Midterm Prep Foundations Of Education PDF

**[FOUNDATIONS OF EDUCATION WEEK 1- 5 ]** **[MIDTERM REVIEW:]** KEY TOPICS: - Bill 82 - IPRC - IPRC Process - IEPs - Duty to Report - in school resource team - confidentiality - child abuse - protection legislation - 17 behaviour techniques You will be able to log in...

**[FOUNDATIONS OF EDUCATION WEEK 1- 5 ]** **[MIDTERM REVIEW:]** KEY TOPICS: - Bill 82 - IPRC - IPRC Process - IEPs - Duty to Report - in school resource team - confidentiality - child abuse - protection legislation - 17 behaviour techniques You will be able to log in just once and complete the test in one sitting. Ensure that you will have no distractions during this time (easy for me to say!)  You will have two hours to complete and submit the test (which is scored out of 20 and has a value of 30% of your final mark). This should provide you ample time to read through the test, complete, check, re-check and submit. The test format is short answer. Watch for words like \'describe\' to ensure full marks. In reviewing areas for the test, also pay close attention to where the following are stated: **Have a clear understanding and knowledge of..., Have specific knowledge of..., Make specific notations...., Instructor's Note. (lectures)** **[BILL 82 (week 1)]** Education in Ontario is governed by the Statutes and Regulations of the Education Act of Ontario.  Prior to 1980, the province of Ontario's Education Act had allowed boards of education to provide special education to students if they chose to do so.  There was a great deal of variation in the programs and services that were provided, as well as the acceptance of students with special needs, from school board to school board. When the Education Amendment Act (Bill 82) was introduced, it was [required] that school boards provide special education.  Bill 82 provided the opportunity for students with special needs to attend their community school.  However, not only did this requirement pose initial challenges, it continues to challenge school boards today as they address current issues in special education. [Bill 82: Major Changes to Ontario's Education Act.] In December of 1980 the legislation of Ontario passed Bill 82, the Education Amendment Act. Once this act was passed, special education became a normal, functioning part of Ontario's education system. Before 1980, the idea of sending students with exceptionalities to a regular school was not even considered by most jurisdictions in the province. - All student's resident in the province of Ontario is entitled to publicly supported education - Every school board in the province is required to provide special education programs and services for students with exceptionalities - If a board cannot provide programs services, it must pay another board to do so - School boards are to establish Identification, Placement, and Review Committee (IPRCS), which is to identify whether a student is exceptional and then decide on the placement for them - Parents of student with an exceptionality are to be included in the IPRC process, an appeal process is available if the parents are dissatisfied with identification or placement decisions - Every school is to provide a Special Education Advisory Committee (SEAC) to advise on matters of special education programs and services - A comprehensive special education plan must be developed and maintained by each school board, in this plan programs and services are outline for public and Ministry examination -- this plan is to be updated and reviewed to meet the needs of exceptional pupils **[IEP (Individual Education Plan) week 1]** School boards must develop an IEP for every identified student. School boards also have the discretion to develop an IEP for students who have not been formally identified as exceptional but who are receiving special education programs and/or special education services. An IEP is a written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the students' strengths and needs that affect the student's ability to learn and demonstrate learning. - When IPRC identifies exceptional pupil, principal must ensure IEP for student is developed and maintained - Must be developed with input from parents'/guardians/ and student if they are over 16 - Must be developed within 30 days of the placement of the exceptional pupil - May also be prepared for students who require accommodations - IEP identifies students' specific learning expectations and outlines how the school will address these expectations through appropriate accommodations, program modifications, and alternative programs - With appropriate special education programs/services, many students with special needs will be able to achieve the grade-level learning expectations of the provincial curriculum 1. Gather Information 2. Set the direction 3. Develop the IEP as it relates to the students' special education program and services 4. Implement the IEP 5. Review and update the IEP **[Identification, Placement, and Review Committee (IPRC) week 1]** Identifying the needs of exceptional pupils: exceptional pupils are identified by an IPRC upon receiving a written request from a student's parents/guardians, the principal must refer student to IPRC. IPRC will decide whether the student is exceptional and if so, which placement is appropriate. IPRC can recommend special education programs or services that they consider appropriate for the student. **Placement options:** - Regular class with indirect support -- student is placed in a regular class for the entire day, teacher receives specialized consultative services - Regular class with resource assistance where the student is placed in a regular class for most or all day and receives specialized instruction, individually or in a small group - Regular class with withdrawal assistance- student is placed in regular class and receives instruction outside of the classroom for less than 50% of the school day - Special education class with partial integration where student is placed by IPRC in a special education class - Part time regular class/ self contained (partially integrated) - Full time self contained - Special schools - Specialized non school setting **[Definitions:]** **[Exceptional Pupil]** A pupil who's behavioural, communication, intellectual, physical, or multiple exceptionalities are such that he or she is considered to need placement in a special education program by a committee (the IPRC) **[Special Education Program]** With respect to a pupil with an exceptionality, an educational program that is based on and modified by the results of continuous assessment, evaluation and that includes a plan (the IEP) containing specific objectives and an outline of educational services that meet the needs of exceptional pupil **[Special Education Services]** Facilities and resources, including support personnel and equipment, necessary to develop and implement a special education program. The following five categories included in the definition of an exceptional pupil -- behaviour, communication, intellectual, physical, and multiple -- were clarified in, and are quoted from, a memo to school boards on January 15, 1999: **[Resource Assistance]** - resource assistance or direct support is delivered in a variety of ways. It is quite common for the resource teacher to enter the regular classroom to collaborate with the teacher in curriculum delivery and adaptation - This "co-teaching" keeps the student with special needs in the regular class, thereby assisting in the student's socialization and ensuring that the student doesn't miss curriculum topics. - Still another situation is that in which the assistant provides support to a student with behaviour concerns at times in the school day when those concerns tend to manifest themselves. - Resource assistance is sometimes mistakenly construed as relatively low impact, but the assistance can be significant indeed, it is not unusual for a student with intense special needs to have resource assistance in the form of an educational assistant full-time or nearly full-time **[Special Education -- then and now (history) -- week 2]** DEC 1980 -- Bill 82 - - Education no longer requires "optional" for student with special needs - School boards required to provide education for all students - Disability no longer a barrier to education - School boards given 5 years to phase in programs -- mandatory by 1985 Historical Perspective - Minimal concern for those with disabilities -- even in ancient, civilized culture -- Rome, Greece, - "Solans Law" -- Clay vessel, Tiber River - Weak often abandoned, kept for entertainment -- Aristotle -- deaf -- animals -- incapable of reason, unteachable - Exception -- Talmud -- enlightened instruction -- blind/deaf - Hippocrates -- scientific interest -- epilepsy - Disabilities -- Middle Ages -- superstitions, witches, demonic possession - Isolated short- lived intertest in helping or studying disabilities initiated by some individuals -- Ponce De Leon (1529-1582) successful in teaching deaf children bur work ended with his death Attitudes Change... Slowly - Real change begins with Louis Braille 1850's - Developed Braille alphabet adapted from a cipher system - John Locke -- sensationalism - "Tabula Rasa" newborns as a "blank slate" -- belief - personality is developed through their experience of the world -- nature vs nurture - Slow -- carnival shows into mid 1900s Canadian Perspective - 1831 school for deaf opened in Champlain, PQ - Followed by schools in Halifax (1856), Toronto (1858), Winnipeg (1884) - 1870 -- Belleville -- school for "deaf and dumb" - 1872 -- Brantford -- School for the blind - 1876 -- Orilla -- residential institution for DD - Growing social responsibility/ interest -- places for those with special needs existed prior to universal education for "normal" population Limited Support - Resources went to the most obvious disabilities -- few assisted due to geography, economics and limited concern - Little support for those with less obvious needs, behaviour, - term "LD" coined in 1963 -- tended to drop out - Both groups trained for menial work - Benefits often questioned, political fluctuating From Eugenics to Equality - Eugenics -- belief that society needed to be protected from 'genetic contamination' - 1918 -- Canadian National Committee on Mental Hygiene -- led to institutionalization -- segregating and isolating those with special needs - After WWII -- Eugenics theory abandoned due to fascism of war -- replaced by concern for rights of individual - 1950 Hope Commission -- recommended expansion of spec. Ed. Programs - 1962 -- Canadian Human Rights Commission established Normalization Principle - Argues against institutionalization - Look at similarities rather than differences - Once integrated will be exposed to and take on more normal behaviours - Suggests unlimited growth and improvement for the exceptional student - Changed policies everywhere -- (\$) "de- institutionalization" -- residents treated in own communities -- move from medical model to education -- school-based program **ABOUT THE MINISTRY (Week 2)** - Develop policy and programs to support childcare and early year programs for children and families - Make sure childcare settings are safe and follow the law by funding, licensing and inspecting licensed childcare professionals - Fund and provide guidelines for the delivery of core services at Early ON child and family centres - Fund and oversee publicly funded elementary and secondary school education. - Develop and publish curriculum documents and teaching resources for kindergarten to grade 12. - Set provincial standards and guidelines for all assessment, evaluation and reporting for all students who attend public or private schools in Ontario. - Oversee and set policies for EQAO - Fund and oversee TVO (supports education and lifelong learning through educational communications and programs - Set requirements for student diploma and certificates - Operate schools for blind, deaf, and deafblind students **[Four Renewed Goals: (Week 2)]** 1. Achieving Excellence 2. Ensuring Equity 3. Promoting Well-Being 4. Enhancing Public Confidence **[Special Education Advisory Committee (SEAC) -- week 3 ]** What is SEAC? - SEAC stand for [Special Education Advisory Committee]. Legislation requires that all school boards in Ontario have SEAC. What Does SEAC Do? - The purpose of SEAC is to advise the Board of Trustees on all matters related to the provision of special education programs and services to exceptional pupils. - An exceptional pupil is one whose behaviour, communication, intellectual, physical, or multiple exceptionalities are such that he or she requires placement in a special education program (learning centre/ resource room support or a special class placement) - A pupil is designated exceptional by identification. Placement and review committee (IPRC) established by the school board. Who Serves on SEAC? - SEAC is largely made up of parents, many of whom represent a local association that is concerned with children with special needs - Members of the Board of Trustees also serve on the SEAC - Two members of the school boards administration What Happens at the Meetings? - SEAC meetings usually include a variety of agenda items - Discussion may focus on evaluation of ongoing programs, purposed changes to current special education services, or development of new procedures - SEAC also has input with respect to the allocation of special education finances - Often presentations are made by guest speakers, such as teachers of exceptional pupils or association member Represented on SEAC: List of associations which may serve on any SEAC, but the list is not exhaustive: - [Autism society Ontario (link in power point)] - Down syndrome association - Spina Bifida & Hydrocephalus Association of Ontario - [Learning disabilities of Ontario (link in power point)] - Community Living **[IPRC Process (Week 3) ]** The IPRC Process outlines the main features of Ontario Regulation 181/98, identification and Placement of Exceptional Pupils, which came into force on September 1, 1998 Step One: - Every school board is required to appoint one or more IPRCs - Student is formally referred to an IPRC by the school's principal - Principal may initiate referral (notifies parent\*) must initiate referral if asked by parent in writing. - IPRC has a minimum of 3 members, 1 must be a principal or supervisory officer of the board - Parent includes parent OR guardian -- students 16 years or older may be a part of the process along with the parent Step Two: - School board must publish a detailed Parents' Guide - IPRC obtains and considers educational assessment, may interview student with permission of parent - Receives information put forward by school and parent, shares all written information with parent. - Medical and or psychological data may be requested (health and care consent act) Step Three: - IPRC must consider all information and proposals for special education programs and services - Parent may present proposals in addition to those from school board - Parent is entitled to have a representative of choice present; they may participate in all discussions except decision making Step Four: - Written decision of IPRC goes to parent, referring principal, school board, parent may request IPRC meet again to reconsider - IPRC decides student is not exceptional, or identifies student as exceptional and decides on a placement -- may make recommendations- not decisions (regarding programs and services) - Process ends/ parents can request or appeal - decision statement must list placement, category, and definitions of exceptionality, and students' strengths/ needs - Placement - regular class if it meets needs and if parent - IPRC must give reasons if special class is chosen **[Freedom of Information and Protection of Privacy Act (week 4)]** - Applies to Ontario's provincial ministries and most provincial agencies, boards and commissions as well as community colleges and universities - The act requires the government to protect the privacy of an individual's personal information existing in government records - Gives individuals the right to access to government held information, including general records and records containing their own personal information Privacy Protection - The act creates a privacy protection scheme which the government must follow to protect an individual right to privacy - If an individual feels their privacy has been compromised by a public institution governed by the act -- or complain to Information and Privacy Commissioner of Ontario (IPC) who may investigate the compliant - Individuals given access to their personal information have the right to request correction of that information where they believe there is an error Access - Contact the department or agency if you want access to government-held records - Available on ministry of government services website [www.mgs.gov.on.ca](http://www.mgs.gov.on.ca) - Mandatory exemptions require a public institution to refuse to disclose a record (cabinet records, third party info, personal information) Public institutions must: - Design and implement record systems - Assist in locating records requested - Inform person being denied access to the IPC within 30 days **[Right of Access to Personal Information (week 4)]** - Every individual has a right of access to any personal information about the individual contained in a personal information bank in the custody or under the control of an institution - any other personal information about the individual in the custody or under the control of an institution with respect to which the individual can provide sufficiently specific information to render it reasonably retrievable by the institution - EAs -- must always be aware that parents have the right of access to anything you record about a student -- its crucial that information be recorded in a nonbiased and factual manner **[Resource Team ]** **[Who Controls the Resources? ]** - Most common style is a combination of board-wide control of service delivery and individual school responsibility - Schools within board typically will have several resources allocated, often according to a formula based on population but that also recognizes unique school needs - Within a school, one or more special education teachers will have responsibility, under the principal, for allocating available resources and personnel as needed - If there are needs that go beyond a school's allocated resources or unique situations demanding a response, the board -- ideally -- will enhance the allocations **[The School Team (Resource)]** -- textbook -- continue chapter 5 - A support or assistance team is a committee of staff members organized to advise and consult with individual teachers who request assistance regarding a students perceived as having special needs - Supports special education and helps it function more effectively and more effectively in school - The resource team Is a first resort to which teachers and parents may bring concerns about the special needs of students without formally invoking special education procedures - Offers resources to teachers and students equally -- vital instigator of professionalism -- drives staff to seek solutions. **[What Do EAs Do?]** - active teaching of special education students under guidelines established by the teacher and the Individual Education Plan - teaching can be direct instruction to remediation to supervision of repeated practice - often an EA's instruction of a student with special needs in a regular classroom is one-on-one to expand or reinforce a concept or skill that other students have grasped more readily. - this will be the case especially in larger, busy classes where there are multiple demands on the classroom teacher - observe and maintain, and record data for variety of purposes -- including assessments - may be involved helping develop IEP, tutor, manage general classroom conduct, modify education material, become part of school team, provide health needs support, and provide behaviour management support - students with exceptionalities and their teachers rely on the involvement of educational assistants to ensure that the students progress behaviourally, socially, and academically throughout the school year. **[Duty to Report (week 5)]** **You do not decide if there is or is not abuse. That is up to the CAS workers and supervisors to determine**.  We have a responsibility to protect the children under our care. Keeping the most vulnerable members of our community safe is the responsibility of everyone. If there's any reason to believe that a child needs protection or is at risk of harm, make the call to Children's Aid. - If you have reasonable grounds to suspect a child needs help, make the call. - every person who has reasonable grounds to suspect that a child is or may need protection must promptly report the suspicion and the information upon which it is based to a Children's Aid Society. - This includes persons who perform professional or official duties with respect to children, such as health care workers, teachers, operators or employees of childcare programs or centres, police and lawyers - Youth who are 16 and 17 years old are now eligible to receive protection services from Children's Aid Societies. While reporting for 16 and 17-year-old youth is not mandatory, please contact your local [Children's Aid Society](http://www.oacas.org/childrens-aid-child-protection/locate-a-childrens-aid-society/) if you have concerns about a youth. **[Duty to Report -- How to Report Abuse:]** [Call local children's aid society if suspect of abuse] - It is quite possible that at some point in time in your career, a child will disclose information -- or you will observe patterns that indicate neglect and/or abuse. - As a professional, you have a duty to report. - Typically, within schools or Boards, there may be specific protocols/completion forms for reporting. - If the disclosure is made to you -- you must do the reporting. BUT you are not alone in this! - If you have "reasonable grounds to suspect" -- or "if a child has disclosed abuse to you" immediately report the information to the classroom or special education teacher with whom you are teamed - an attempt is made to allow you to report immediately-- but with someone at your side. Sometimes, a principal, guidance counselor, or experienced teacher will make the phone call, indicate that a report is being made of suspected abuse and/or neglect, briefly describe the situation and then hand the phone over to you. As you are the one with the firsthand information, you must do the reporting. - But the other person can support you as you talk through the situation. Typically, that other person will also get the forms that need to be completed at the school level too. - This can be a very stressful situation. You need to remember -- you have a duty to report what you see or suspect because of visible signs or disclosure. -  After completing the phone call and report forms the school has, ensure that you talk the situation over with your teacher team member and principal or vice-principal. At this point, your responsibilities may be completed. If the CAS determines to come into the school to investigate, you may be requested to provide a face-to-face interview. Specifics and background information may be requested. - Ensure to document for yourself and for teacher's file - Minister may designate an approved agency as a children's aid society for a specified territorial jurisdiction and for any or all the functions set out in (functions of society) - May impose terms and conditions on a designation and may vary, remove or amend the terms and conditions or impose new terms and conditions at any time - May at any time amend a designation to provide that the society is no longer designated for a particular function **[Functions of Society- the functions of a children's aid society are to:]** - Investigate allegations or evidence that children may need protection - Protect children where necessary - Provide guidance, counselling, and other services to families for protecting children or for the prevention of circumstances requiring the protection of children - Provide care for children assigned to its supervision under this act - Place children for adoption - Perform other duties given to it by this or any other act [History of Behavioural Management Techniques] - He formulated a comprehensive strategy for managing behaviour in children In the 1950s - Redl recognized the needs for immediate intervention strategies. Strategies which would work in the "here and now" - Foundations of Redl's methodology were eclectic (concepts drawn from psychodynamic, ecological and crisis intervention theory) along with a strong practice of orientation - Central focus of Redl's approach was to understand personal variables which contribute to the problem and then to choose an appropriate intervention based on that knowledge. - How can I support \_\_ in the most least intrusive supportive way to help them be more proactive at school 1. [Planned Ignoring] - A planned, skillful lack of recognition of a student's negative attention seeking behaviour - Cautions: dangerous behaviour, ignoring signal acceptance, contagious behaviour 2. [Signaling] - A sign of disapproval (pre-planned or spontaneous) directed at a student when negative behaviour begins - Cautions: need a good relationship with a student - Student must be in control of their behaviour - EX. They already know, you've talked about it, they do the behaviour and you use the signal to trigger them to stop it (scratching your nose so they see it and know to stop scratching) pull student aside later for positive reinforcement 3. [Proximity and Touch Control] - Help student recognize and control behaviour by moving closer/using touch - Cautions: be aware of a given student's likely response, do not use as a means to "control" but as means to indicate, do not use when a student is engaging in a power struggle or aggression - Touch can be a trigger for students 4. [Interest Boosting] - Problems of troubled students can be decreased or prevented by increasing the interest level of the activity - Adult excitement = Student interest - Cautions: not used to change negative behavior but to promote continuation of positive involvement, proactive approach, keep students engaged and excited 5. [Hypodermic Affection] - A dose of warm attention/affection to help student cope with a stressful or difficult situation - Strategic use is to help a student whose own self control is deteriorating to regain her composure - Cautions: ensure affection is perceived positively by student, works best with younger students 6. [Humor] - Serves to reduce immediate tension and allows student in power struggle to save face - Cautions: watch that humor is not perceived as sarcasm or a denial of seriousness 7. [Hurdle Help] - Support student to help deal with frustrating obstacles - Being observant and moving in to help a before a crisis or blow -- up occurs - Cautions: Overuse can result in over protectiveness, dependency, avoidance of problems and manipulation of adult - Help move on to next situation 8. [Interpretation] - An attempt to move student from "acting out" the problem to a discussion or recognition of the motivating problem or difficulty - Cautions: requires good relationship between adult and student, requires student to discuss/understand self and motivation for behaviour - Helps student understand situations" here's what you did, lets talk about what we can do differently" relate back to this situation later when student makes correction in behaviour 9. [Regrouping ] - Change the composition of a group to avoid or interrupt a potential problem - Options include changing the entire group, subgrouping, or regrouping individual students - Cautions: don't use to avoid dealing with an issue that requires attention 10. [Restructuring] - Preventing or resolving problems by altering the structure of a particular activity - Transition times!!!! - Cautions: do not use excessively as the ultimate purpose pf structure is to help students learn to organize self and eventually organize own behaviour through internal structure 11. [Direct Appeal] - A direct appeal to a student with whom the adult has a reasonable relationship to stop a negative behaviour - The adult may appeal to the relationship/values/group code/pride - Cautions: do not plead or beg, do not use force with student to choose between an adult or peer- calm conversation -- believe in them 12. [Limitation and Space] - Limiting materials and space based on a student's lack of "readiness", abuse or danger - Cautions: reassure student of temporary limitation (ex, removing scissors from workspace when student irritated- assure they get back later when calm) 13. [Promises and Rewards] - One of the most powerful techniques available - Cognitive behaviour modification used to mold thoughts, feelings and behaviour - Caution: some students my not be able to respond to future rewards, as they only live in the present, importance to know how student sees reward/ understand, most effective rewards is social reinforcement (sincere praise) 14. [Physical Removal ] - NONPUNITIVE removal of the student from the group to allow them an opportunity to gain behavioural composure in the absence of an audience - Cautions: need to ensure physical and psychological safety of removed student. Do not use when students will be made fun of by others - Example: be proactive- interrupt student quietly/ask to chat/ go for walk to discuss 15. [Authoritarian Interference ] - Used when behaviour is so unacceptable/dangerous that it requires a sharp clear statement by the adult - Saying NO in such a way that the student understands that we mean it - Caution: overuses make the technique ineffective 16. [Physical Restraint] - Used when a student is dangerous to self/others - Formerly included property, but now physical restraint is only used if student is harming properly which will directly harm themselves - LAST RESORT - Certificate to restrain is required 17. [Threats and Punishment] - Forms of behaviour modification - Proven to be effective in the presence of the punisher but little success in lasting behaviour changes - Cautions: negative feelings from punishment must be tied to the behaviour being punished - Punishment must not be internalized to individual producing defensiveness, anxiety, aggression, withdrawal **Study page 1:** **Key Terms Glossary:** - **Bill 82:** The Education Amendment Act of 1980, mandating special education services for students with exceptionalities in Ontario schools. - **IPRC:** Identification, Placement, and Review Committee. This committee determines if a student qualifies for special education services and recommends an appropriate placement. - **IEP:** Individual Education Plan. This legally binding document outlines specific learning expectations and individualized supports for students identified as exceptional. - **Duty to Report:** The legal obligation of educators and other professionals to report suspected cases of child abuse or neglect to Children\'s Aid Society. - **In-School Resource Team:** A group of educators within a school who advise and support teachers working with students with special needs. - **Confidentiality:** The ethical and legal responsibility to protect sensitive student information. - **Child Abuse:** Any act or failure to act that endangers a child\'s physical, emotional, or sexual well-being. - **Protection Legislation:** Laws designed to safeguard the welfare of children, including the Child and Family Services Act. - **Exceptional Pupil:** A student whose learning needs require special education programs and/or services as determined by an IPRC. - **Special Education Program:** A modified educational program designed to meet the unique needs of a student identified as exceptional. - **Special Education Services:** Support personnel, equipment, and resources necessary to implement a special education program. - **Resource Assistance:** Direct or indirect support provided to students with special needs, often by a resource teacher or educational assistant. - **SEAC:** Special Education Advisory Committee. A committee that advises the Board of Trustees on matters related to special education programs and services. - **Normalization Principle:** A philosophy advocating for individuals with disabilities to live and learn in environments as close to typical as possible. - **Freedom of Information and Protection of Privacy Act:** Legislation that outlines individuals\' rights to access and correct their personal information held by public institutions while protecting privacy. - **Behavioural Management Techniques:** Strategies and interventions employed to support positive behaviors and address challenging behaviors in the classroom. **Short Answer Questions:** 1. **Describe the key changes introduced by Bill 82 and its impact on special education in Ontario.** 2. **Outline the steps involved in the IPRC process, highlighting the role of parents/guardians.** 3. **Explain the purpose and composition of an IEP, including key individuals involved in its development.** An IEP is a written document that outlines the specific learning expectations and support strategies for a student with special needs. It is developed collaboratively by parents/guardians, teachers, administrators, and sometimes the student. The IEP outlines accommodations, modifications, and alternative programs designed to help the student access the curriculum and achieve their learning goals. 4. **Differentiate between the roles and responsibilities of a Special Education Advisory Committee (SEAC) and an IPRC.** - A SEAC advises the Board of Trustees on all matters related to special education programs and services. It comprises parents, board members, and administrators. In contrast, an IPRC focuses on individual student needs, determining eligibility for special education and recommending placement. The IPRC includes parents, educators, and may involve specialists. 5. **List and briefly explain three placement options available for students identified as exceptional by an IPRC.** 6. **Explain the concept of \"Duty to Report\" and describe the steps an educator should take if they suspect child abuse.** 7. **What is the primary function of an in-school resource team and how do they support educators working with students with special needs?** 8. **Outline the main principles of the Freedom of Information and Protection of Privacy Act and its implications for educational records.** 9. **Describe three behavioral management techniques developed by Fritz Redl and provide an example of how each technique might be applied in a classroom setting.** 10. **List five key roles and responsibilities of an Educational Assistant (EA) in supporting students with special needs within the classroom.**