | | **Exiting and Ongoing Support:** | | | | | | - Exit students upon achieving | | | English proficiency | | | | | | - Continue monitoring to ensure | | | success | | | | | |  | | | | | | Classroom Strategies for | | | Supporting ELs: | | | | | | - - **Visual supports:** Use | | | images, diagrams, and | | | organizers to reinforce | | | new concepts. | | | | | | - **Simplified language**: | | | Use clear, concise | | | language and avoid | | | idioms. | | | | | | - **Scaffolding:** Break | | | lessons into manageable | | | parts to build on prior | | | knowledge. | | | | | | - **Interactive | | | activities:** Incorporate | | | hands-on learning like | | | group projects or | | | role-playing. | | | | | | - **Language | | | modeling:** Model correct | | | language use and offer | | | sentence frames for | | | responses. | | | | | | - **Peer | | | collaboration: **Pair ELs | | | with native speakers or | | | more advanced peers for | | | cooperative learning. | | | | | | - **Bilingual | | | resources: **Provide | | | materials in both the | | | student's home language | | | and English. | | | | | | - **Differentiated | | | instruction:** Tailor | | | lessons to various | | | language proficiency | | | levels. | | | | | | - **Frequent checks for | | | understanding:** Use | | | formative assessments to | | | gauge comprehension and | | | adjust instruction. | | | | | | - **Family | | | engagement:** Involve | | | families through | | | translated materials, | | | bilingual conferences, | | | and at-home learning | | | support. | +-----------------------------------+-----------------------------------+ | Language Proficiency and | IDEA and Section 504 require | | Disability Determination | schools to provide a Free | | | Appropriate Public Education | | | (FAPE) to eligible students with | | | disabilities, including ELs. When | | | determining services for EL | | | students with disabilities, IEP | | | teams must include members | | | knowledgeable about language | | | acquisition and involve parents, | | | ensuring meaningful communication | | | through translation services if | | | needed. | | | | | | Key guidelines for supporting ELs | | | with potential disabilities: | | | | | | - Timely identification and | | | evaluation of ELs with | | | disabilities. | | | | | | - Consideration of English | | | proficiency when selecting | | | assessment tests and | | | materials. | | | | | | - Assessments in the student\'s | | | home language when | | | appropriate, to distinguish | | | between language needs and | | | disabilities. | | | | | | - ELs should not be identified | | | as disabled solely due to | | | limited English proficiency | | | | | | - Access to both language and | | | disability-related services | | | must be provided if a | | | disability is identified. | +-----------------------------------+-----------------------------------+