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RELESSON 1 | Special Education, Definition, Categories, & Steps ○ Personal maintenance and SPECIAL EDUCATION development — Individually planned, systemati...

RELESSON 1 | Special Education, Definition, Categories, & Steps ○ Personal maintenance and SPECIAL EDUCATION development — Individually planned, systematically ○ Homemaking implemented, and carefully evaluated ○ Community life instruction to help exceptional children ○ Vocational and leisure activities achieve the greatest possible personal self- sufficiency and success in the present and 4. SUCCESS future environment. Present Environment – the current conditions in the life with learners with 1. INDIVIDUALLY PLANNED INSTRUCTION disability. - Guided by the Individualized Future Environment – the forecast of Education Program (IEP) how the learner can move on to the next level of education. Basic Requirements: a. Learner’s present level of performance, FOUR POINTS OF VIEW OF SPECIAL academic achievement, social adaptation, EDUCATION prevocational and vocational skills, 1. Special Education is a legislatively psychomotor skills, self help skills; governed enterprise. b. Annual goals describing educational ○ 1987 Philippine Constitution (Article performance; XIV, Section 1 & 2.5) c. Short term instructional objectives ○ RA 7277 (Magna Carta for Disabled d. Specific educational services Persons) e. Needed transitional services from age 16 ○ The Philippine Policies and Guidelines or earlier before students leave the for Special Education school setting. 2. Special Education is a part of the 2. SYSTEMATICALLY IMPLEMENTED AND country’s educational system. EVALUATED INSTRUCTION ○ Began in 1907 and now part of basic ➛ Systems and methods of teaching should education programs in elementary and be provided by experts. secondary schools ➛ Includes educational services, curriculum goals, competencies and skills, 3. Special Education is teaching children educational approaches, and strategies with special needs in the least and procedures in the evaluation of restrictive environment learning and skills. ○ Inclusive Education – most preferred form of environment where exceptional 3. PERSONAL SUFFICIENCY learners are mainstreamed in regular The important goals of special education is classes. to help the child become independent from the assistance of adults in the following: 4. Special Education is a purposeful MENTAL RETARDATION intervention. CRITERIA ○ Intervention – prevents, eliminates and 1. Substantial limitations in present overcomes obstacles that might keep functioning an individual with disabilities from 2. characterized by significantly learning, participate fully and actively sub-average intellectual functioning and engage in social and leisure 3. existing concurrently with related activities limitations in two or more of the ○ Preventive – designed to keep following adaptive skill areas: potential or minor problems from ○ communication becoming a disability ○ self care and direction ○ Primary – designed to eliminate or ○ home living counterattack risk factors so a disability ○ social skills and community use is not acquired. ○ health and safety ○ Secondary – aimed at reducing the ○ functional academics effect of existing risk factors. ○ work ○ Tertiary – intended to minimize the impact of a specific condition or Condition can originate upon pregnancy and disability among those with disabilities. manifests before age 18 to 22 ○ Remedial – attempts to eliminate the CATEGORIES effect of the disability. IQ SCORE OLD NEW EXCEPTIONAL CHILDREN 55 – 70 Mild Intermittent ➛ Covers those with/ who: Support ○ mental retardation 40 – 54 Moderate Limited Support ○ giftedness and talent ○ learning disabilities 25 – 39 Severe Extensive Support ○ emotional and behavioral disorders Below 25 Profound Pervasive Support ○ communication disorders ○ visually impaired CAUSES ○ hearing impaired 1. Prenatal/ Biological ○ physical disabilities ○ Occurring before birth; Responsible for ○ health impairment and severe 2/3 of the cases of affected individuals disabilities with more severe forms. ○ Chromosomal Disorders (Down ➛ experience difficulties in learning the Syndrome, Klinefelter Syndrome, basic education curriculum and needs Fragile X Syndrome, Prader-Willi modified curriculum; Syndrome, Phenylketonuria and ➛ whose performance is so superior that William Syndrome) they need a differentiated curriculum to achieve their full potential.  ○ Brain Development Disorders ○ Psychological characteristics (Anencephaly, Microcephaly, ○ Positive Characteristics Hydrocephaly) ○ Environmental Influences (Maternal METHODS OF INSTRUCTION malnutrition, Irradiation during Applied Behavioral Analysis (ABA) – pregnancy, Juvenile Diabetes Mellitus, use of theories and techniques following Fetal Alcohol Syndrome) the concept of behavior modifications Task Analysis – breaking down complex 2. Perinatal or multiple skills into smaller subtasks ○ Occurring during birth Active Student Response (ASR) – use ○ Intrauterine Disorders (Maternal of systematic feedback Anemia, Premature Delivery, Umbilical Cord Accidents, Multiple births) EDUCATIONAL PLACEMENT ○ Neonatal Disorders (Intracranial Usually placed in self contained classes Hemorrhage, Neonatal Seizures, where special curriculum emphasized on: Respiratory Disorders, Meningitis, ○ communication skills Encephalitis, Head Trauma at birth) ○ motor skills ○ self help skills 3. Postnatal ○ social and recreational skills ○ Occurring shortly after birth ○ prevocational or vocational skills ○ Head injuries, infections, malnutrition ○ Inclusive Education - For mild and ○ Cultural-Familial Retardation – moderate MR; Learner attends regular existence of lowered intelligence of classes and receives tutorial classes unknown origin in one or more family members. LEARNING DISABILITIES LEARNING AND BEHAVIORAL CRITERIA CHARACTERISTICS 1. Severe discrepancy between the child’s 1. Deficits in Cognitive Functioning potential and actual achievement. ○ Sub-average intellectual skills 2. Exclusion or absence of mental ○ Low academic achievement retardation, sensory impairment and ○ Difficulty in attending to tasks other disabilities 3. Need for special education services 2. Deficits in Memory ○ Difficulty with the generalization of CAUSES skill; Low motivation 1. Genetic ○ Brain Damage 3. Deficits in Adaptive Behaviors ○ Biochemical Imbalance: food colors, ○ Self care and daily living skills flavors and preservatives, salicylates ○ Social development and megavitamins ○ Behavioral Excesses and challenging 2. Environmental behaviors ○ Emotional disturbance  ○ Lack of motivation 4. Problems in pragmatics or social ○ Poor instruction language ➛ Poses problems on the ability to carry LEARNING AND BEHAVIORAL out a conversation. CHARACTERISTICS ➛ Difficulty in understanding ideas. 1. Problems in reading ➛ Conversations are marked by long Reading – most difficult among all subjects silences and inability to respond to in the curriculum. questions. Deficiency in language and phonological skills 5. Problems in mathematics – Recognized as second to deficiencies in Grapheme – phoneme correspondence reading, language and spelling ability to understand the rules of how Dyscalculia – severe difficulty in making various sounds go with certain letters to arithmetical calculations make words. Signs of Dyscalculia Dyslexia – refers to a disturbance in the ○ Poor number sense ability to learn in general and ability to learn ○ Poor understanding, or confusion of to read in particular. mathematical symbols ○ Difficulty with times table 2. Problems in written language ○ Difficulty understanding place value – Illegible and slow in handwriting, spelling ○ Difficulty with everyday tasks such as and composition dealing with money and working out – Learners are not aware of the basic change purpose of writing as an act of ○ Low self-esteem and anxiety communication. resulting from maths ○ Writing lack fluency ○ Difficulty mastering math facts and ○ Write shorter sentences and stories equations required to complete ○ Do not use writing strategies calculations spontaneously ○ Written work shows lack of planning, 6. Behaviour problems organizing, drafting and editing. – Common behavior problems are inattention, impulsivity and hyperactivity 3. Problems in spoken language – Poses problems on the mechanical uses of 7. Learner tends to fail and be retained in a language in syntax, semantics and grade level phonology. 8. Social acceptance is low Developmental Aphasia – a condition 9. Poor memory characterized by loss of speech functions which often not due to brain METHODS OF INSTRUCTION injury. Diagnostic–Prescriptive–Evaluation Approach - development of a  comprehensive understanding of a ○ Difficulty conforming to the thinking student’s strengths and abilities, of others affinities, areas of struggle and ○ Early moral and existential concern vulnerabilities ○ Tendency toward introversion - uses the profile developed in the diagnostic phase to create a plan for 1. Exceptional learner in the acquisition remediating areas of struggle and and retention of knowledge: ensuring that students are ○ Exceptional memory appropriately challenged ○ Learns quickly and easily ○ Advanced understanding/ meaning of Formative and Summative Evaluation area ○ Formative evaluation - intended to 2. Exceptional user of knowledge in the foster development and improvement application and comprehension of within an ongoing activity knowledge: ○ Summative evaluation - used to ○ Advanced use of symbol systems assess whether the results of the ○ Demands a reason for unexplained program being evaluated events ○ Reasons well in problem solving GIFTEDNESS AND TALENT 3. Exceptional generator of knowledge: CRITERIA ○ Highly creative in areas of interest Capable of high performance and and talent demonstration of potential ability in any of ○ Does not conform to typical ways of the following six areas: thinking and perceiving ○ General intellectual ability ○ Enjoys self expression of ideas, ○ Specific academic aptitude feelings or beliefs ○ Creative and productive thinking ○ Keen sense of humor that reflects ○ Leadership ability advanced, unusual comprehension of ○ Ability in the visual and performing arts relationships and meaning ○ Psychomotor ability ○ Highly developed curiosity about cause, future and the unknown LEARNING AND BEHAVIORAL CHARACTERISTICS 4. Exceptional motivation ○ Perfectionism GENERAL CHARACTERISTICS ○ Self directed ○ Intense intellectual curiosity ○ High level of inquiry and reflection ○ Fascination with words and ideas ○ Long attention span when motivated ○ Perfectionism ○ Leadership ○ Need for precision ○ Intense desire to know ○ Learning in great intuitive leaps ○ Intense need for mental stimulation METHODS OF INSTRUCTION Legal Blindness – the condition where Differentiated Curriculum - modified in visual acuity is 20/200 in the better eye depth and pace used in special after the best possible correction with education programs glasses or contact lens. Curriculum Compacting – method of modifying the regular curriculum for EDUCATIONAL DEFINITION certain grade levels by compressing the Total Blindness – the person is content and skills that high ability absolutely without sight but may have students are capable of learning in a light, movement perception and travel shorter period of time. vision. Acceleration – modification of pace or Light Perception – person can length of time at which students gain differentiate light and dark skills and competencies. Movement Perception – person can Horizontal Enrichment – adds more detect if object are moving or at still content and increases the learning areas Travel Perception – field of vision is not found in regular curriculum for the enough to travel safely in familiar areas. grade level. Low Vision – level of vision that with Vertical Enrichment – calls the students standard correction hinders an individual to engage in independent study, in the visual planning and execution of experimentation and investigation of tasks, but which permits enhancements topics that interest them. of the functional vision through the use of optical or non optical aids and EDUCATIONAL PLACEMENT environmental modifications and Usually placed in self contained classes such techniques. as Science school or special science classes. CAUSES VISUAL IMPAIRMENT 1. Errors of refraction LEGAL DEFINITION Hyperopia – the lens fails to focus Based on the measure of visual acuity, field the light rays from near objects on of vision and peripheral vision. the retina. Visual Acuity – the ability to clearly Myopia – lens fails to refract the light distinguish forms or discriminate details rays from distant objects on the at a specific distance retina. Field of Vision - the area that normal Astigmatism – the cornea which eyes cover above, below and both sides normally forms a portion of a when looking at an object or when spherical lens is deformed. gazing straight ahead. ○ Central - focus 2. Imbalance of the eye muscle ○ Peripheral – outer ranges Strabismus – different images cast on ○ Tunnel – extreme restriction of vision each retina ○ Diplopia – results when the brain cannot fuse the different images  cast on the retina into a single Cuisenaire Rods with tactile markings image Developed by Belcastro in 1989 Amblyopia - vision is suppressed in one Enable the students to quickly identify eye and it becomes weak or useless. by touch the different values Nystagmus – a condition in which there associated with the numbers are rapid involuntary movements of the eyeball that can result in nausea, Cranner Abacus vomiting and dizziness. used in teaching number concepts and in doing the four fundamental 3. Diseases of the eye operations. Cataract – caused by clouding of lens that results to progressive blurring of Assistive Technology vision and eventually blindness. Enables blind people to have access to Diabetic Retinopathy – occurs when computers. diabetes mellitus interferes with the flow of blow to the retina causing it to For Low Vision Learners degenerate. Special optical devices – to magnify Coloboma – degenerative disease in regular print. which the central and/ or peripheral Classroom modification areas of the retina are not completely Audio books formed. Retinitis pigmentosa – field of vision HEARING IMPAIRMENT becomes narrow Refers to the reduced function or loss of the Glaucoma – excessive pressure in the normal function of the hearing mechanism. eye. Deaf – cannot use hearing to listen, understand speech and communicate 4. Trauma of accident orally without special adaptations mainly in visual mode. SPECIAL ADAPTATIONS, AIDS AND Hard of hearing – has a significant loss TECHNOLOGY of hearing sensitivity but he or she can Braille still hear sounds, respond to speech and Invented by Louis Braille in 1830 other auditory stimuli with or without the Primary means of literacy for blind use of a hearing aid. persons Brailler – operates like a typewriter SEVERITY OF HEARING LOSS with six keys. Degree of Decibel Resulting VersaBraille – portable laptop Hearing Loss Impairments computer Loss 0 – 20 dB Normal Manipulative and Tactile Aids Slight 27 – 40 Faint sounds and - Used in learning mathematics, conversations are difficult to hear sciences and social studies  Central Hearing Disorder – dysfunction Can attend school in the central auditory nervous system with hearing aid. between the brainstem and auditory Mild 41 – 55 50% of classroom cortex. conversations are ○ Unilateral – one ear is affected missed. ○ Bilateral – both ears are affected. Limited vocabulary and speech CAUSES difficulties may Genetic or Hereditary – chromosomal occur abnormalities oInfections – maternal rubella, Moderate 56 – 70 Loud conversations hepatitis B virus, syphilis and mumps can be heard. contacted by mother during pregnancy Defective speech, language Environmental causes difficulties and ○ Excessive and constant exposure to limited vocabulary loud noises may result ○ Drugs and toxic medication Severe 71 – 90 Hearing is limited ○ Difficult and prolonged labor during to a radius of one childbirth foot, enough to discriminate loud sounds. OBSERVABLE CHARACTERISTICS 1. Cups hand behind the ear or tilt head at Defective speech an angle to catch sounds and language and 2. Has strained or blank facial expression sever difficulty in hearing consonant when listening or talked to sounds may result. 3. Pays attention to vibration and vibrating objects Profound 91 and Sounds and tones above cannot be 4. Moves closer to speaker or watches the perceived. face especially the mouth and lips of speaker when talking Vision becomes the 5. Less responsive to noise, voice or other primary sense of communication. sources of sounds Speech and 6. Uses natural gestures, signs or language are likely movements to express self to deteriorate 7. Shows marked imitativeness at work and play CLASSIFICATION 8. Often fails to respond to oral questions Conductive Hearing Loss – occurs in the 9. Often asks for repetition of questions and outer and middle ear. statements Sensorineural Hearing Impairment – 10. Often unable to follow oral directions occurs in the inner ear. and instructions Mixed Hearing Impairment 11. Has difficulty in associating concrete with abstract ideas 12. Has poor general learning performance EDUCATIONAL APPROACHES Basic Assumption Method of Communication Considers American American Sign Sign Language Language (ASL) (ASL) to a natural language of the deaf culture and urges recognition of ASL as the primary language choice with English considered a second language Supports the belief Total that simultaneous Communication use of multiple Combination of sign communication language (accepts techniques the use of any of enhances an the sign language individual’s ability to systems), finger communicate, spelling and speech comprehend and reading learn Supports the belief Oral/ Spoken that children with Language hearing impairments can develop listening/ receptive language and oral language expression skills; emphasizes the use of residual hearing, amplification and speech/language training  LESSON 2 | Historical Background of Special Education TIMELINE OF THE DEVELOPMENT OF 1957 – Bureau of Public School (BPS) under SPECIAL EDUCATION the Department of Education and Culture 1902 – Mr. Fred Atkinson (General (DEC) created a Special Education Section on Superintendent of Education) Reported to the education of the Special Subjects and the Secretary of Public Instruction that deaf Service Division. and blind children were found in a census of school-aged children in Manila and nearby 1957 – Baguio City Special Education Center provinces. And proposed that these children was organized. be enrolled in school like the other children 1958 – American Foundation for Overseas 1907 – Special Education Program started in Blind (AFOB) opened its regional office in the country. Mr. David Barrow (Director of Manila. Public Education) established the Insular School for the Deaf and Blind in Manila 1962 – Manila Youth and Rehabilitation Center (MYRC) was opened. DEC issued 1926 – Philippine Association for the Deaf Circular No. 11 series of 1962 that specified (PAD) was founded. the “Qualifications of Special Education Teachers.” 1927 – Welfareville Children’s Village was Experimental integration of blind established in Mandaluyong City children at the Jose Rizal Elementary School in Pasay City. St. Joseph of 1945 – National Orthopedic Hospital opened Cupertino School for Mentally Retarded its School for Crippled Children. (Private) was founded. Philippine General Hospital opened classes for its 1950 – Philippine Association for the Deaf school-age chronically ill patients. opened a school for children with hearing impairment. 1963 – Manila Science High School for gifted students was established. 1953 – Elsie Gaches Village, in Alabang, Muntinlupa was established. 1964 – Quezon City High School for gifted students was established. 1954 – Declared the first week of August as Sight Saving Week. 1968 – With the approval of R.A. 5250. The teacher training program for teachers of 1956 – First Summer Institution on Teaching exceptional children was held at the the Deaf was held at the School for the Deaf Philippine Normal College. and the Blind in Pasay City. 1969 – Classes for social maladjusted promulgated which included provision for in- children were organized in Manila Youth and and-out school exceptional children. Rehabilitation Center. First Camp Pag-ibig (Day camp for handicapped children was held on 1969 – Jose Fabella Memorial School was Valentine's Day in Balara, Quezon City). divided into Five Units assigned to different Juvenile and Domestic Relations Court parts of metro manila. of Manila organized the “Molave Youth 1. Philippine Training School for Boys, Hall for Children with Behavior Tanay, Rizal Problems.” 2. Philippine Training School for Girls, Marillac Hills, Alabang, Muntinlupa. 1978 – National Commission Concerning 3. Reception and Child Study Center in Disabled Person (NCCDP) later renamed Manila National Council for the Welfare of Disabled 4. Elsie Gaches Village in Alabang, Person (NCWDP) through Presidential Muntinlupa Decree 1509. 5. Nayon nang Kabataan in Pasay City MEC Memorandum No. 285 direct school division to organize classes 1970 – Philippine School for the Deaf in with a set of guidelines on the Pasay City was established. designation of teachers who have no formal training in special education. 1970 – Philippine National School for the PAD started a mainstreaming Blind in Polo Road was established. program in the division of Manila City School. 1970 – Paaralan nang Pag-ibig at Pag-asa in San Pablo City, Laguna was established. 1979 – Bureau of Elementary Education Special Education Unit conducted a two-year 1973 – Juvenile and Domestic Relations nationwide survey of unidentified Court of Manila was established. exceptional children who were in school. 1973 – Caritas Manila Special School for 1980 – The School for the Crippled Children Retarded was organized by Rev. Arthur at South Island Hospital in Cebu was Malin organized. 1975 – Division of Manila City School 1981 – United Nation Assembly proclaimed Implemented the Silahis Concept of Special the observance of the International Year of Education. DEC was reorganized into the Disabled Persons. Ministry of Education and Culture (MEC). Special Education Program were 1976 – Proclamation No. 1605 declared inaugurated: 1977 - 1987 as Decade of the Filipino Child. The Exceptional Child Learning The National Action Plan for Education was Center, West City Central School Division of Dumaguete City.  The Zapatera Special Education 1999 – The First Philspada National Sport Center at the Division of Cebu. Competition for Disabled in Cebu City was The Deaf Evangelistic Alliance held Foundation (DEAF) in Cavinti, Laguna 1983 – Batas Pambansa Bilang 344 enacted the Accessibility Law, “An Act to Enhance the Mobility of Disabled Person by Requiring Cars, Buildings, Institution, Establishments, Public Utilities, and other Devices.” 1993 – DECS issued Order No. 14 that directed regional offices to organize the Regional Special Education Council (RSEC). 1993 – 2002 were declared as the Asian and the Pacific Decade of the Disabled Persons. 1995 – First National Congress on Mental Retardation at University of the Philippines, Diliman, Quezon City. First National Convention on Deaf Education in Cebu City (held every 2 years). First National Sport Summit for the Disabled and Elderly. 1996 – The Third Week of January was declared as Autism Consciousness Week. First Congress on Visual Impairment was held in Quezon City (held every 2 years) 1997 – First Philippine Wheelathon-a-race for Wheelchair User was the main event of the 19th National Disability Prevention and Rehabilitation Week. 1998 – Palarong Pinoy May K was held at Philsports Complex in Pasig City.  LESSON 3 | Legal Bases of Special Education 1935 – Articles 356 and 159 of 1978 – Presidential Decree No. 1509 Commonwealth Act No. 3203 asserted “the created the National Commission Concerning right of every child to live in an atmosphere Disabled Persons (NCCDP) or National conducive to his physical, and intellectual Council for the Welfare of Disabled Persons development” and the concomitant duty of (NCWDP). the government “to promote the full growth of the faculties of every child.” Education Act of 1982 or Batas Pambansa Bilang 232 states that “The State shall June 21, 1963 – Republic Act 3562 “An Act Promote the right of every individual to to Promote the Education of the Blind in the relevant quality education regardless of Philippines.” Provided for the formal training Sex, age, breed, socio-economic of special education teachers of blind status, physical and mental condition, children at Philippine Normal College, social and ethnic origin, political and Rehabilitation of the Philippine National other affiliation School for the Blind and establishment of the Philippine Printing House for the Blind. 1983 Batas Pambansa Bilang 344 was enacted “The Accessibility Law, An Act to 1968 – Republic Act No. 5250, “An Act enhance the Mobility of Disabled Persons.” Establishing a Ten-Year Teacher Training Program for teachers of Special and 1987 Constitution of the Philippines - cites Exceptional Children.” the rights of exceptional children to education in Articles XIV, Section 1 declares 1973 Constitution of the Philippines, that “the State shall protect and promote the Section 8, Article XV the provision of “a right of all citizens to quality education at all complete, adequate, and integrated system levels and shall take appropriate steps to of education relevant to the goals of the make such education accessible to all.” national development implies the inclusion Section 2 emphasizes that “ the State shall of exceptional children and youth.” provide adult citizens, the disabled and out of school youth with training in civics, 1975 – Presidential Decree No. 603, vocational efficiency and other skills.” otherwise known as “Child and Youth Welfare Code” was enacted --- provides the 2004 – (Department of Health) Republic Act emotionally disturbed or socially No. 9288 otherwise known as “The maladjusted child shall be treated with Newborn Screening Act of 2004.” sympathy and understanding and shall be given the education and care required by his/her condition.  LESSON 4 | Placement Options Approaches to Access to Special Education RANGES OF SPECIAL EDUCATION Residential School: Provides both PROGRAM AND SERVICE education and dormitory services for its Special Education Center: Is a service students. delivery system which operates on the “School within School” concept. The INCLUSIVE EDUCATION FOR Sped Center functions as the base for CHILDREN WITH SPECIAL NEEDS special education programs in the school. What is Inclusive Education? Special Class or Self-Contain Class: It is Inclusion: Describes the process in which a the most popular type among special school accepts children with special needs education programs. It is composed of for enrollment in regular classes where they pupils with the same exceptionality or can learn side by side with their peers. The disability. school organized its special education program and includes a special education Integration and Mainstreaming: teacher in its faculty. Allowed children and youth with disabilities to study in regular classes SALIENT FEATURES OF INCLUSIVE and learn side by side with peers. EDUCATION ○ Integration: the first term used. Inclusion means implementing and ○ Mainstreaming: present preferred maintaining warm and accepting term used. classroom communities that embrace and respect diversity or differences. TWO TYPES OF MAINSTREAMING Partial Mainstreaming - Children who have Inclusion implements a multilevel, moderate or severe form of disabilities are multimodality curriculum. This means mainstreamed in regular classes in subjects that special needs students follow an like Physical Education, Home Technology, adapted curriculum and use special Music, and Arts. devices and materials to learn at a suitable pace Full Mainstreaming - Children with disabilities are enrolled in regular classes Inclusion prepares regular teachers and and recite in all subjects. special education teachers to teach interactively. Special Day School: Serves one or more types of disabilities. The Special Inclusion provides continuous support for Education Class is taught by trained teachers to break down barriers of teachers. professional isolation. The Hallmark of Inclusive Education are: 1. Co – teaching 2. Team teaching 3. Collaboration and consultation and other ways of assessing skills and knowledge learned by all students LESSON 5 | Individualized Educaiton Program Agenda If the parent(s) are not able to attend Welcome, introduction and overview document how the parent(s) were of visit informed of the meeting Presentation: Procedural Safeguards sections is to ○ Conference Summary and Eligibility document the parent(s) were given forms copies of applicable material ○ Forms associated with the main components of the IEP Documentation of Evaluation Results ○ Forms associated with Transition, Academic Achievement Behavior, Manifestation Functional Performance Determination, and Post-School Cognitive Functioning Wrap-up: Q & A and contact Communicative Status information ○ LLL Status Health Purpose Hearing/Vision Current IEP forms Motor Abilities Components of IEP Social/Emotional Status/Social Special Education Regulations Functioning State Performance Plan (SPP) Compliance Issues Eligibility Determination All Other Disabilities Conference Summary Report Determinant Factors General student and parent information ○ Lack of appropriate instruction in can be completed prior to the meeting reading or math Placement and Eligibility information ○ Limited English proficiency need to be completed at the end of the Students Suspected of having a meeting Disability Participants’ signature indicates Step 1: Disability attendance and the type of meeting Step 2: Adverse Effects he/she participated in Step 3: Educational Needs  Step 4: Eligibility Participant Signature - Certify that the report reflects his/her Problem-Solving Method conclusions for SLD What is the problem? Why is it happening? Data Chart (Optional) What should be done about it? - Report of Performance Did it work? Present Levels of Academic Documentation of Evaluation Results Achievement and Functional (Specific Learning Disability) Performance Problem Identification/Statement of Student Strengths Problem Parental Educational Concerns Problem Analysis/Strengths and Student’s Present Level of Academic Weaknesses Achievement Plan Development/Intervention(s) Student’s Present Level of Functional Plan Evaluation/Educational Progress Performance Plan Evaluation/Discrepancy Describe how the disability affects Plan Evaluation/Instructional Needs involvement in the general curriculum Additional Information Necessary for Decision-making (include as Secondary Transition appropriate) Transition Assessments ○ Employment Eligibility Determination (Specific ○ Education Learning Disability) ○ Training Determinant Factors ○ Independent Living Skills ○ Lack of appropriate instruction in reading or math Post-secondary Outcomes ○ Limited English proficiency Course of Study Exclusionary Criteria Inclusionary Criteria Transition Services ○ Educational progress (over time) Supports, strategies, activities, and/or ○ Discrepancy (at one point in time) services needed in the areas of: ○ Instructional Need ○ Instruction ○ Optional Criteria ○ Related Services ○ Community Experience Eligibility Determination ○ Development of Employment Step 1: Disability Adversely Affecting ○ Daily Living Skills Educational Performance ○ Functional Vocational Evaluation Step 2: Special Education and ○ Linkage to After Graduation Related Services Supports/Services  Home-Based Support Services ○ Illinois Learning Standard Program ○ Title(s) of Goal Implementers ○ Short-Term Objective/Benchmark Functional Behavioral Assessment ○ Evaluation Criteria and Procedures (FBA) ○ Schedule for Determining Progress Participant/Title ○ Dates Reviewed/Extent of Progress Student behavioral strengths Operational Definition of Target Educational Accommodations and Behavior—observable and measurable Supports Setting Transition Antecedents Consideration of Special Factors Consequences Linguistic and Cultural Environmental Variables Accommodations Hypothesis of Behavioral Function Supplementary Aids, Accommodations, and Modifications Behavioral Intervention Plan (BIP) Supports for School Personnel Student’s Strengths Target Behavior Assessment ○ Skill Deficit Classroom-Based Assessments ○ Performance Deficit District-Wide Assessments Hypothesis of Behavioral Function State Academic Assessments Summary of Previous Interventions State Assessment of Language Replacement Behaviors Proficiency Assessment Accommodations Behavioral Intervention Strategies and Supports Educational Services and Placement Motivators and/or Rewards (Interest Participation in General Education survey) Classes Restrictive Disciplinary Measures General Education with No Crisis Plan Supplementary Aids Data Collection Procedures and General Education with Methods Supplementary Aids Provisions for Coordination with Special Education and Related Caregivers Services within the General Education Classroom Goals and Objectives/Benchmarks Participation in Special Education Reporting on goals Classes/Services Current Academic Achievement and Special Education Functional Performance Services—Outside General Goals and Objectives/Benchmarks Education ○ Goal Statement and Area  Related Services—Outside General Education Educational Environment Considerations Placement Considerations Transportation Extended School Year Services ○ Services ○ Location ○ Amount/Frequency ○ Initiation and Duration ○ Goals Addressed Manifestation Determination Incident(s) that Resulted in Disciplinary Action Student’s IEP and Placement Observation of Student Information Provided by the Parents Determination of Manifestation Report of Progress on Annual Goals Option 1 Indicate the goal number and the written goal. Mark the appropriate column to show the student’s progress at the time of the report. Option 2 Indicate the goal number and the written goal. Insert a chart that shows the student’s progress of his/her annual goal(s) as it relates to the standard benchmark and the progress of his/her peer group.