The Child Centered Special Education Process Teresa Chavez & Sharron Stephenson Own It

Welcome to Johnny B.’s ARD. We are here to review his FIE. He meets disability criteria for LD, SI and OHI, due to his ADD. Today we will develop his IEP and determine placement in LRE. Due to some concerns regarding behavior, we have also conducted an FBA and developed a BIP. If you have any questions, be sure to ask!

Acronyms Defined Collective Brainstorming

Acronyms Defined I ndividuals with D isabilities E ducation A ct Our nation’s special education law IDE A

Acronyms Defined F ree A ppropriate P ublic E ducation What states must make available to all eligible children with disabilities FAP E

Acronyms Defined I ndividualized E ducation P rogram I ndividualized E ducation P rogram Every public school child with disabilities receiving IDEA-funded special education must have one IEP Popcorn

Acronyms Defined Access to the General Curriculum This means that students with disabilities must (1) have access to the general curriculum; (2) be involved in the general curriculum; and (3) progress in the general curriculum. AGC Progress in

Acronyms Defined L east R estrictive E nvironment LRE Children with disabilities are to be educated with children who do not have disabilities, to the maximum extent appropriate

Curriculum Continuum Special Education and Related Services Expanded Knowledge and Skills General Education Nolet and McLaughlin (2005) Standard TEKS Curriculum No Accommodations or Modifications Standard TEKS Curriculum with Accommodations Concept Based Instruction Modifications Prerequisite Skills to the TEKS Alternate Achievement Standards

“The Top 10 Basics”

Steps: The Basics of Special Education Process under IDEA Step 1. Step 1. Child is identified as possibly needing special education and related services Center for Parent Information and Resources, Timeline | Child-Centered Special Education Process

Steps: The Basics of Special Education Process under IDEA Step 1. Step 1. Child is identified as possibly needing special education and related services Step 2. Step 2. Child is evaluated

Based on this FIE, what would you recommend to the ARDC?

Steps: The Basics of Special Education Process under IDEA Step 3. Eligibility is decided

Disability Categories AU DB ED AI ID MD OI OHI SLD SI TBI VI NCEC KWL

Steps: The Basics of Special Education Process under IDEA Step 3. Step 3. Disability is identified Step 4. Step 4. IEP/ARD Meeting is scheduled Yes

Steps: The Basics of Special Education Process under IDEA Step 5. Step 5. Prior Written Notice and Invitation to ARD

Steps: The Basics of Special Education Process under IDEA Step 6. Step 6. IEP meeting is held, and the IEP is written

Basics about the IEP  I ndividualized  Written plan for a child’s education  Written by parents and school staff together  Lists the special education the child will receive, and more  Is both a document and a process

What is Special Education? Special education means specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability. Specially designed instruction means content, methodology, or delivery of instruction that has been adapted, as appropriate to the needs of an eligible child, to – –address the unique needs that result from the child’s disability, and; –ensure access of the child to the general curriculum

Accommodations Accommodations are changes to materials or procedures that are made on an individual basis and enable students with disabilities to participate in grade-level curriculum and testing. Change how the content is taught, made accessible, and/or assessed. Do not change what the learner is expected to master.

Four Types Presentation Response Setting Timing/Scheduling

Recorded text Human Reader Large Print Braille Amplification Device Video Notes Page or Outline Presentation Allow students to access instruction and assessment in ways that do not require them to visually read standard print. These alternate modes include auditory, tactile, visual and multi-sensory.

Word processor Speech to text Brailler Recorded responses Verbal response Graphic organizers Visual organizers Calculators Spelling devices Response Allow students to complete assignments, tests, and activities in different ways other than paper and pencil or to solve or organize problems using some type of assistive device or organizer.

Timing/Scheduling Examples Extended time Frequent breaks Change order of activities Change the allowable length of time to complete assignments, assessments, and activities, and may also change the way time is organized.

Setting Examples Reduce distractions Changed location Special lighting/seating Changes the location in which a student receives instruction or participates in an assessment or the conditions of an instructional or assessment setting.

Remember Accommodations should be based on the need of the student. The use should be a routine of classroom instruction and assessment. Students should be involved in the selection of accommodations. The effectiveness of accommodations should be evaluated.

Modifications Accommodations: Changes how the content is taught, made accessible, and/or assessed. Accommodations DO NOT change what the student is expected to master. Modifications also change how the content is taught, made accessible, and/or assessed. Modifications DO change what the student is expected to master. Course/activity objectives are modified to meet the needs of the learner.

requiring a student to learn less material (e.g., fewer objectives, shorter units or lessons, fewer pages or problems) reducing assignments and assessments so a student only needs to complete the easiest problems or items revising assignments or assessments to make them easier (e.g., crossing out half of the response choices on a multiple-choice test so that a student only has to pick from two options instead of four) giving a student hints or clues to correct responses on assignments and tests.

For students whose disability significantly affects academic progress in grade level curriculum –Simplified sentence structure and vocabulary –Deletion of extraneous information –Reduction of visual complexity –Reduced answer choices –Orally presenting key information before reading –Prompting during a grade level assignment –Teaching through prerequisite skills

Steps: The Basics of Special Education Process under IDEA Step 7. Step 7. Services are provided

Steps: The Basics of Special Education Process under IDEA Step 8. Step 8. Progress is measured and reported to parents

Steps: The Basics of Special Education Process under IDEA Step 9. Step 9. IEP is reviewed Step 10. Step 10. Child is reevaluated

The Education Service Center Region 12 does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs, activities, or hiring practices. Inquiries regarding the Title IX policies should be directed to the Associate Executive Director of Human Resources at ESC Region 12, 2101 W. Loop 340, Waco, TX or