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Significant Disabilities - Coggle Diagram

- - - - Trauma
      - Health problems and diseases
      - Drug/ alcohol use during pregnancy
      - Environmental toxins
      - Chromosomal/genetic conditions
      - Unknown casues
  - - - Deficits in: intellectual functioning, adaptive skills, motor skills, sensory functioning, and communication skills.
      - Diagnosis can often be ambiguous or undetermined
      - Ability levels can vary widely
      - Support: Peer tutoring, assistive technology, and augmentative and alternative communication
- - - - Used to drive instruction in the classroom on a daily basis
  - - - Any services that directly assist an individual with a disability in the selection, acquisition, or use of an AT device. Such devices range from low-tech to augmentative devices.
    - - Supports critical thinking and problem-solving within the team.
    - - Students
      - Families
      - School staff
  - - - Knowledge
      - Awareness
      - Mastery
  - - - Counting and Cardinality
      - Measurement and Data
      - Geometry
    - - Physical Education
      - Health
    - - Speaking and Listening
      - Writing
      - Language
      - Reading
    - - Skills and Processes/Life Science
      - Engineering
    - - Social Emotional
      - Approaches to Learning/ Executive Functioning
    - - Music
      - Visual Arts
- - - - IEP Process
        
        IEP development
        
        IEP implementation
        
        Eligibility determination
        
        Annual review
        
        Evaluation
        
        Re-evaluation
        
        Referral
      - IEP Document Includes
        
        Method for measuring and reporting progress
        
        Explanation of the extent the student will not be educated with nondisabled students in the general education setting
        
        Description of special education, related services, and supplementary services
        
        Statement of student’s participation in state and district-wide assessments
        
        Challenging, ambiguous, and measurable goals
        
        Present level data
        
        Grade level standards addressed
        
        Student specific access skills
        
        Goals and objectives
        
        Goals statement
        
        Goal has been written to support
        
        Method/ instrumentation for measuring progress
        
        Progress monitoring design
        
        Objectives
        
        Accommodations
        
        Modifications
        
        Specifically designed instruction
        
        Date of service initiation, frequency, duration, and location
        
        Student’s present levels of academic and functional performance
        
        Effect on progress in general education
        
        Baseline Information
        
        Student needs
        
        Connection to Goals and/or Services
      - IEP
        
        A written plan/document that is developed through collaboration and reviewing of evaluation data of a student, which is the student’s current level of development. The team works together to outline the supports needed, goals for this student, and how the student will meet these goals.
      - Requirements
        
        Procedural
        
        IDEA laws the school professionals follow during the development of the IEP
        
        Substantive
        
        The obligations the IEP team is required to follow under IDEA to implement the IEP plan that has been designed for student success.
      - Services and supports considerations
        
        Duration
        
        Person responsible
        
        Frequency
        
        Environment
        
        Type of service
        
        Service start/end dates
  - - - Accommodation
        
        Changes to the curriculum or assessments that provide access to the general curriculum but do not fundamentally alter the learning goal and grade-level standard.
      - Modification
        
        Changes to the curriculum and assessments that do fundamentally alter the learning goal or grade-level expectation.
    - - Share responsibilities and resources
      - Use paraprofessional support effectively
      - Explore role release
      - Enlist the natural support of peers
  - - - Supplemental needs-based instruction. 10-15%
    - - Intensive individualized instruction. 5-10%
    - - Quality core instruction that uses a gradual release of responsibility. 75-85%
  - - - One teacher has primary responsibility for carrying out the teaching for the lesson while the other purposefully observes the lesson, teacher, and students.
    - - One teacher in the co-teaching pair focusing on students who are struggling with a concept or skill and need additional instruction or intervention.
    - - 2 teachers in the same classroom, both instructing half of the class on the same lesson.
    - - Both teachers delivering the same content but using different methods.
    - - Class is divided into three stations around the room. One station is with one teacher doing a lesson,. Another group is with the other teacher doing another lesson. The final group is doing independent work.
    - - Both teachers sharing the teaching of the lesson. It is not clear which is the general or special educator.
    - - One teacher has primary responsibility for carrying out the teaching for the lesson while the other assists in a purposeful and planned way.
- - - - Focuses on personal development
      - Uses individualized support strategies
      - Evaluates personal outcomes
    - - Focuses on deficits/ problems/ needs
  - - - To the maximum extent appropriate, students with disabilities, including students in public or private institutions or other care facilities, are educated with their nondisabled peers.
      - Special classes, separate schooling, or other removal of students from the general education environment occurs only if the nature and severity of the disability is such the education in general education classes using supplementary aids and services cannot be satisfactorily achieved.
    - - Separate class (<40%)
      - Separate day school facility
      - Resource room (40%-71%)
      - General education (>80%)
      - Homebound
        
        Hospital
        
        Residential facility
        
        Correctional facility
        
        Parentally placed in non-public school
    - - Review the continuum of placement options in relation to student need, starting with the least restrictive.
      - Discuss the placement options and as a team and decide upon the most appropriate and least restrictive environment for the student based on their needs.
      - Determine the special education services, related services, and aids required to meet these goals. This and step 2 both look directly at student needs, instead of jumping right to placement, step 4.
      - Clearly identify on the IEP what the LRE is and the justification for it based on the student’s need and above steps.
      - Determine appropriate goals for the student that align with standards and help remove barriers for this student.
      - Review the students’ present levels and the grade level standards. This should be the beginning of any IEP meeting, to keep it student centered. This is also where you discuss student strengths and weaknesses.