Week 1: Presentation with Notes
Week 1: Presentation with Notes SPED 3020e
Popular in Characteristics of Individuals with Mild Disabilities
Popular in Special Education
This 11 page Class Notes was uploaded by SC Jordan Allgood on Saturday August 29, 2015. The Class Notes belongs to SPED 3020e at University of Georgia taught by Dr. Tina Anderson in Fall 2015. Since its upload, it has received 107 views. For similar materials see Characteristics of Individuals with Mild Disabilities in Special Education at University of Georgia.
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Date Created: 08/29/15
Module 1 Presentation Legislative Foundations 1 Understanding the Law a Federal Statutes b Legal Commentary c Federal Regulations d State Law and Regulations e Case Law A Federal Statutes Broad and general in nature law is tied to federal funding and other sanctions Individuals with Disabilities Education Improvement Act IDEA 2004 Sped servicesIEP First enacted as PL94142 in 1975 Section 504 of the Vocational Rehabilitation Act Equal Rights to children With disabilities Americans with Disabilities Act Similar to 504 but deals With employers employees and public places No Child Left Behind General education La W impacts students With disabilities B Legal Commentary Information on how to interpret the statute congressional intent IDEA 2004 Analysis and Commentary C Federal Regulations Congress delegates power to administrative agencies clari es and explains statutes has the same force of law Makes more speci c IDEA 2004 Final Regulations administrative agency is the US Department of Education DState Statutes and State Regulations 0 Must be consistent with federal law may provide more rights to individuals but not fewer Afterward an administrative agency is allowed to pass regulations 0 Of cial Code of Georgia 202152 2010 Special Education 0 Georgia State Board of Education Rules 1604701 to 160 4720 Administrative agency in charge of enforcing regulations E Case Law 0 Established in State and Federal courts through litigation published opinions ofjudges highest rulings made in the US Supreme Court Parent or school asks for due process to start if not settled in that hearing it continues to go to a higher and higher court until the matter is settled or it reaches the Supreme Court 0 Board of Education of Hendrick Hudson Central School District v Rowley 458 US 1761982 0 Doe v Withers 20 IDELR 422 w va Cir Ct 1993 504 Case 0 Shaffer v Weast 546 US 49 2005 o Draper v Atlanta Independent School System 518 F 3d 1275 11th Cir 2008 A 10 Steps in the Special Education Prgess Identi cation Through Chid Find or RTl Georgia Referral SST refers after Tier 3 In Georgia Evaluation Must have parent consent Must be completed in 60 days after referral Must be nondiscriminatory Must be in student s native language IwINIH 4 Eligibility Meeting to determine if students meet the eligibility rule Parents must be a part of the eligibility team 5 IEP Development Parent must be a member of the IEP team Has to be written and developed within 30 da vs of the student qualifying 6 Placement Happens AFTER IEP is written and developed Students will be placed in Least Restrictive Environment f placement is determined prior to IEP development that is called predetermination which is against the law 7 Special Education Services 8 Reporting Progress The progress towards the IEP goals written in the IEP Must be reported at every grading period to parents 9 IEP Review Must happen yearv 10 Reevaluation must occur every 3 years to see if student is still eligible look at the needs of the student and determine if the program is appropriate 3 IEPs o Is a legal document that can be examined in court and held under intense scrutiny there are numerous reasons why an IEP will be examined in court 0 Must be individualized and developed to meet the student s unique needs Every IEP is different 0 Directs all aspects of a student s special education program General education is not on the IEP unless it is different E g accommodations and modi cations o Is a contract between a school system and a student s parents specifying set or services provided by the school in order for students to receive a Free Appropriate Public Education FAPE If it is not written on the IEP it didn t happen If it is written on the IEP it has to happen 4 FAPE o The IEP is the center of most IDEA disputes that involve possible denial of FAPE This is because the IEP is the primary evidence of the appropriateness of a student s educational program 5 The Path to FAPE is Relevant assessment Meaningful and measurable annual goals Special education programming based on peerreviewed research aka evidencebased practices and documentation of student progress through data coHchon WARNING If the IEP does not quotconfer meaningful educational benefit to the student it does not provide a FAPE Module 1 Readings Friend amp Bursuck 2015 Chapter 1 The Foundation for Educating Students with Special Needs Learning Objectives Explain key terms and concepts that describe special educann Explore factors that have shaped contemporary special education services Analyze themes that characterize today s educational priorities for student39s with disabilities Describe disability categories addressed in federal law and identify other needs What is Special Education Speci cally designed instruction In Georgia must be provided a special education teacher not general education teacher Actual instruction of the student Related Services Eg speechlanguage therapy transportation physical therapy occupational therapy most common Student cannot have these services Without being in special education except speech therapy Supplementary Aids and Services Accommodations Modi cations A Whole array of supports to help students access general curriculum extracurricular activities with the regular peers All about general education How we go about teaching goals Core Principles of Individuals with Disabilities Education Act Free Appropriate Public Education Least Restrictive Environment LRE Setting most like that for other students in which they can succeed with appropriate supports Individualized Education Individualized Education Program IEP Nondiscriminatory evaluation Due Process Zero reject and Child Find Additional Provisions of IDEA General education teacher is usually a member of the IEP team Teachers must be highly quali ed in core content Students must be included in assessment Parent participation Placement justi cation Discipline considerations Transition services Attention to disproportionate representation In uences that have Shaped Special Education 1 0 Historical and Political events Compulsory education in 19205 and 305 Development of special programs by 19505 Questioning value of segregated education in 19605 0 Pa rent Advocacy United Cerebral Palsy 1949 ARC in 1950 National Association for Down Syndrome 1960 In uences that have Shaped Special Education 2 o The Civil Rights Movement Brown v Board of Education in 1954 0 Current Civil Rights Legislation Section 504 of the Vocational Rehabilitation Act 1973 Americans with Disabilities Act 1990 In uences that Have Shaped Special Education Current General Education Legislation 0 Elementary and Secondary Education Act of 1965 ESEA No Child Left Behind Act NCLB 2002 Reauthorization of ESEA not a special education law Equal access to high quality education Assessment of academic progress States must make adequate yearly progress AYP Core subject teachers must be highly quali ed Researchbased teaching practices and programs Key Theme Prevention of the Need for Special Education 0 Use of Response to Intervention RTI Use of Positive Behavior Supports PBS 0 Use of multitiered system of support MTSS Elimination of Disproportionate Representation All of these are ways in which we prevent the need for special education Key Theme High Expectation and Accountability 0 Access to the General Education Curriculum Involvement and Progress in Common Core State Standards CCSS Principles of Universal Design for Learning UDL Assessment Standardized testing with accommodation Alternative assessments Functional curriculum Professional Accountability Key Theme EvidenceBased Practice Interventions strategies techniques policies and programs grounded in research High quality studies used to determine effectiveness Close the gap between research and practice Eliminate use of practices not supported by research Key Theme lnclusiveness IDEA requires a range of settings and the concept of inclusive practices emphasizes careful consideration of placement to be as inclusive as possible Dimensions of Inclusive Practices Physical integration Social integration Instructional integration Mainstreaming is an outdated term related to this concept Key Theme Effectiveness of lnclusiveness Practices Impact on student achievement Generally positive though most students receive part of their instruction in a special education setting for at least part of their day 0 Parent perceptions Most positive when they participate in collaborative decision making 0 Teacher perceptions Continuum from strong use of inclusive practice to ambivalence about implementation and personal skills Categories of Disability in Federal Law Learning Disability DeafBlindness Inteectua Disability Orthopedic Impairment Emotional Disturbance Traumatic Brain Injury Autism Other Health Impaired Hearing Impairment Multiple Disabilities Visual Impairment Developmental Delay Speech or Language Impairment CrossCategorical Approach HighIncidence Disabilities Accounts for about 80 of all students with disabilities Learning disabilities highest most common Speech or Language Impairments Mild Inteectua Disabilities Emotional Disturbance May grow to include attention de cit disorder and Autism Spectrum Disorder not highincidence but mild CrossCategorical Approach LowIncidence Moderate to severe intellectual Disabilities Multiple Disabilties Hearing Impairment Visual Impairment Orthopedic Impairment Other Health Impairments DeafBlindness Autism Spectrum Disorder Traumatic Brain Injury Developmental Delays Other Students with Special Needs 0 Students who are gifted or talented 0 Students protected by section 504 accommodation plan 0 Students who are at risk interventions Module 2 Preview Required Readings Ga DOE Special Education Rules Implementation Manual 0 Chapter 4 Evaluation and Reevaluation Chapter 5 Special Eligibility Requirements 0 GA DOE quick reference Guide for Eligibility Form 0 GA DOE model eligibility form Tips for Studying Know terms in Blue Headings Understand the exclusionary factors 10 11 0 Know the 10 de cit areas that can adversely impact education performance Eligibility Report p 9 0 Identify the eligibility category according to de cit areas eligibility quick reference
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