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Module 1 PowerPoint
 Chapter 1: Understanding Special
Education
 Chapter 2: The Personnel and
Procedures of Special Education
 Chapter 4: Creating Partnerships
Through Collaboration

Chapter 1
Understanding Special Education

Special Education Defined
 Specially designed instruction, at no cost
to parents, to meet the unique needs of a
child with a disability, including –
 Instruction conducted in the classroom,
home, hospitals and institutions, and
other settings
 Instruction in physical education

Related Services
Transportation
Interpretation services
Psychological services
Physical and occupational therapy
Speech-language pathology services

Supplementary Aids and
Services
 Aids, services, and other supports
provided in regular education classes or
other settings
 e.g., word prediction software
 Allows children with disabilities to be
educated with their nondisabled peers
to the maximum extent appropriate

Early History of Special
Education
 1800 Jean-Marc Gaspard Itard
 Mid-19th
c. Edouard Seguin
 1875 First public school special class
 Early 20th
c. Compulsory education
 1930’s Ungraded classes and
Intelligence testing

Discrimination and the Beginning
of Change
 Brown v. Board of Education of Topeka,
Kansas
 Courts ruled “separate cannot be equal”
 Separate classes for students with
disabilities were questioned
 Efficacy studies
 Dunn (1968)
 Disability labels and stigma

Disability Litigation Begins
Case Dat
e
Importance
PARC 1972 Guaranteed special education for
children with mental retardation
Mills v. Board of
Education
1972 Extended the right to special education
to children of all disabilities
Diana v. State
Board of
Education
1970 Assessments of Spanish-speaking
children must be in their native language
Larry P. v. Riles 1972 Test used for eligibility for special
education must be non-discriminatory

Federal Special Education
Laws
 1965 - Elementary and Secondary
Education Act
 1974 – Education for All Handicapped
Children Act (EAHCA)
 1975 – EAHCA amended as P.L. 94-
142, Education of the Handicapped Act
(EHA)

Refinements to the Law
 1990 – Name changes to Individuals with Disabilities
Education Act (IDEA)
 Autism and Traumatic Brain Injury added
 1997 – Additions
 Discipline of students with disabilities
 Parent participation expanded
 Assessment of all students with disabilities
 2004 – Name changes to Individuals with Disabilities
Education Improvement Act
 Conflict resolution strategies included
 Evidence-based practices for instruction required

Accomplishments and
Disappointments
 Development of inclusive practices
 Overrepresentation of some ethnic
groups
 Continued improvement needed

Core Principles of IDEA
 Zero Reject
 Free Appropriate Public Education
 Least Restrictive Environment
 Nondiscriminatory Evaluation
 Parent and Family Rights to
Confidentiality
 Procedural Safeguards

Other Legislation Related to
Special Education
 Section 504 – Rehabilitation Act of 1973
 Civil rights for all people with disabilities
 Prohibits discrimination based on disability
in all programs which receive federal funds
 Americans with Disabilities Act of 1990
 Extends protections to both public and
private sectors, regardless of federal
funding

Who Receives Special
Education?Autism Speech or language impairments
Orthopedic impairments Hearing impairments
Deaf/blindness Traumatic brain injury
Other health impairments Mental retardation
Developmental delays Visual impairments
Specific learning disabilities Multiple disabilities
Emotional disturbance

Prevalence
 About 9% of students ages six to twenty-
one receive special education services
 Largest groups
 Specific learning disabilities account for nearly
50%
 Speech or language impairments comprise
about 17.9%

Special Education for Young
Children
 IDEA includes provisions for children from
birth to age five
 Largest groups
 Federal law does not always require special
education services for children ages birth to
two year
 Federal law mandates special education
services for children ages three to five years

Students Not Served by IDEA
 Gifted and talented
 Attention deficit-hyperactivity disorder
(may be served under other health
impaired)
 At risk for school failure

Recommended Practices
 Inclusion
 Accountable and Accessible Instruction
 Universal Design for Learning (UDL)
 Differentiated Instruction (DI)
 Evidence-Based Practices
 Assistive Technology
 Positive Behavior Supports
 Collaboration

Positive Outcomes of having a
Child with a disability
 Child’s positive characteristics
 Improved perspective on life
 Increased tolerance, sensitivity and
patience towards others
 More learning opportunities (children, self)
 Improved family dynamics
 Share with others and influence policy

Barriers to Parent
Participation
 Time
 Language
 Transportation
 Cultural understanding

Encouraging Parent
Participation
 Use family-centered practices.
 Respect the uniqueness of families.
 Recognize that families have different
understandings of their children’s
special needs.
 Match your strategies and resources to
family needs.

No Child Left Behind Act of 2001
 Availability of assessment results
 Assessment in English of ESL students
after three years of language instruction
 Demonstration through standard
assessment of academic proficiency for
most students by 2013-2014
 Sanctions for Title I schools that fail to
make AYP two years in a row
 Highly qualified teachers for all students

Special Education Eligibility
 Complex issues of bias and discrimination
 Response to Intervention described in IDEA
as a three-tiered evidence-based approach
 Academic needs
 Behavior needs

Chapter 2
The Personnel and Procedures of
Special Education

Professionals in Special
Education Special education teachers
 Itinerant special educator
 Bilingual special educator
 Early childhood special educator
 Related Services Professionals
 Speech/language pathologist
 School psychologist
 School counselor
 School social worker
 School nurse

Educational interpreter

Others in Special Education
 General education teacher
 Paraeducators
 Parents
 Other highly specialized service
providers
 Adaptive physical educator
 Orientation and mobility specialist
 Physical or occupational therapist
 Audiologist

Intervention Assistance
 Team of professionals
 Goal is to help general education teacher to
problem solve regarding a student
 Team generates new ideas and may gather
more data
 School funding may be used to provide
student support and avoid further referral
 Date set to review student success

Response to Intervention (RTI)
 Alternative systems based on student’s lack of
response to instructional intervention
 Ensures research based interventions are used
as soon as child’s academic difficulties are
identified
 Ensures that professionals gather data on
effectiveness of new remedial strategies used to
address child’s needs
 These data may be used as “continuous progress
monitoring.”

Screening
 Conducted in some states where other
approaches are not in place
 Carried out by the psychologist, counselor,
principal, or other appropriate school professional
 Professionals discuss nature, severity and
persistence of student problem
 Existing information from past and present
student records is reviewed to inform decisions
for special education consideration

Special Education Referral
 Multidisciplinary team convenes to
consider special education
 Parents are full team members
 Parents informed of their rights
 Parents must give permission for
initial individual assessment

Assessment Components
 Student must be assessed in all areas of
suspected need
 Assessment typically includes:
 Vision and hearing screening
 Intellectual ability
 Achievement
 Social and behavioral functioning
 Developmental history
 Other areas needed

Assessment Procedures
 Must be nondiscriminatory on a racial, cultural,
and linguistic basis
 Instruments must be valid and reliable
 Instruments must be administered by trained
professionals
 Testing form must take into account possible
impact of the suspected disability
 Testing must be in the language with which
child is most comfortable
 Include a variety of assessment tools

Decision Making for Special Education
 Does student have a disability?
 Does the disability adversely
affect educational performance?
 Can student’s needs be
addressed through special
education?

When Student is Eligible for
Special Education
 Individualized education program
(IEP) is developed
 Placement decision is made after
IEP is developed

Monitoring Student Progress
 Annual review of IEP
 Update information on student’s functioning
 Review student’s progress
 Set goals for the next year
 May amend IEP as needed during the year
 Three-year reevaluation
 Does student need to be re-assessed?
 Does student still need special education?
 Parent permission not required for reevaluation

Members of the IEP Team
Parents
General
education
teacher
Others
Evaluation person
Student
District representative
Specialeducationteacher
Agency personnel
Exceptions to team composition

Required Components of the IEP
Present levels of performance
Annual goals and short term objectives
Special education and related services
Supplementary aids and services
Assistive technology
Participation with nondisabled peers
Participation in state/district testing

Additional IEP Components
 Dates and locations of service
 Placement decision
 Transition services needed at age 16
 Age of majority
 How progress will be measured and
reported to parents
 Other considerations

The Continuum of Placements
 General Education
 Resource Class
 Separate Class
 Separate School
 Residential Facility
 Other Placement Settings

How are Disagreements
Resolved?
 Dispute resolution session
 Knowledgeable professionals try first to resolve
the issues
 Mediation
 Impartial professional meets with each party to
try to resolve the dispute
 Due process hearing
 Formal procedure often resembling a trial
 Impartial hearing officer makes decision
 Decision may be appealed

Issues Related to Special Education
Professionals and Procedures
 Shortage of special education teachers
 98% of urban school districts have
immediate openings for special education
teachers
 Response to Intervention
 Requires valid implementation by general
education teachers
 Document impact of research-based
practices implemented

Chapter 4
Creating Partnerships through
Collaboration

Understanding Collaboration
Interpersonal collaboration is a style
for direct interaction between at least
two co-equal parties voluntarily
engaged in shared decision making
as they work toward a common goal.
(Friend & Cook, 2010, p.7)

Collaboration
Requires
sharing
resources Based on
parity
Emergent
Involves shared
responsibility for
key decisions
Requires a
mutual goal
Includes
shared
accountability
for outcomes
Voluntary

Collaboration in IDEA
 Current provisions of IDEA contain strongest
expectations for collaboration, integral to every
dimension of federal law:
 General education teachers participate on most IEP
teams
 Increased parent involvement
 Conflict resolution to address disagreements
 Emphasis on LRE
 Consultative special education services

Essential Elements of
Collaboration
 Personal belief system
 Communication skills

Effective Communication
Strategies
Listening
Use of nonverbal signals
Non-evaluative language
Questions that encourage others to speak

Avoid Communication Errors
 Quick fixes
 Questions that echo your opinions
 Use of jargon
ADHD
IDEA
TAG
IEP

Interaction Process Steps
Continue, modify, or select new
intervention
Evaluate the outcome
Implement the intervention
Assess potential solutions, select one
Generate alternatives
Identify the problem
Create a climate for problem solving

Value the Problem Solving
Process
 Identify the problem
 Generate alternatives
 Assess solutions, make a selection(s)
 Implement the intervention
 Evaluate and decide next steps
These steps can be used with parents and
in other school interactions.

Supportive Context for
Collaboration
 Principals provide support by –
 Arranging professionals’ schedules to
provide planning time
 Serving as a facilitator when collaborators
have disagreements
 Explicitly making collaboration a standard
for all school personnel
 Arranging for professional development

Understanding Team
Concepts
 Two or more interdependent individuals
working to achieve a mutual goal
 Each person identifies as a team member
 Members abide by formal and informal rules
 Success is directly related to the work of all
team members
 Members value their differences

Team Effectiveness Factors
Quality of outcomes produced by team
Clarity of team goals
Members’ needs are met
Members are accountable
Members monitor their own behavior

Special Education Teams
Multidisciplinary
Interdisciplinary
Transdisciplinary
Least
Collaborative
Most
Collaborative

Co-Teaching
 One teach, one observe
 Parallel teaching
 Station teaching
 Alternative teaching
 Teaming
 One teach, one assist

Consultation
“A voluntary process in which
one professional assists
another to address a problem
concerning a third party.”
Friend & Cook, 2010, p. 85

Barriers to Parental Collaboration
 Prior negative school experiences
 Some parents see their role as listeners only
 Logistical problems (i.e., transportation, and child
 Language barriers and misunderstanding
 Some schools don’t make parents feel welcome
 Some educators believe some parents are not good
parents
 Some educators are intimidated
 School to home communications are mostly negative
 Professionals and parents may develop and act upon
stereotypes instead of on objective information

Building Partnerships with
Parents
 Encourage parent participation
 Address cultural differences
 Avoid treating all members of a cultural
group as though they are alike
 Develop cultural sensitivity
 Ask parents for their unique perspectives
 Listen to their points of view

Issues Related to
Collaboration
 Working with paraeducators
 Time for collaboration
 The effectiveness of collaboration

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