1. Copyright © 2007 by Allyn & Bacon Teaching Exceptional, Diverse and At- Risk Students in the General Education Classroom Fourth Edition Sharon Vaughn Candace S. Bos Jeanne Shay Schumm

2. Copyright © 2007 by Allyn & Bacon Chapter 1 Special Education and Inclusive Schooling This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

3. Copyright © 2007 by Allyn & Bacon IDEA Individuals With Disabilities Education Act (IDEA) All children with disabilities receive an appropriate education through special education and related services

4. Copyright © 2007 by Allyn & Bacon Primary Characteristics of IDEA Zero reject/Free appropriate public education Child Find Age (birth to age 21) Individualized Education Plan (IEP) Least Restrictive Environment Due Process Confidentiality of Records Advocacy Noncompliance Parent Participation

5. Copyright © 2007 by Allyn & Bacon Recent Influences on IDEA The No Child Left behind Act (NCLB) of 2001 was enacted to provide a framework on how to significantly improve elementary and secondary schools.

6. Copyright © 2007 by Allyn & Bacon No Child Left Behind (NCLB) of 2001 NCLB addresses a number of issues. Increased accountability. School choice. Greater flexibility for states, school districts, and schools. Putting reading first.

7. Copyright © 2007 by Allyn & Bacon Influential Court Cases 1971-Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania (PARC). 1972-Mills v. Board of Education of the District of Columbia. 1982-Board of Education of Hendrick Hudson Central School District v. Rowley. 1988-Honig v. Doe. 1999-Cedar rapids v. Garret F. Garret.

8. Copyright © 2007 by Allyn & Bacon Key Provisions of IDEA 2004 Promotion of standards for all students. Eligibility determinations within 60 days. Use of response to intervention model instead of discrepancy model. Increase federal funds for early intervention. Eliminate short-term or benchmark objectives in IEP except for students taking alternative assessments.

9. Copyright © 2007 by Allyn & Bacon Key Provisions of IDEA 2004 (continued) Eliminate short-term or benchmark objectives in IEP except for students taking alternative assessments. Raise certification standards for current and new special education teachers. Provide flexibility in state funding. Levy sanctions for states that do meet standards of implementation. Outline policies to prevent inappropriate or disproportionate identification of students by race or ethnicity.

10. Copyright © 2007 by Allyn & Bacon The Vocational Rehabilitation Act Prevents any private organization that uses federal funds or any local or state organization from discriminating against persons with disabilities

11. Copyright © 2007 by Allyn & Bacon Steps in Special Education Process Step 1: Initial referral. Step 2: Individual evaluation. Step 3: Determining Eligibility. Step 4: Individualized Education Plan (IEP). Step 5: Annual review/reevaluation.

12. Copyright © 2007 by Allyn & Bacon Least Restrictive Environment Students are best served in the settings in which they can learn Most will receive services in the general education classroom, with support services as necessary Placement in a more restrictive environment must be made on a student-by-student basis

13. Copyright © 2007 by Allyn & Bacon Determination of LRE Has the school taken steps to maintain the child in the general education classroom? Benefits of placement in general education with supplementary aids and services versus special education. Effects on the education of other students.

14. Copyright © 2007 by Allyn & Bacon Determination of LRE (continued) If the students is being education in a setting other than the general education classroom, is he or she interacting with nondisabled peers to maximum extent possible? Is the entire continuum of alternative services available from which to choose an appropriate placement?

15. Copyright © 2007 by Allyn & Bacon Placement in Special Education Full-time placement Part-time Placement Special School or Residential Facility Homebound Instruction

16. Copyright © 2007 by Allyn & Bacon The Individualized Education Program (IEP) Developed and implemented by the multidisciplinary team (MDT)

17. Copyright © 2007 by Allyn & Bacon IEP Must Include Student’s present levels of performance Measurable annual goals Special education and related services to be provided to the student Statement of program modifications or supports An explanation of the extent, if any, to which student will not participate with non- disabled peers

18. Copyright © 2007 by Allyn & Bacon IEP Must Include Individualized modifications for state or district wide assessments Projected date for the beginning of services How progress towards annual goals will be measured method to inform parents of their child’s progress toward annual goals A transition statement

19. Copyright © 2007 by Allyn & Bacon Persons Who are Required by law to Attend the IEP Meeting Representative of the local education agency School representative other than the teacher Parents or guardians Student Student’s teacher Others whom the parents or school believe can help develop the IEP

20. Copyright © 2007 by Allyn & Bacon Multidisciplinary Team (MDT) Should Include: Representative of the local education agency Classroom teacher Special education teacher Parents Evaluation specialist Student Professionals from related services

21. Copyright © 2007 by Allyn & Bacon Related Services for Students with Disabilities Speech Therapy Audiology Psychological Services Physical Therapy Occupational Therapy Recreation Early Identification and Assessment

22. Copyright © 2007 by Allyn & Bacon Related Services for Students with Disabilities (continued) Counseling Medical and school health services Transportation Social Work Recreation Orientation and Mobility Services

23. Copyright © 2007 by Allyn & Bacon Responsibilities of Classroom Teachers Participating in the referral and planning process Response to instruction Consultation Adapting Instruction Collaboration

24. Copyright © 2007 by Allyn & Bacon Prereferral Assistance Team Provide suggestions to classroom teachers Accommodate students’ academic and behavioral needs Reduce the need for referral to special education Assist the teacher with the referral process, if necessary

25. Copyright © 2007 by Allyn & Bacon What are Disabilities? Mental retardation Hearing impairments Vision impairments Speech and language impairments Learning Disabilities Serious Emotional Disturbance Orthopedic impairments Other health impairments Autism Traumatic brain injury Deafness and blindness Multiple disabilities

26. Copyright © 2007 by Allyn & Bacon Expanding the Impact of IDEA Early intervention services beginning at birth to age 5 Transition Services – A coordinated set of activities for a student with a disability – Designed within an outcome-oriented process – Promotes movement from school to post-school activities

27. Copyright © 2007 by Allyn & Bacon Inclusion Mainstreaming Inclusion (responsible versus irresponsible) Full Inclusion

28. Copyright © 2007 by Allyn & Bacon Guiding Practices for Educating Students with Disabilities Academic and social progress of students with disabilities should be closely monitored and adjustments made if needed Provide students with disabilities ample experiences with nondisabled peers without abolishing required special education support services