Chapter 2 – Special Education Procedures and Services
Professionals in Special Education
· General Education Teachers
o Identify students with special needs serious enough to seek input
o Provide day-to-day instruction
o Collaborate with parents regarding student strengths and needs
o Participate in writing IEPs as a member of the multidisciplinary team
o Implement strategies and activities as part of a response to intervention procedure
· Special Education Teachers
o Consulting teacher, inclusion specialist/support facilitator, itinerant teacher, transition specialist
o Support students by creating adapted materials, collaborating with general education teacher, working directly and separately with students who have disabilities, serve as coordinator for all the services any single student may receive
· Other Specialists and Related Service Providers
o School psychologist – responsibility for determining a student’s intellectual, academic, social, emotional, and/or behavioral function and designing strategies to address students’ academic and social or behavior problems
o Counselors – assess students’ social and emotional functioning
o Speech/Language Therapist
o Social Workers – address social and emotional issues
o Other – physical therapists, nurses, administrators, adaptive physical educators
· Parents, Students and Advocates
o Have the right to participate in virtually all aspects of their child’s educational program
How to decide whether a student need might be a disability
· Analyze Unmet Needs
o What are specific examples of unmet needs?
o Is there a chronic pattern negatively affecting learning?
o Are the unmet needs becoming more serious as time passes?
o Is the student’s learning or behavior significantly different from that of classmates?
· Communicate your observations and try your own interventions
o Contact parents, try simple intervention, document the unmet need
How do students obtain special services?
· Initial Consideration of Student Problems
o Intervention Assistance Team – usually includes general education teachers, special service personnel, and an administrator
o Response to Intervention (RtI) – an approach for the identification of learning disabilities based on whether student learning progress improve or fails to improve after the student receives increasingly intense, research-based interventions
· Special education referral, assessment, eligibility, planning, and placement process
o Parents must be involved in all aspects
o Assessment
· Decision Making for special services
o Develop IEP
· Monitoring special education services
o Annual reviews, Three-year reevaluations, Additional reviews
o Due process – the set of procedures outlined in the law for resolving disagreements between school district personnel and parents regarding students with disabilities
What is an Individualize Education Program (IEP)?
· IEP – addresses all areas of student need, including accommodations to be made in the general education setting and the services and supports to be provided there
· Required Components of an IEP
o Present Level of Performance
o Annual goals and short-term objectives
o Extent of participation in general education
o Service and modification needed
o Behavior intervention plan
o Date of initiation and frequency and duration of service and anticipated modifications
o Strategies for evaluation
o Transition plan – for students 16 years or older; description of strategies and services for ensuring that the students will be prepared to leave school for adult life
What services do students with disabilities receive?
· Special education and related services
· Student placement and educational environments
o Regular classes
o Resource Programs
o Separate Classes
o Separate Schools
o Residential Facilities
o Home and Hospital Settings
Outside Resources | |
MyEducationLab.com | |
Interventioncentral.org | |
Nichcy.org/Pages/Home.aspx | |
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