...Running head: HISTORY OF SPECIAL EDUCATION LAW According to National Assessment of Educational Progress (NAEP), an IEP, or Individualized Education Program, is “a written statement for each individual with a disability that is developed, reviewed, and revised in accordance with Title 42 U.S.C. Section 1414(d).” (NAEP Glossary) Each source I studied stressed the concept of “individualized” plans because each program is tailored to specifically meet the needs of that particular student through a series of assessments, meetings and medical diagnoses. Recognizing that the content of the IEP is legally binding, it’s important to ensure that what is included in the IEP safeguards the needs of the student and that the student needs are being met? So after Further research I discovered a site that put the definition of an IEP in easily understandable terms: [An IEP] is a legally binding document that spells out exactly what special education services your child will receive and why. So by doing the IEP not only would It will include the students classification, placement, services such as a one-on-one aide and therapies, academic and behavioral goals, a behavior plan if needed, percentage of time in regular education, and progress reports from teachers and therapists. What is and we see that these plans contain information about the child’s classification, such as autism, deaf-blindness, orthopedic impairment or mental retardation for example, which requires the special...
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...an evaluation is essential when determining a child’s functional level and development. It also discusses the varying assessments that are possible when evaluating a student. Some of these assessments include group tests, individual tests, curriculum-based assessments, standardized tests, and more. This specific article was chosen simply because it plays a key role when measuring the educational needs for students. This article would more than likely be appealing to parents who suspect that their child may have a disability. An important factor mentioned in this article strongly reassures parents that they have a slew of information to submit when preparing to get their child evaluated. In order for a child to be eligible for special education services, the child needs to be evaluated through appropriate assessment. Some of this information from a parent may include: -medical information -comparing the child's progress to typical child development -observing how the child functions in school, at home, or in the community -interviews with parents and school staff (Pacer Center, 2007). As an educator, this information can most definitely be applied in order to accommodate the professional environment. Even after a diagnosis, parents often face many emotions before they can come to the fact that their child has learning disabilities; which is why it is imperative to help parents understand that they have a support staff in place to guide them. In this process, parents...
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...Philosophy of Special Education Marchelle Mitchell EDU 535 February 4, 2015 Valerie Klaus Philosophy of Special Education The purpose of schooling is to help our special education students to be functional and independent in the real world. I want them to learn how to deal with real life situations and to be able to understand and adapt to the changes it may bring. For example, being an autism teacher of high school students, my philosophy is different than of an autism teacher of elementary students. The most important thing of concern for the older students is to make sure they are as independent as possible and teach them some type of job skill to help them acquire a pay check to help with their care. I also help them have an alternative to destructive behavior so they are able to work in the community in some fashion. Teaching students in the special education environment all learn at different paces and at different levels. Even though the students are of high school age, they are nowhere close to being on the same educational level as their peers. I have to teach at their level even if the level is at an elementary grade level. I want them to understand and have knowledge of what can help them as they grow older. The sooner you understand as a special education teacher you have to change your teaching style to each individual student, the more success you will have with each student and the more joy you will have in your career. The key is no student learns like the...
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... 2015 Exe Interview 100 ! ! ! Interview with Jennifer Cadilline that has Topic: Public Schools. ! ! 1. How did you find out if you were eligible for special education in your public middle school when you were younger? ! My mom had asked the school to evaluate me, so she called or wrote the director of special education, even the principal of my school and had to describe the concerns that she had with the my academic performance and she even requested an evaluation under IDEA, to see if a disability was even involved in the first place just to make sure. My public school was concerned about how I was learning and developing. Since the school and my mother thought I had a the disability, they evaluated me but the best part about it for my mother was that it didn't cost me anything to check. They asked my mom for her written consent before they had evaluated me. Just because my mom had asked didn't mean they had to do it. They could have said no, but they would have had to explain to my mother why they wouldn't want to do so. ! 2. What would have happened if you were not eligible for special education in your public school , how would you have felt ? ! If the public school would have came up with the conclusion that i was not eligible for special education, the school system would have gave me that reasoning as to why I wasn't found “eligible.” At first that did happen but under IDEA, and they gave my mother the information as to...
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...ABSTRACT Title of Thesis: ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS Arlene E. Silva, Master of Arts, 2005 Thesis Directed by: Professor Sylvia Rosenfield Department of Counseling and Personnel Services University of Maryland, College Park The present study serves as an examination and documentation of referral and placement outcomes of English Language Learner (ELL) cases in Instructional Consultation (IC) Teams schools. Archival data from 838 cases (12% of which were ELL cases) within five mid-Atlantic public school districts implementing IC Teams were analyzed for outcomes using logistic regression. Results included statistically significant differences in ELL versus non-ELL student initial team referral (IC or other prereferral intervention team) and ultimate IEP Team referrals. Initial referral concerns also differed significantly between ELL and non-ELL students. IC Teams were found to be more effective than existing prereferral intervention teams in decreasing the special education referrals of ELL and non-ELL students. The results of the present study serve as a foundation for future research in the areas of at-risk ELL students and their referrals to prereferral intervention teams and special education. ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS by Arlene E. Silva Thesis submitted to the Faculty of the Graduate...
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...Assess student competency with a unit Identify and apply the 6 principles of IDEA * Procedural Due Process * Zero Reject * To include all students * Nondiscriminatory * To determine whether a student has a disability * The nature of special education and related services * Appropriate Education * To provide benefit and progress toward outcomes by following the IDEA process * Least restrictive environment * To ensure IEP outcomes by ensuring access to general education curriculum, extracurricular, and other activities * Parent and Student Participation Identify the impact of ESEA/NCLB on schools * Accountablility fro results * School safety * Parental choice * Teacher quality * Scientific based methods of teaching evidence based practices * Local flexibility * Standards-based education * Current * performance Identify the purpose of Section 504 and how it applies to services provided to students * Antidiscrimination law * Protects form discrimination * Provides for reasonable accommodations * Provides services for students who don’t quality under IDEA * Provides funs to pay for programs Identify the Terminology/acronyms relevant to an IEP * LRE * Least Restrictive...
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...RUNNING HEAD: Exceptionalities Teaching for Exceptionalities Grashal Parker Grand Canyon University: SPE-526 December 2, 2011 Teaching for Exceptionalities Children with learning differences have always been a part of the community. Teaching children with learning differences began as a one on one setting, usually separate from typical schools. In the past, students’ with exceptionalities were often segregated from the regular classroom. Mainstreaming began the process of integrating them with nondisabled students, and inclusion takes the process further by creating a web of services. Special education is often times as diverse as the schools and school systems that incorporate it. Most common approaches include: self-contained classrooms, pullout services, and inclusion. Inclusion is most effective when regular education and special education teachers closely collaborate on instructional adaptations for learners with exceptionalities (Heward, 2009). In every classroom there are students with exceptionalities. These exceptionalities may include a student who has an IEP and needs extra accommodations/modifications or a gifted student that needs to be challenged beyond the curriculum. As an educator, one needs to make sure that each student is able to succeed in the classroom. Talent, imagination and skill are attributes teachers must possess. When working with children who have diverse needs these attributes must be perfected (Fogel, 2005). There may be some areas...
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...Content Review: Week 2 EDUC - 4004 2012 1. Explain why the following terms should not be used interchangeably: impairment, disability, handicap, and at risk. Learning and understanding the related terms of exceptionality helps others to understand the similarities and differences of those with exceptional needs. The terms impairment, disability, handicap, and at risk should not be used interchangeably because the terms have different meanings. Additionally the terms refer to different types of individuals with or without exceptional learning needs. For example, the term impairment refers to the loss or reduced function of a particular body part or limb (Heward, 2009). Such as a soldier who may has a missing limb due to the current war or a child losing their leg after an accident. Handicap is a term that refers to a problem or disadvantage that a person with a disability or impairment encounters when interacting with the environment (2009). Children who may not have an identified disability but have a greater chance of developing a disability are considered at risk (2009). When an educator apply this term to infants, preschoolers, and young school age children because of biological, the home environment, or developmental problems. 2. Explain how each of the six major principles of IDEA will guide your thinking about working with young children as a child development professional. Based on what you learned in the first 2 weeks of the course, if you could recommend...
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...that the developmentally delayed were not allowed to wed and horrible things were done to them up to and including sterilization. As a society we have come a long way from that. Now there are laws that protect these individuals from such horrifying things, some of the legislations are called the ADA (American with Disabilities Act), IDEA (Individuals with Disabilities Education Act), and IEP (Individualized Education Program). Currently with all of these available resources our exceptional students have an advantage more now than they ever have. The expectations of teachers to be able to teach these students the skills that are necessary to survive in this modern world are being threatened by the current government issues, putting our special educational needs in danger. Now with all this knowledge and, when people encounter other individuals with disabilities they are no longer scared of them. There is more understanding and compassion for them. Our disabled children now have a voice where they did not before. Many years ago our special children that were in need of more than just basic education they were shunned out of schools; and then taken to other facilities. These facilities would not treat them very nice, perhaps not even as human beings. It was not until 1949 and 1950 that the government actually made a move to assist the extraordinary students these movements were organizations and they were called “The United Cerebral Palsy Organization (UCP), and National...
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... 1. Free and Appropriate Public Education This mandate states that every child, abled and disabled, must be provided a free and appropriate public education. (Gargiulo, 2006) 2. Least Restrictive Environment This mandate states that if a mainstream classroom is conducive to a child’s individual needs they must be educated with children without disabilities. Every effort must be made to be inclusive of a child with disabilities in a regular classroom setting alongside children with disabilities. (Gargiulo, 2006) 3. Individualized Education Plan Upon identification of a child’s disability, an individualized education plan (IEP) must be written. These IEP’s must be updated or developed annually by a team of professionals, with input from the parents and, if appropriate, the student. The IEP must include measures of the student’s current educational level, identifiable goals for the year, methods in which evaluation of goals will occur, specific special education services needed, level of mainstream inclusion or reasoning for exclusion from mainstream class, changes necessary in comparison to mainstream education, projected timeline to initiate services and/or duration of services, and annual evaluation of progress made by student on the IEP. (Gargiulo, 2006) 4. Procedural Due Process This mandate is designed to ensure that parents and students, if appropriate, are involved in each aspect of their education. This ensures that parents are involved...
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...The challenges of writing in the education profession will have you pulling your teeth out. As Special Education Teachers one’s writing skills are a key component of my job responsibilities. An important writing component in which a Special Education Teacher must construct is an Individualized Education Plan (IEP). This document is a confidential and legally binding document that is vital to a student’s educational path. One of the first steps to writing an IEP is to brainstorm with the parents, teachers and other educational professional involved in the IEP Meeting. The second step is to start compiling all the students’ data, previous goals, objectives, formal testing information. These two steps begin to document what is the style of an Individualized Education Plan. The writer of an IEP the must be able to identify with several different parties in which all parties involved maybe able to comprehend and apply this information. In the beginning stages of writing an IEP, the writer should target what is actually best for the individual. Once you have identified what is best for the student then you move towards utilizing the data. As you are reviewing the data you must now articulate how the individual is current level of performance can be projected to assist in where the students needs to grow when moving into writing goals and objectives. When it comes to writing goals and objectives one must identify the audience. As the writer there may be several professionals and parents/guardians...
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...unconcerned of the child’s abilities, are assured a free and appropriate public education (FAPE). School districts were required to be of assistance to children ages 6-17 and ages 3-5 and 18-21 if the state additionally schooled any non-learning disabled students in those particular age categories. 1. Nondiscriminatory Identification and Evaluation. It is necessary to take care of biased habits ending in non-linking and placing of young persons into special education (for example; children with ethical and language barriers) this authorization set-up necessary buffers. The determining assessments involved were: (a) administered in a child's primary language, (b) given by qualified personnel, (c) tailored to assess specific areas of need (not just IQ tests), (d) comprised of more than one procedure, (e) selected so as not to discriminate against the child's disability, and (f) administered by a multidisciplinary team in all areas related to the suspected disability. http://college.cengage.com/education/resources/res_prof/students/spec_ed/legislation/pl_94-142.html 2. Individualized Education Program (IEP). An IEP must be written for each student with an identified disability. Each IEP is uniquely designed to meet the individual needs of a particular student. (A team of individuals known as the IEP team meet annually to develop or up-date the IEP for all students receiving special education or related services…A group of people known as the IEP group meet every year to...
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...Teaching for Exceptionalities Benchmark Jettie McGraw SPE 226 February 24th, 2015 Abstract Special education teachers are required to accommodate their student’s special need by maintain and adapting lesson plans to meet their individual need and ability. Adapting the lesson plan to their specific need and ability requires observations, meetings and lots of patience. This essay details my experience within a special education classroom, it includes observations and a detailed accommodated lesson plan. This experience provided me with insight on the daily life of a special education teacher, and prepares me for a future career in teaching. Teaching for Exceptionalities Benchmark Students with special needs require adapted teaching methods that vary from those of their peers. These adapted methods stem from detailed observations, that are then included in an adapted lesson plan that is specific to that child’s need. Each adapted lesson plan has a goal, both short term and long term. These goals are then further extended in the form of evaluations and even more observations that are essential in determining a child’s ability in a core area, which then aides the teacher in creating a lesson plan suitable for this child and their need. It is essential that a special education teacher actively observes her students, evaluates what they have learned, and adapts the lesson plan to their need, to create a learning environment that is developmentally appropriate and educationally...
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...palsy, epilepsy, asthma, are associated with such disabilities”. Because a student has a disability and is special needs, as a future educator it is very important to go beyond any labels that are but on the student and take into consideration what the needs of the individual student is and apply the right strategies, and teaching them the way they will learn. Within this essay it will go over the Special education team (SPED) and what their roles with working with students with PHI. Along with creating an SPED team the essay will also address the impact that PHI has on students learning within school. This will include an interview with a special education teacher. Special Education Team (SPED) When working with students with any kind of disabilities or impairments there needs to be a special education team set into place for each individual student. The SPED team that is mentioned within this essay works with students that has physical and health impairments. The first people within the SPED is the parents. The parents play a critical role within their child(s) education. I mentioned parents first because parents are the ones that are the best advocates for their child(s). Who knows their child(s) better than parents? Parents can provide the school with important information on the child (medical,...
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...The History of Special Education and the Laws Associated with the Individuals with Disabilities Education Act (IDEA) Latrena Y. Haynes Grand Canyon University: SPE - 526 March 05, 2014 Abstract Special education is a type of education for students with special needs. The term is usually abbreviated as SPED which can also mean Saving People Every Day. This includes people who are different from normal people whether they are a baby, toddler, young adult, or an adult. This includes people who have a disability who are often overlooked at because of their disability. This also includes people who just want the same treatment and an education given to them as a normal or regular person. This paper will explore the history of education and the laws associated with the Individuals with Disabilities Education Act (IDEA). It will also discourse the current and future challenges that the laws have on special education. The History of Special Education and the Laws Associated with the Individuals with Disabilities Education Act (IDEA) The history of special education started back a long time ago in the 1900s when people was going to court versing the other to fight for an education for students with disabilities. Children with disabilities were overlooked and not accepted by the general population (Heward, 2009). No matter when they born or where they was born, if they had a disability then discrimination always occurred. Back in the days, educating a child with...
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