THE PERSONNEL AND PROCEDURES OF SPECIAL EDUCATION Chapter 2

PROFESSIONALS IN SPECIAL EDUCATION Special education teachers Early childhood special educators Speech/language pathologist School psychologist School counselor School social worker School nurse Can you think of anyone else?

OTHERS IN SPECIAL EDUCATION General education teacher Nutritionist Parent counselor Para educators Physical or occupational therapist

DECISION-MAKING PROCESS FOR SPECIAL EDUCATION

INTERVENTION ASSISTANCE “Evaluation [assessment] is the gateway to special education, but referral charts the course to the evaluation process.” Turnbull, et al Team of professionals Helps general education teacher to problem solve Team generates new ideas and may gather more data Process may be called prereferral.

Response to Intervention (RTI) Alternative systems based on student’s lack of response to instructional intervention Ensures research based interventions are used as soon as child’s academic difficulties are identified Ensures that professionals gather data on effectiveness of new remedial strategies used to address child’s needs These data may be used as “continuous progress monitoring.”

IDENTIFICATION AND ASSESSMENT OF INDIVIDUAL DIFFERENCES Referral The first step in a long journey A written request to evaluate a student to determine whether or not the child has a disability and is eligible for a special education Only about 75% of referrals actually result in placement Forms vary in their format

IDENTIFICATION AND ASSESSMENT OF INDIVIDUAL DIFFERENCES Assessment “A generic term that refers to the process of gathering information for the purpose of decision making” McLean, et al, 2004 To obtain a complete profile of the student’s strengths and weaknesses Uses a multidisciplinary team of professionals Uses both formal and informal assessment tools

SPECIAL EDUCATION REFERRAL Multidisciplinary team convenes to consider special education Parents are full team members Parents informed of their rights Parents must give permission for initial individual assessment See page 45 for full list

ASSESSMENT COMPONENTS Assessment typically includes: Vision and hearing screening Intelligence testing Achievement testing Social and behavioral functioning Social history

ASSESSMENT PROCEDURES Must be nondiscriminatory on a racial, cultural, and linguistic basis Instruments must be valid and reliable Instruments administered by trained professionals Testing must be in the primary language A variety of assessment tools are used

DECISION-MAKING FOR SPECIAL EDUCATION Does student have a disability? Does the disability adversely affect educational performance? Can student’s needs be addressed through special education?

WHEN STUDENT IS ELIGIBLE FOR SPECIAL EDUCATION Individualized education program (IEP) is developed Placement decision is made after IEP is developed

MONITORING STUDENT PROGRESS Annual review of IEP Update information on student’s functioning Review student’s progress Set goals for the next year May amend IEP as needed during the year Three-year reevaluation Does student need to be re-assessed? Does student still need special education? Parent permission not required for reevaluation

REQUIRED COMPONENTS OF THE IEP Present levels of performance Annual goals and short term objectives Special education and related services Supplementary aids and services Assistive technology Participation with nondisabled peers Participation in state/district testing

SECTION 504 ACCOMMODATION PLANS Section 504 plans should be simple, inexpensive and easy to use. Many of the accommodations are common sense and will vary depending on the learner. Preferential seating Oral testing options Extended test time Peer note taker Tape recorded lessons Textbooks kept at home Rest periods during the day Outlines and study guides Modified attendance policies

ADDITIONAL IEP COMPONENTS Dates and locations of service (Placement decision) Transition services needed at age 16 Age of majority How progress will be measured and reported to parents

FIVE SPECIAL FACTORS TO CONSIDER WHEN DEVELOPING AN IEP If a child’s behavior impedes learning, the team must consider the use of positive behavioral interventions and supports If a child has limited English proficiency, the team must consider language needs If the child is blind/visually impaired or deaf/hearing impaired, the team must provide instruction in Braille and the use of Braille or an interpreter must be available The team must consider the child’s communication needs The team must consider whether a child needs assistive technology devices and services

CONTINUUM OF PLACEMENT OPTIONS Time spent inside a regular class 80 to 100% time: 57% of students with disabilities 40 to 79% time: 22% of students with disabilities Less than 39% time: 15% of students with disabilities Time spent in separate settings (residential, separate school, private school, hospital, home, correctional facility) 5% of students with disabilities

THE CONTINUUM OF PLACEMENTS General Education Resource Class Separate Class Separate School Residential Facility Home or Hospital

HOW ARE DISAGREEMENTS RESOLVED? Mediation Impartial professional meets with each party to try to resolve the dispute Due process hearing Formal procedure often resembling a trial Impartial hearing officer makes decision Decision may be appealed

ISSUES RELATED TO SPECIAL EDUCATION PROFESSIONALS AND PROCEDURES Shortage of special education teachers 98% of urban school districts have immediate openings for special education teachers Special education paperwork

EFFECTIVE COMMUNICATION STRATEGIES Listening Use of nonverbal signals Non-evaluative language Questions that encourage others to speak

AVOID COMMUNICATION ERRORS Quick fixes Questions that echo your opinions Use of jargon IDEA TAG IEP ADHD

INTERACTION PROCESS (PROBLEM SOLVING) STEPS Create a climate for problem solving Identify the problem Generate alternatives Assess potential solutions, select one Implement the idea Evaluate the outcome Continue, modify, or select new idea