shaneassignment3

__Special Education Facts and Questions...__

**//__History of Special Education __//**
 * [[image:SPED.jpg]] || [[image:AllChildren.jpg width="150" height="173"]] || [[image:Diversity.jpg width="198" height="144" align="center"]] || [[image:IDEA.jpg width="174" height="144"]] || [[image:SpedChalk.jpg width="164" height="134" align="center"]] ||

** Vocational rehabilitation act of 1973 (section 504) ** Section 504 of the Rehabilitation Act applies to people with disabilities. This Federal civil rights act protects the civil and constitutional rights of people with disabilities. Section 504 states that people with disabilities cannot be excluded from or denied benefits of any program receiving Federal financial assistance. If schools receive Federal education money (e.g., Federal grant funds, Title I, Drug-Free Schools, Goals 2000, and similar Federal programs), they must follow the law according to Section 504. ** The Family Educational rights and Privacy Act of 1974 (F.E.R.P.A.) ** The Family Educational Rights and Privacy Act of 1974, also know as the Buckley Amendment, helps protect the privacy of student records. The Act provides for the right to inspect and review educational records, to seek to amend those records, and to limit disclosure or information from the records. The Act applies to all institutions that are the recipients of federal funding under any program administered by the Secretary of Education. The Act prohibits discrimination against people with disabilities in employment (Title I), in public services (Title II), in public accommodations (Title III) and in telecommunications (Title IV). Free and Appropriate Public Education. It is one of the most misunderstood concepts of the Individuals with Disabilities in Education Act (IDEA). And it often causes the greatest conflict between parents and schools. A required component of IDEA, FAPE mandates that school districts provide access to general education and specialized educational services. It also requires that children with disabilities receive support free of charge as is provided to non-disabled students. It also provides access to general education services for children with disabilities by encouraging that support and related services be provided to children in their general education settings as much as possible.
 * The Americans with Disabilities Act (ADA) 1990 **
 * F.A.P.E. 1975 **

The Individuals with Disabilities Education Act (IDEA) is a federal law enacted in 1990 and reauthorized in 1997. It is designed to protect the rights of students with disabilities by ensuring that everyone receives a free appropriate public education (FAPE), regardless of ability. Furthermore, IDEA strives not only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards. Special education services are individualized to meet the unique needs of students with disabilities and are provided in the least restrictive environment. Autism – Autism is classified as one of the pervasive developmental disorders of the brain. It is not a disease. People with classical autism show three types of symptoms: impaired social interaction, problems with verbal and nonverbal communication, and unusual or severely limited activities and interests. These symptoms can vary in severity. In addition, people with autism often have abnormal responses to sounds, touch, or other sensory stimulation. Symptoms usually appear during the first three years of childhood and continue through life.
 * IDEA (Individuals with Disabilities Education Act) **
 * //__ Disabilities __//**

ADHD - ADHD is a neurobehavioral disorder that affects 3-5 percent of all American children. It interferes with a person’s ability to stay on a task and to exercise age-appropriate inhibition (cognitive alone or both cognitive and behavioral). Some of the warning signs of ADHD include failure to listen to instructions, inability to organize oneself and school work, fidgeting with hands and feet, talking too much, leaving projects, chores and homework unfinished, and having trouble paying attention to and responding to details. There are several types of ADHD: a predominantly inattentive subtype, a predominantly hyperactive-impulsive subtype, and a combined subtype. ADHD is usually diagnosed in childhood, although the condition can continue into the adult years.

Hearing impaired – hearing impairment is a full or partial decrease in the ability to detect or understand sounds. Can be caused by a wide range of biological and environmental factors.

Visual impaired – vision impairment is having reduced vision as to constitute a handicap that constitutes a significant limitation of visual capability resulting from disease, trauma, or a congenital or degenerative condition that cannot be corrected by conventional means, including refractive correction, medication, or surgery

Mental retardation – Children with mental retardation can and do learn new skills, but they develop more slowly than children with average intelligence and adaptive skills. There are different degrees of mental retardation, ranging from mild to profound. A person's level of mental retardation can be defined by their intelligence quotient (IQ), or by the types and amount of support they need.

Orthopedic impairment - An orthopedic disability is a motor disability caused by an anomaly, disease or impairment by other conditions(e.g., cerebral palsy, spina bifida, muscular dystrophy, or traumatic injury) where the child requires specialized and integrated services in order to benifit from an educational program.

Specific learning disability – Students with specific learning disabilities may have average to above average intelligence but may have difficulties acquiring and demonstrating knowledge and understanding. This results in a lack of achievement for age and ability level, and a possible discrepancy between achievement and intellectual abilities.

Emotional disturbance - Currently, students with such disorders are categorized as having an emotional disturbance, which is defined under the Individuals with Disabilities Education Act as follows: "...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance” (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems."

Multiple disabilities  – Having two or more disabilities that affect a student at any given time.

__ Assessment Procedures: __ The referral process begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom, and the teacher notifies the school counselor or psychologist. The first step is to gather specific information regarding the student's progress or academic problems.

This may be done through: - a conference with parents - a conference with the student - observation of the student - analysis of the student's performance (attention, behavior, work completion, tests, class work, homework, etc.)

This information helps school personnel determine the next step, strategies specific to the student could be used to help the child become more successful. If this doesn't work, the child would be tested for a specific learning disability or other impairment to help determine qualification for special services. It's important to note, though, that the presence of a disability doesn't automatically guarantee a child will receive services. To be eligible, the disability must affect functioning at school. To determine eligibility, a multidisciplinary team of professionals will evaluate the child based on their observations; the child's performance on standardized tests; and daily work such as tests, quizzes, class work, and homework.

The professionals on the evaluation team can include:

 a psychologist a physical therapist an occupational therapist a speech therapist a special educator a vision or hearing specialist or others, depending on the child's specific needs

As a parent, you can decide whether to have your child assessed. If you choose to do so, you'll be asked to sign a permission form that will detail who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language. Testing does not necessarily mean that a child will receive services.

Once the team members complete their individual assessments, they develop a report with their findings. The parents then have a chance to review the report before the IEP is developed. As a parents you may disagree with the report, but you will have the opportunity to work together with the school to come up with a plan that best meets the child's needs.

__ Follow up and Continuation: __ The IEP team will then meet once a year to review the past year’s goals and to decide if new ones are needed for the coming year. Every third year the student is retested to determine whether he or she still needs special education services.

 __Developing an I.E.P.__ Each public school child who receives special education and related services must have an Individualized Education Program (IEP). The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities.

ü __ Current Performance __ – The IEP must state how the child is currently performing in school. This information comes from classroom tests and daily work. This can also include how the child’s disability could be affecting their performance in the regular education classroom.

ü __ Annual Goals __ – Goals set forth in an IEP should be goals that can be reasonably met by the student that school year. The goals may be academic, social or behavioral. The goals need to be set in a way that you can measure progress and whether or the goals are being met.

ü __ Special Education and Related Services __ – The IEP must list any special education or related services that a student may require. This may include program modifications, or training and professional development for school staff.

ü __ Participation with nondisabled children __ – The IEP must explain to what extent the child will participate in he regular education classroom.

ü __ Participation in state and district-wide tests __ – Most states give tests to certain age groups. The IEP needs to state any modifications for the taking of these tests that the child may need. If a test is not appropriate for the child, the IEP must explain how the child may be tested instead.

ü __ Dates and locations __ – The IEP must state when the services will start, when and how often they will be provided, and the extent of the services.

ü __ Transition service needs __ – When a child turns 14 years of age or sooner if needed, the IEP must address the courses that the student needs to take to reach their post school goals. All subsequent IEP’s must also include a transition services needed statement.

<span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü __ Other transition services __ – At age 16 or younger if appropriate, the IEP must include any transition services needed to help the student prepare for life after school.

<span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü __ Measuring progress __ – The IEP must state how progress will be measured, and how that progress will be forwarded to the parents.

__ The IEP team __ This is made up of all of those who will be involved in the writing of the students IEP. Under current IDEA standards, the following members are required for an IEP team.

<span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü One or both of the child’s parents <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü A regular education classroom teacher if the child is in a regular ed. Room. <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü At least one Special education teacher, if one has been assigned. <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü A representative of the public agency who can provide or supervise the provision of special education, is knowledgeable about the general curriculum and the availability of resources of the public agency. <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü An individual who can interpret the instructional implications of evaluation results(another member of the IEP team can serve if duly qualified) <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü If parents request, other individuals who have knowledge or expertise regarding the child, or related services that may be appropriate. <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Appropriate representatives from possible transition services.

__ Teaching methodologies __

Here are a few tips for teachers to help students who may have learning disabilities.

<span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Give students extra time to take tests. <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Break tasks into smaller units. <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Provide instructions verbally and in writing. <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Have a student’s peers or classroom assistant or take notes or help write a child’s answers on a test. <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Provide a tutor to individualize teaching. <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Provide an audio copy of text books and lessons. <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Provide supplementary videos or other materials that relate to classroom topics. <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Teach study and organization skills, as well as learning strategies. <span style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Establish a good communication and working relationship with the students parents.

<span style="font-size: 12pt; color: black; font-family: 'Comic Sans MS'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Source: Eugenia Hepworth Berger, Parents as Partners in Education: Seventh Edition (New Jersey, Prentice Hall 2008 P. 335) __ Parents rights __ __ Prior written notice __ – The school district must provide you with written notice five days prior to any change or any refusal of a change to your child’s education plan. __ Parental consent __ – Parents must be fully informed of all information relevant to any activities in which consent is sought. __ Independent Educational Evaluation __ – You have the right to an independent educational evaluation of your child at public expense if you disagree with the districts evaluation. __ Confidentiality of information & access to educational records __ – All materials regarding the student will be kept confidential, You as the parent have the right to inspect or review any educational records regarding your child. __ Amendment of records at parents request __ – If you believe any information in your child’s educational records to be inaccurate or misleading you may request that the district amend the information. __ Children placed in private schools by their parents if FAPE is at issue __ – A school may, but is not required to pay the cost of education in a private school. Disagreements between you and the district regarding the availability of an appropriate program for your child and questions of financial reimbursement are subject to due process procedures. __ Procedures on disciplining students with disabilities __ – School personnel may consider any unique circumstances on a case by case basis when determining whether a change in placement is appropriate for a child with a disability who violates a code of student conduct. __ Appeal __ – The parent of a child with a disability who disagrees with any decision regarding placement may request a hearing by filing a due process complaint. __<span style="font-size: 12pt; color: black; font-family: 'Comic Sans MS'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Mediation __<span style="display: block; font-size: 12pt; color: #000000; font-family: 'Comic Sans MS', cursive; text-align: left;">– The school district shall ensure that procedures are established and implemented to allow parties to dispute involving any matter under the state’s special education rules, including matters that arise before the filing of a due process complaint, to resolve the dispute through a mediation process.

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