1. OVERVIEW OF SPECIAL EDUCATION DESCRIBE A BRIEF OVERVIEW OF HISTORY AND THE MAJOR LAWS OF SPECIAL EDUCATION. IDENTIFY THE CATEGORIES AND CHARACTERISTICS OF STUDENTS WITH DISABILITIES. EXPLAIN THE CONTINUUM OF SERVICES AND LEAST RESTRICTIVE ENVIRONMENT. Session One

2. Who Are Exceptional Children? Exceptional children differ from the norm (either below or above) to such an extent that they require an individualized program of special education. Four key terms  Impairment - The loss or reduced function of a body part or organ  Disability - Exists when an impairment limits the ability to perform certain tasks  Handicap - A problem encountered when interacting with the environment  Not all children with a disability are handicapped  At risk - Children who have a greater-than-usual chance of developing a disability Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.

3. Why Are Laws Governing the Education of Exceptional Children Necessary? An Exclusionary Past  Children who are different have often been denied full and fair access to educational opportunities Separate Is Not Equal  Special education was strongly influenced by social developments and court decisions in the 1950s and 1960s (e.g., Brown v. Board of Education) Equal Protection  All children are entitled to a free, appropriate public education Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.

4. Early Foundations of Special Education Before 1950s students with disabilities excluded from attending public schools The Department of Public Welfare v. Haas - 1958 Brown v. Board of Education in 1954 Elementary and Secondary Education Act (ESEA) - 1965 P.L. 94-142 (1975) – Education of All Handicapped Children Act

5. Early Influences: Influential Court Cases YearLegislation 1971 Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania 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.

6. History of the Federal Laws for the Education of Learners Who Are Exceptional 1990 - Americans with Disabilities Act (ADA) (P.L. 101-336) 1990 - Individuals with Disabilities Education Act (IDEA) (P.L. 101-476) 1997 - Individuals with Disabilities Education Act (IDEA) (P.L. 105-17) 2001- No Child Left Behind Act (NCLB) 2004 - Individuals with Disabilities Education Improvement Act (IDEIA) (P.L. 108- 446)

7. American with disabilities act (ADA) The ADA is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else. It became law in 1990.

8. IDEIA and the Vocational Rehabilitation Act Significantly improved the opportunities for persons with disabilities. P.L. 94-142 –  Originally referred to as the Education for All Handicapped Children Act (1975).  Reauthorized and expanded as Individuals with Disabilities Education Act (IDEA, 1990)  Recently amended in 2004 as IDEIA -Individuals with Disabilities Education Improvement Act.

9. Individuals with Disabilities Education Improvement Act (IDEIA) It is a law that ensures services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to eligible infants, toddlers, children and youth with disabilities. Part B serves students ages 3-21 Part C serves infants, toddler (birth-2 ) and their families.

10. Six Major Principles of IDEA  Zero Reject: Schools must educate all children with disabilities  Nondiscriminatory Identification and Evaluation: Schools must use nonbiased, multi-factored methods of evaluation  Free, Appropriate Public Education: Education at public expense is provided; an IEP is developed and implemented for each child  Least Restrictive Environment: Must be educated with children without disabilities to the maximum extent appropriate  Due Process Safeguards: Parents’ and children’s rights are protected  Shared Decision Making: Schools must collaborate with parents Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.

11. Other Provisions of IDEA  Special Education Services for Preschoolers  Early Intervention for Infants and Toddlers  Assistive Technology  Scientifically Based Instruction  Universal Design for Learning  Extended School Year  FAPE and Related Services  Disciplining Students with Disabilities  Right to Education Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.

12. The No Child Left Behind Act (NCLB)  Accountability for student learning States are expected to make annual progress toward the 100% goal by 2014.  Scientifically Based Instruction NCLB puts a special emphasis on using educational programs and practices that rigorous scientific research has demonstrated to be effective.  Implications for students with disabilities The provisions of NCLB apply to all students, including those with disabilities. Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.

13. What is Special Education? Special education as instruction  Who - Exceptional children whose educational needs necessitate an individually planned program of instruction  What - Special education can sometimes be differentiated from general education by its curriculum  How - Special education differs from general education by its use of specialized, or adapted, materials and methods  Where - Special education can sometimes be identified (but not defined) by where it takes place. Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.

14. Least Restrictive Environment

15. Defining LRE Each public agency must ensure that— and…

16. Defining LRE

17. Consideration must be given to any potential harmful effect on the child or on the quality of services that the child needs. A child with a disability may not be removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum. Placements

18. What Are LEA Requirements for LRE? Each LEA must have a continuum of alternative placements to meet the needs of students with disabilities for special education and related services. The continuum refers to the entire spectrum of placements where a student’s special education program can be implemented.

19. Summarizing LRE Special education is not a place. It’s a set of services and supports. Where a child with a disability receives special education services is that child’s placement. The first “where” to consider is the general education environment.

20. Who Are These Students With Disabilities? Categories, Exceptionalities, Labels  Categorical / Non-categorical  High incidence / Low incidence  Mild / Moderate / Severe  Physical / Cognitive / Academic / Behavioral Labels: Pros and Cons  “People first” language  Pro: enables students to receive appropriate services  Con: may lead to segregation, discrimination, and bias

21. Categories of Disabilities Intellectual disabilities (InD) Emotional behavior Disorder (EBD) Specific learning disabilities (SLD) Speech or language impairments (SL) Visual impairments (VI) Hearing impairments (HI) Orthopedic impairments (OI) Traumatic brain injury (TBI) Autism Developmental Delay (DD) Other health impairments (OHI)

22. Kahoot Question 1

23. High Incidence Disabilities High Incidence About 80% of all Students with Disabilities, ages 6-21  Specific learning disabilities – 49.2%  Speech or language impairments – 18.6%  Intellectual disabilities – 10.3%  Emotional disturbance – 8.1%

24. Low-Incidence Disabilities Low Incidence About 20% of all Students with Disabilities, ages 6-21  Multiple disabilities – 2.2%  Hearing impairments – 1.2%  Orthopedic impairments – 1.1%  Other health impairments – 7.5%  Autism – 2.3%  Visual impairments – 0.43%  Traumatic brain injury – 0.37%  Developmental delay – 1.09%  Deaf-blindness – 0.03%

25. WHAT Are Their Unique Characteristics? Cognitive Academic Adaptive Social Perceptual-motor Language

26. Students with Specific Learning Disabilities (LD)  Average – above average intelligence (may be gifted)  Processing difficulties affect thinking and learning  Peaks and valleys across subject areas  Demonstrate learned helplessness  Poor self-esteem, lack social skills  May lack orientation skills  Impaired perceptual and motor abilities  Attention and memory problems (may have ADHD)  Receptive & expressive language difficulties  Over 85% display reading problems!

27. Students with Intellectual Disabilities (InD) Below average intelligence Poor reasoning skills and abstract thinking Slow learning rate across all subject areas Poor adaptive skills Socially and emotionally immature Susceptible to peer influences Delayed developmental skills Speech or language delays Receptive and/or expressive language problems Poor social communication

28. Students with Emotional Behavior Disorder (EBD) Average intelligence (may be low or above) Behavior affects test scores Manipulative and creative Behavior influences school achievement Discipline and conduct issues May demonstrate anxiety, fears, physical pain May be unhappy, depressed Poor peer relations, difficulty sustaining relationships May be shy, withdrawn or aggressive Language may be disrespectful, profane, argumentative

29. Students with Other Disabilities Visual impairments  Very low – no vision Hearing impairments  Mild – severe hearing loss Physical disabilities  Difficulty using arms or legs; mobility issues  Communication problems

30. Students with Other Disabilities (cont). Autism Spectrum Disorders  Mild – severe language and communication problems  Difficulties with social behavior Severe and multiple disabilities  May have serious medical needs  May have difficulties with cognition, adaptive behavior, academic, social, self- help, attention, and/or memory areas

31. The following information was an FLDOE update from BEESS Monica Verra-Tirado Bureau Chief

32. The Emphasis of IDEA 04 “Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities” (sec. 1400(c)(1))

33. IDEA 2004 - Congressional Findings Districts should consider the use of whole-school approaches, scientifically based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children Districts should consider the use of whole-school approaches, scientifically based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label children as disabled in order to address the learning and behavioral needs of such children

34. Florida’s Students with Disabilities Source: EIAS Survey 2, Fall 2014

35. Kahoot QUESTION 2

36. SWD as Percent of Total Population

37. Kahoot QUESTION 3

38. Regular Class Placement

39. Seven Largest States Percent of Students with Disabilities in Regular Class Placement 2012-13

40. THIS CONCLUDES SESSION 1 Quiz