 IEP ◦ IDEA ◦ Maintained by Special Education Staff ◦ School –aged children ◦ Disability adversely affects educational performance ◦ Provides funding to schools  504 ◦ Rehabilitation Act of 1973 ◦ Civil Rights law ◦ No additional federal funding for schools ◦ Physical or mental impairment that substantial limits a major life activity ◦ Administration/Counselor is responsible party

 Due process: protects the right of parents to have input into child’s educational program.  Mediation: meeting with parents, school district and impartial person who helps both sides come to an agreement  Impartial due process hearing: parents and school district each present position and hearing officer decides appropriate program.

 Attention Deficit Hyperactivity Disorder (ADHD)  NOT a Learning Disability  Does not qualify a student for IEP; qualifies for 504  AD/HD

 Dyslexia – a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder. Dyslexia  Dyscalculia – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts. Dyscalculia  Dysgraphia – a writing disability in which a person finds it hard to form letters or write within a defined space. Dysgraphia  Auditory and Visual Processing Disorders – sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision. Auditory and Visual Processing Disorders  Nonverbal Learning Disabilities – a neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions. Nonverbal Learning Disabilities

 Presentation ◦ Audio tape; large print; reduce items on page; designated reader Response Verbal responses; dictated to a scribe; tape recorder Timing Allow frequent breaks; extended time on test Setting Preferential seating; lighting; minimal distractions; tests in private room

  Tiered model Tier 1 All students in Tier 1 receive high-quality, scientifically based instruction, differentiated to meet their needs, and are screened on a periodic basis to identify struggling learners who need additional support. ALL STUDENTS are in tier 1. Core curriculum is sacred. Tier 2 In Tier 2, students not making adequate progress in the core curriculum are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Tier 3 At this level, students receive individualized, intensive interventions that target the students' skill deficits for the remediation of existing problems and the prevention of more severe problems. Students in tier 3 are also in tiers 1 and 2.