Special Education 547 Unit Five Special Topics Kevin Anderson Minnesota State University Moorhead 2006

Topics P/HD and other disability areas - refer to state manuals Consultation and collaboration - information through outline only Early identification - read article provided through link Psychosocial issues related to P/HD - information through outline only

Other Disability Areas Traumatic brain injury Multiple disabilities Sensory impairments Deaf/blind Autism

TBI Acquired injury to the brain due to external physical force…adversely affecting educational performance Requires medical documentation and evidence that injury has caused a functional impairment

Multiple Disabilities Multiple disabilities means concomitant [simultaneous] impairments (such as mental retardation-blindness, mental retardation- orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness

Sensory Impairments Not an IDEA categorical classification, but may affect eligibility in categorical placement. Sensory impairment means a dysfunction of the broad sensory systems, including vestibular, proproceptive, tactile, olfactory, gustatory, visual, and/or auditory systems. Dysfunction may impair ability to take in information or to use information in a meaningful way, which ultimately interferes in educational performance.

Deaf/Blind Deaf/Blind means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness

Autism Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects educational performance

Consultation Indirect service to the student and to the team  Progress reviews  Cooperative planning  Consultation  Demonstration teaching  Modifications and adaptations  Curriculum  Materials or equipment  Monitor or observation Need for direct services Advocacy and self-advocacy Related services Paraprofessionals

Collaboration IDEA 2004 encourages collaboration among agencies, including during Horizontal Transitions:  The movement of a child across locations during the same day The state will provide U.S. DOE with description of state efforts to promote collaboration among Early Head Start programs, early education and child care programs, and services under Part C Part C; 637

Collaboration An effective educational system should “promote transition services and coordinate state and local education, social, health, mental health, and other services, in addressing the full range of student needs…” Part D; 650

Early Identification Early childhood special education services  Special services are available to eligible children with disabilities in order to prevent developmental delay or to minimize the effects of disability. For infants and toddlers aged birth through two, services are provided through an early intervention system. This system may be run by the Health Department in the state, or another department such as Education. Family supports  Family supports are built into the educational system through individualized program planning and multidisciplinary team development.  Supports area also available through interagency collaborations or community service programs.

Early Identification History Services for students with disabilities (5 through 21) started with Public Law (1975) Education for all Handicapped Children’s Act (EHA) Services for young children (birth to 5) began with PL (1986) Amendments to EHA Amendments to EHA in 1990 through PL resulted in Individuals with Disabilities Education Act (IDEA) Reauthorization of IDEA in 1997 through PL Reauthorization of IDEA in 2004 through PL

Early Identification 1975 – Public Law , Education for All Handicapped Children Act (EHA) Foundation of present day special education laws, guaranteeing:  Free & appropriate public education (FAPE)  Zero reject  Non-discriminatory assessment  Due process  Individualized Education Program (IEP)  Least Restrictive Environment (LRE) Provided Preschool Incentive Grants and incentive money to promote early intervention

Early Identification Public Law , EHA Amendments Extended free and appropriate public education to preschoolers with disabilities (Part B) Established new discretionary program for infants, toddlers, and their families (Part H, later called Part C)

Early Identification Public Law changed the title of EHA to the Individuals with Disabilities Act (IDEA) Provided Services for Infants and Toddlers Known as Part H under EHA and as Part C under IDEA Purpose  To create statewide, comprehensive, coordinated, multidisciplinary, interagency systems of services for children birth to age 3 with disabilities or developmental delay Administrative responsibility  Lead Agency assigned by each state’s governor

Early Identification Provided Services for Preschool Aged Children Known as Part B, Section 619 under EHA and IDEA Purpose  To ensure free appropriate public education and preschool services for 3 -5 year old children with disabilities Administrative responsibility  State education agency & local education agency

Early Identification Individuals with Disabilities Education Act of 1997 Public Law Extended the use of “developmental delay” as a category for eligibility

Early Intervention and P/HD According to Part H of IDEA - children meet eligibility for early intervention if they show evidence of developmental delay, have a medical diagnosis, and are deemed “at-risk” of having substantial developmental delays Please see article on early identification and IDEA - s_n1_v52/ai_ s_n1_v52/ai_

Psychosocial issues Family issues  Initial acceptance  Dealing with medical community  Entrusting child to educators  Collaborating with medical and educational community  Providing sense of “normalcy” Student issues  Dealing with physical and medical issues  Coping with procedures and therapy  “Fitting in” the classroom  Inclusive opportunities  Meeting unique needs in the classroom