Chapter02
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The document discusses key aspects of individualized special education programs including: 1) Approaches to help students access the general education curriculum such as instructional accommodations, modifications, differentiated instruction, and assistive technology. 2) Educational placement options ranging from inclusion in regular classrooms to separate schools. 3) The IEP process and the types of individualized plans for students with disabilities from birth to age 21. 4) The importance of involving families and students in the IEP process and ensuring appropriate evaluations are conducted.
Chapter02
- 1. Introduction to Special Education: Making a Difference Sixth Edition Chapter 2 Individualized Special Educational Programs: Planning and Services Copyright © 2007 Allyn & Bacon 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.
- 2. Chapter Objectives Explain five important approaches used to help students with disabilities access the general education curriculum. Discuss each placement option used to deliver special education to students with disabilities. Describe special education’s related services and how multidisciplinary teams are formed. Explain the IEP process. List the different individualized education plans used for individuals with disabilities (birth through age 21). Copyright © 2007 Allyn & Bacon
- 3. Access to the General Education Curriculum IDEA 2004 stresses the importance of: Participation in the general education curriculum Access to the general education curriculum Participation in statewide or district-wide testing Making accommodations in testing situations Copyright © 2007 Allyn & Bacon
- 4. Accessing the General Education Curriculum Approaches to accessing the general education curriculum include: Instructional Accommodations Instructional Modifications Differentiated Instruction Assistive Technology Copyright © 2007 Allyn & Bacon
- 5. Educational Placements Regular classroom Inclusion Full inclusion or pull-in programming Co-teaching Consultation/collaborative teaching Resource room Self-contained special education class Partially self-contained special education class Separate school Residential setting Copyright © 2007 Allyn & Bacon
- 6. Placement Issues The severity of a child’s disability does not necessarily determine that child’s educational placement or LRE. The educational placement for a specific child will probably change across his or her educational career. Copyright © 2007 Allyn & Bacon
- 7. Factors to Consider When Determining LRE Student’s goals and objectives Balance between LRE and FAPE Desired adult outcomes for the individual Array of special education services required to attain all goals Copyright © 2007 Allyn & Bacon
- 8. Special Education and Related Services Professionals Copyright © 2007 Allyn & Bacon Physicians Itinerant Teachers Lawyers Nurses Administrators Vocational Specialists Special Education Teachers Transportation Specialists Recreational Therapists Assistive Technology Specialists Educational Diagnosticians School Psychologists Consulting Teachers Physical Therapists Counselors Paraprofessionals Speech/Language Pathologists Occupational Therapists Audiologists
- 9. Special Education Services Should be: Flexible Responsive to each student’s needs Vary by: Type Location Personnel Duration Copyright © 2007 Allyn & Bacon
- 10. IEP Process Pre-referral Referral Identification Eligibility Determination Development of the IEP Implementation of the IEP Evaluation and Reviews Copyright © 2007 Allyn & Bacon
- 11. Individualized Family Service Plans (IFSP) Serve children from birth to age three and their families Evaluated twice a year Coordinated by a service or case manager Includes transitional services for the move to pre-school IFSPs must include: Child’s current functioning levels Family’s strengths and needs Expected outcomes and time line Date for initiation of services Name of service coordinator Methods for transition Copyright © 2007 Allyn & Bacon
- 12. Individualized Education Program Serves students with disabilities, ages 3 to 21 Assures an individualized program Evaluated annually All of a student’s needs must be met Availability of services does not determine whether they are included on IEP IEP must be individually determined Communication of contents to everyone who needs the information Copyright © 2007 Allyn & Bacon
- 13. IEPs must contain: Student’s present levels of performance How the student’s disability influences participation and progress in the general education curriculum Measurable annual goals, including academic and functional goals Educational services to be provided, including modifications and supports Explanation of why the child will not participate in general education classes with non-disabled peers Description of accommodations in state or district-wide testing Projected date for initiation, frequency, location, and duration of services At age 16, identification of post school goals to address transition assessments and service needs Information about transfer of rights at age of majority How student’s progress will be measured and parents informed Copyright © 2007 Allyn & Bacon
- 14. Student and Parent Participation IDEA stresses the importance of involving families and students in the IEP process. A major goal of the IEP meeting is to form partnerships between parents, schools, and professionals. Copyright © 2007 Allyn & Bacon
- 15. Procedural Safeguards Notification about meetings and other important events need to be in writing Parents need to understand the meaning of the communications from school, so these interactions must be: in the parents’ native language free of educational jargon Copyright © 2007 Allyn & Bacon
- 16. Appropriate Evaluations Functions of Assessment Identify and qualify students for special education Guide instruction Determine annual or long-term gains Change a student’s services Copyright © 2007 Allyn & Bacon
- 17. Appropriate Assessments Standardized tests concern educators because of the overrepresentation of culturally and linguistically diverse students Types of Authentic Assessments Curriculum based measurement (CBM) Portfolio assessment Functional behavior assessment (FBA) Copyright © 2007 Allyn & Bacon
- 18. Challenge Question How should the array of educational services and supports available to students with disabilities be implemented? Individually determined At the intensity required For the duration needed to solve the problem With participation from the student and family Including partnerships among school officials, teachers, the student, and family Fluid, flexible, and not lock-stepped Evaluated frequently Copyright © 2007 Allyn & Bacon