Special education is a broad term used to describe specially designed instruction that meets the unique needs of a child who has a disability. These services are provided by your public school system and are free of charge. Services can include instruction in the classroom, at home, in hospitals and institutions. Learning disabilities cover a wide spectrum of disorders ranging from mild to severe. They can include mental, physical, behavioral and emotional disabilities.

The most common: FAPE FLAAFP: Present Levels of Academic Achievement and Functional Performance, in which a students IEP must have one. IEP LRE BIP: Behavior Intervention Plan; Creating a plan to manage a students behavior. ARD – Admission, Review, Dismissal - ARD committee is made up of parents, teachers, special education coordinator, administrator, and sometimes the student. The present levels of academic achievement and functional performance (PLAAFP), IEP goals and objectives, least restrictive environment (LRE), supplementary aids and services (including state assessments, and any relevant supplements (autism, transition) are used to determine placement.

Present competencies Formative & summative assessments ARD PREP Form PLAAFP Must be obtainable within one year Must be measurable Goals & Objectives Based on Goals & Objectives Educational need SpEd Instructional &/ or related services

ADA – 1990 Americans with Disabilities Act – civil rights law that protects persons with disabilities in employment, public service, and public accommodations, transportation, and telecommunications. Section 504 the 1973 Vocational Rehabilitation Act prohibits discrimination of persons with disabilities in all federally supported programs. Exceptionality is as identified in special education as those individuals that need special education, vocational and social treatment. Through teacher training and related services exceptionality can be addressed with full or partial inclusion. Continuous assessing, intervening, and monitoring are keys elements in providing the best education possible. Therefore, the following should be enforced.

Brief: anytime there is a change in instructional setting. Add a disability, related service/ instructional services, document a change in services; add/ change transportation. Amendment: anytime there is a change to accommodations or modifications; change in state assessment; correct a clerical error in the previous ARD; change/ add IEP goals. Annual: review present levels of academic achievement and functional performance, state assessment, accommodations and modifications, IEP goals. REED: Re-evaluation of Existing Data: review disability and eligibility.

Why???? Present levels of academic achievement and functional performance are required by law (IDEA 2004). ARD Prep guides communicate the students present levels of academic achievement and functional performance so that applicable, relevant, and individualized goals can be drafted and approved by the ARDC. The ARDC is required to review the students progress from year to year. Data provided by the teacher of record allows us to analyze the students progress and instructional needs.

1. Log into Eduphoria AWARE 2. Click on the Student tab on the left hand side of the page. 3. Search for this particular student (you actually have to click Search) 4. Once the student pops up, there should be a Forms tab. 5. Click Add Form and then your subject area Prep form. 6. Once that form pops up, click View. You can then complete the form and click save. (Substitute your system of documenting and monitoring).

Heritage Integrated Instruction Program (Inclusion) Instructional Assistants duties and responsibilities: Monitor guided practice to insure students understanding Re-teach to small groups Tutor as necessary Monitor homework completion Participate in team meetings Teach study skills Assist in implementation of accommodations & modifications (academic and behavioral)

Monitor academic progress/ performance of assigned students Monitor behavioral performance of assigned student. Monitor IEP implementation and related service needs. Communicate with teacher of record and staff on a consistent basis and document collaboration. Receive and respond to concerns by students, parents, administrators, and teachers.

Disciplining Students with Disabilities Whose (New) IDEA Was This, Anyway?

Related Services (Contd) ARD Committee Placement of special education students may be made only by a duly constituted admission, review, & dismissal (ARD) committee [TEC ] –For disciplinary purposes, change of placement occurs when a student is recommended to be taken from his/her current educational placement for more than 10 school days –Changes in placement due to disciplinary action typically occur when a special education student is recommended for DAEP placement or expulsion –Thus, special education students who are removed to an alternative placement for more than 10 school days or are expelled must have this change in placement effected by an ARD committee

Four Types of Removals Related Services (Contd) Under IDEA 2004, there are generally four types of disciplinary removals 1.Those lasting 10 or fewer school days 2.Those exceeding 10 school days 3.Those constituting special circumstances 4.Cumulative removals

Discipline Removals of 10 or Fewer School Days School personnel under this subsection may remove a child with a disability who violates a code of student conduct from their current placement to an appropriate interim alternative educational setting, another setting, or suspension, for not more than 10 school days (to the extent such alternatives are applied to children without disabilities). 20 U.S.C. §1415 (k) (1) (B) 2010 Disciplinary Removals Exceeding 10 School Days School officials may seek to order a disciplinary change of placement that exceeds 10 school days (to the same extent that these alternatives are available to non-disabled children) 20 U.S.C. §1415 (k) (1) (C)

Special Disciplinary Circumstances School personnel may remove a student to an interim alternative educational setting for not more than 45 school days without regard to whether the behavior is determined to be a manifestation of the child's disability, in cases where a child (i) carries or possesses a weapon to or at school, on school premises, or to or at a school function under the jurisdiction of a State or local educational agency, (ii) knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function under the jurisdiction of a State or local educational agency, or (iii) has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of a State or local educational agency 20 U.S.C. §1415 (k) (1) (G) Serious Bodily Injury Bodily injury which involves: –A substantial risk of death –Extreme physical pain –Protracted or obvious disfigurement, or –Protracted loss or impairment of the function of a bodily member, organ, or mental faculty 20 U.S.C. §1415 (k) (7) (D) & 18 U.S.C. §1365 (h) (3)

Decisions regarding a childs special education needs are made at meetings. As the parent of a child who has or may have a disability, the parent has the right to participate in meetings regarding: Identification (decision to evaluate); Evaluation (nature and scope of assessment procedures); Classification (determination of whether your child is eligible for special education and related services); Development and review of your childs individualized education program(IEP); Educational placement of your child; and Reevaluation of your child. Parents have the right to have an interpreter, participate in various forms, and have a copy of the evaluation.

Intellectual disability Learning Disability Behavioral Emotional Autism Communication Disorder Deafness Blind and low Vision Physical Disabilities Other Health Impaired (OHI) Attention Deficit Hyperactivity Disorder (ADHD) Severe, Profound, and Mul tiple Disabilities Deaf-Blindness Traumatic Brain Injury (

As previously mentioned, I would screen diagnose, implement, assess, intervene, and evaluate in order to service kids. This would be completed through effective communication between all stakeholders. Closely monitor all qualifying students. I would provide support/professional development in the four areas of: 1. Behavior 2. Communication 3. Intellectual 4. Physical All staff will be updated on the campus Response to Intervention Plan.

Under IDEA Federal funds are provided to state education agencies States flow funds to local districts States may come up with their own formula for allocating federal and state special education funds.