Learning Disabilites Edc 104
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This 4 page Study Guide was uploaded by Gregory Notetaker on Sunday October 18, 2015. The Study Guide belongs to Edc 104 at La Salle University taught by Maryanne Bednar in Summer 2015. Since its upload, it has received 33 views. For similar materials see Education Diversity in America in Education and Teacher Studies at La Salle University.
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Date Created: 10/18/15
Education 104 Exceptionality Information Availability quotWh y didn t they just get help Issue How easily can individuals parents or guardians locate appropriate information andor resources to provide needed assistance to address a range of exceptionalities Equipment needed What you Watch with timer or stopwatch Pen or pencil Internet Telephone book or equivalent thereof Protocol provided PaUence need to do Time yourself to see how long it took you to nd the address or phone number Call or visit the website If calling identify yourself as a student teacher who is gathering information to assist for future issues and ask for name of point person Please be aware that you should use good judgment here Do not call any number that may be designated as a hotline If visiting website print out homepage of website to attach to protocol Be sure that the website provides local resources to the Philadelphia metropolitan area Do not provide any websites with your personal information Complete the protocol honestly and tactfully What you need to turn in Carefully complete the chartprotocol You may download and complete in pencilpen if this is easier Create a thoughtful typed response to attach to the completed chart Compose at the minimum a thoughtful and detailed one paragraph response for each of the following questions 1 What did you learn about resources available that surprised you in a positive manner 2 What did you learn about resources available that shocked you in a negative manner 3 How can you use this experience and possibly this information as a preservice teacher 0 Bring your hardcopy of the completed chartprotocol and response to class on designated discussion day You will use this as part of your active participation in the class discussion Hotline Information Protocol Bednar2015 ED104 Education 104 Resource Name Full Internet Site Address g Phone Number Home Identify any other Page languages Attach Spokenavailable ed besides English Be sure to look carefully for this information Ease of Use for example how long did it take to nd this information How easy was it to navigate the site How helpful was the information US government website for simpli ed IEP explanation for parents PA website for parents to explain Common Core academic K12 standards National organization that addresses attention de cit disorder for children Philadelphia Hotline Child Abuse Philadelphia speci c help for parents whose children have been identi ed as autistic Sites in Philadelphia to support adolescents with family issues related to alcohol abuse Battered WomenChildren Shelters Philadelphia Gay Lesbian Bi Transsexual support group contact for adolescents in the local Philadelphia area Bednar2015 ED104 Bednar2015 ED104 FIGURE 25 Required compdnents of every IEP The IEP is a written statement for each student ages three through twenty one Whenever it is l deveIOped or revised it must contain the following statements 1 The students present levels ofacademic achievement and functional performance including How the student s disability affects the student s involvement and progress in the general curriculum for students ages six through twentyeone How a preschooler s disability affects the child s participation in appropriate activities for children ages three through ve A description of the benchmarks or shortterm objectives for students who take alternate assessments that are aligned to alternate achievement standards 2 Measurable annual goals including academic and functional goals designed to Meet each ofthe students needs resulting from the disability in order to enable the student to be involved in and make progress in the general curriculum Meet each ofthe student s other educational needs that result from the disability 3 How the student s progress toward annual goals will be measured and when periodic reports on the student39s progress and meeting annual goals will be provided 4 The special education and related services and supplementary aids and services based on peer reviewed research to the extent practicable that will be provided to the student or on the student s behalfand the program modi cations or supports for school personnel that will be provided for the student to Advance appropriately toward attaining the annual goals Be involved in and make progress in the general curriculum and participate in extracurricular and other nonacademic activities 39 Be educated and participate in those three types ofactivities with other students with disabilities l and with students who do not have disabilities 5 An explanation ofthe extent if any to which the student will not participate with students who do not have disabilities in the regular classroom and in extracurricular and other nonacademic activities 6 Any individual appropriate accommodations that are necessary to measure the student39s academic and functional performance on state and districtwide assessments if the IEP team determines that the student will not participate in a regular state or districtwide assessment or any part of an assessment an explanation of Why the student cannot participate and the particular alternate assessment that the team selects as appropriate for the student 7 The projected date for beginning the special education related services supplemental aids and services and modi cations as well as the anticipated frequency location and duration of each 8 Beginning no later than the rst IEP that will be in effect after the student turns sixteen and then updated annually a transition plan that must include Measurable postsecondary goals based on transition assessments related to training education employment and where appropriate independent living skills A statement of transition services including courses of study needed to assist the student to reach those postsecondary goals j Beginning no later than one year before the student reaches the age of majority under state law usually age eighteen a statement that the student has been informed of those rights under IDEA that will transfer to the student from the parents when the student comes of age in addition to addressing each of these eight required components the IEP team must also carefully consider ve special factors when developing a student s IEP If any factors ElPDly to the student the team must address them through the IEP as part of that student s SPccial education related services or supplementary aids and services I 39 3 I I 0 39 li H the child s hehavror impedes his or other students learning the IEP team must con Slcier whether to use positive behavioral interventions and supports or other strategies Ensuring Progress in the General Education Curriculum Universal Design for Learning and Inclusion 43
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