Special Education Review & Update for Regular Educators

 Federal Special Education Law  Definition and components of IEP  IEP Team Membership  IEP Meeting Considerations  Applying the IEP to the regular education setting  Modifications and Accommodations  Communication ideas between special and regular educators

Six principals of IDEIA  Free and Appropriate Public Education  Appropriate Evaluation  Individualized Education Programs (IEP)  Least Restrictive Environment (LRE)  Parent and Student participation in Decision Making Process  Procedural Safeguards

 Special Education means… Specially designed instruction at no cost to the parents, to meet the unique needs of a child with a disability  Specially Designed Instruction means… Adapting as appropriate the content, methodology or delivery of instruction (34 CFR )

DEFINITION: Students eligible for special education will be educated to the maximum extent appropriate with students who are not disabled IDEIA requires: Students with disabilities be assigned to the most “normal” educational environment appropriate to their needs IDEIA 2004 emphasizes: Improved outcomes in general curricula and functional areas (access to general education curriculum)

 The IEP is an agreement between a parent and school district  Legal document that must be implemented as written  Documents decisions made at IEP team meetings

It must be updated annually (at a minimum) and includes:  Student’s present level of functioning  Goals and objectives  Specially designed instruction, modifications and adaptations  Degree of participation in regular education setting  Methods of determining progress toward identified goals

Who are members of the team?  Student’s parent(s)  Special Education Teacher  Regular Education Teacher  School District Administrator  Student w/ a disability (when appropriate)  Related Service personnel (Occupational Therapist, Physical Therapist, Speech/Language Therapist)  School Psychologist

 Each IEP team meeting needs…  Someone qualified to provide or supervise the provision of specially designed instruction  Someone knowledgeable about the general education curriculum  Someone having authority to commit school district resources  Someone who can interpret instructional implications of evaluation results  Someone with knowledge or special expertise regarding the student (at the discretion of parent or district)

 As a general educator consider…  Highlights of general education curriculum  Information regarding general education environment  Classroom management and participation  Information regarding special education supports (ie: accommodations, modifications)  Information on grades, state and district-wide assessments  Attendance record  Disciplinary record

General Educator Share information regarding:  the general curriculum as it pertains to the student  the general education classroom environment as it relates to student’s progress in general education curriculum Assist in:  developing effective classroom management techniques, including positive behavioral interventions, if needed  identifying parent, teacher and classroom supports and assistive devices needed for student to be successful (adaptations/modifications)  NOTE: IEP team can meet prior to meeting with parent to discuss agenda items of meeting.

Putting it all Together Goal: To remove barriers to learning the material and to demonstrate mastery. Goal: To remove barriers to learning the material and to demonstrate mastery. Accommodations will keep standards substantially the same for all; outcomes may vary. Accommodations will keep standards substantially the same for all; outcomes may vary. Modifications will fundamentally change the standard. Modifications will fundamentally change the standard.

AccommodationsModifications  Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria  Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known  Grading is same or based on student’s IEP accommodations  Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria  Changes are made to provide student meaningful & productive learning experiences based on individual needs & abilities  Grading is different (Applies to students with severe disabilities)

 Accommodations  make fit for, or change to suit a new purpose  Modifications  the act of making something different  changing the rigor of the assignment  How are they used within your classroom for all students?  How are they used within your classroom for students with disabilities?

Quantity*Time*Level of Support* Input* Alternate Goals Difficulty Participation* Output* Substitute Curriculum Adapt the way instruction is delivered to the learner. For example: Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups, pre-teach key concepts or terms before the lesson Adapt the number of items that the learner is expected to learn or complete. For example: Reduce the number of social studies terms a learner must learn at any one time. Add more activities or worksheets. Adapt the time allotted and allowed for learning, task completion, or testing. For example: Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners. Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationships; use physical space and environmental structure. For example: Assign peer buddies, teaching assistants, peer tutors, or cross age tutors. Adapt the skill level, problem type, or the rules on how the learner may approach the work. For example: Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs. Adapt how the student can respond to instruction. For example: Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials. Adapt the extent to which a learner is actively involved in the task. For example: A student who has difficulty presenting in front of a class could be given the option of presenting to just the teacher. Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. For example: In social studies, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name each capital. Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities. For example: During a math test, a student is working on an eye-hand coordination activity. Nine Types of Curriculum Adaptations

Paraprofessional supports is an accommodation for students. They assist with mobility, activities of daily living (eating, toileting, etc.) academics, behaviors. Paraprofessionals take direction from classroom and special education teacher

 How will I be informed of students with special needs?  Special education teacher will contact you regarding specific student(s)  How will I know the student’s individual needs?  Communication with special education teacher regarding student’s disability, goals/objectives, classroom adaptations/modifications  Attendance at IEP meetings  Given specific IEP information relative to classroom implementation (ie: IEP goals/objectives, adaptations, modifications)  How do I assist in determining progress?  Communication with special education teacher and other team members  Data collection

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