Special%20Education

1
Special Education

• The Regulations and
• Their Implications for the
• Regular Education Teacher

2
Answer yes or no

• 1. Public schools may choose to not provide
  education for some students.
• 2. By law, the handicapped child must be placed
  in the least restrictive environment.
• 3. The causes of most disabilities are known,
  but little is known how to help children overcome
  or compensate for their disabilities
• 4. People with disabilities are like everyone
  else.
• 5. A disability is a handicap.

3
PL 94-142 Education for All Handicapped
Children Act

• PL 94-142 Passed in 1975
• Every disabled child is entitled to special
  education appropriate to the childs needs at
  public expense.
• Children in home district
• Special ed teachers in home district
• Resource room
• mainstreaming

4

• PL 99-457 Included children 3 to 5 years old
• Easter Seals
• Pre-school and Kindergarten
• 1986 Regular Education Initiative
• FAPE (Free and Appropriate Public Education)

5
Individuals with Disabilities Act

• Passed in 1990
• Went beyond mainstreaming to helping students
  with disabilities transition into further
  education or employment.

6
Two Major Changes

• Replaced the word handicapped with the word
  disability.
• Least restrictive environment
• Inclusion
• IEP (Individualized Education Plan)

7
What is an IEP?

• It is a specific plan devised for each special
  education student that identifies specific goals
  for that student.
• It also contains specially designed instruction
  and adaptations and modifications that should be
  used for that student.
• It is a legal document and must be implemented as
  written.

8
Who writes an IEP?

• The multidisciplinary team (MDT) is a team made
  up of special and regular education teachers,
  psychologists, counselors, nurses, principals,
  social workers, parents, etc., that meet and
  compile information regarding students.

9
What is the CER?

• The comprehensive evaluation report is completed
  during the MDT meeting. It contains information
  about the students strengths and needs. It
  includes academic assessments and a classroom
  observation of the student.
• This information is used by the IEP Team to help
  develop an appropriate IEP for the student.

10
What is the NORA?

• The notification of recommended assignment is
  signed by the students parents and places the
  student in a particular program in which s/he
  will receive special needs services.
• In an inclusion program, the students parents
  have agreed to place the child in a learning
  support program that is delivered in a regular
  education setting.

11
What can a teacher learn by reading a students
IEP?

• Students present educational level.
• Annual and short-term goals
• Specially designed instruction
• Possible adaptations for instruction and
  materials
• Evaluation method
• Any related services required by the student

12
How often is an IEP developed?

• Must be developed following any MDT meeting.
• Must be reviewed and revised at least once every
  calendar year.

13
Accommodations for IDEA students

• 1. Format adaptations
• Content is the same but format is different, such
  as larger font, word banks.
• 2. Content adaptations
• Must learn same content but in smaller chunks.
• 3. Modes of communication adaptations
• Typewriters, audio tapes, videos, etc.

14
Activity

• Review the material in Handout 4.5.
• Decide how teaching students with special needs
  would be different from teaching children of
  normal intelligence.
• Work in your group to suggest a few guidelines
  for teaching included children.

15
Essential Items for Included Students

• Determine readiness.
• State and present objectives as simply as
  possible.
• Create specific learning objectives that are
  based on an analysis of the childs learning
  strengths and weaknesses.
• Present material in small, logical steps.

16

• Teach skills and concepts that are practical.
• Do not skip steps. Do not expect students to
  conceptualize on their own.
• Present the same material in different ways.
• Find material that does not insult student (below
  interest level).
• Use positive reinforcement through fewer target
  behaviors and skills.

17

• Motivate and maintain interest.
• Return to simpler level if child seems lost.
• Overlearn, repeat, and practice.
• Teach student how to study