Please enable JavaScript.
Coggle requires JavaScript to display documents.
Special Ed Procedures and Services - Coggle Diagram
Special Ed Procedures and Services
Types of Services/Settings for SPED
• Resources room: Special education setting in which special education teacher works with groups of students with disabilities for part of the school day
LRE: Least Restrictive Environment
Opportunities to connect with non-disabled Peers
Access to Core curriculum and ansilary curriculum available in general ed.
Eligibility Process
• Due process: procedures outline in IDEA to ensure that a parent’s and children’s rights are protected concerning any aspect of special education.
• Annual review: Yearly process to review and update a student’s IEP involving parents and school staff.
• Mediation: process where a neutral professional assists parents and school district personnel in resolving disputes concerning any aspect of education.
• Universal screening: The process used in Rtl to assess students in order to identify those who are having difficulty learning despite evidence-based tier 1 education
Components of IEP
(IEP): a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services.
• Response to Intervention (RtI): An approach for the identification of learning disabilities based on whether student learning progress improves or fails to improve after the student receives increasingly intense, research-based interventions
Meeting with the Multidisciplinary Team and Parents
• Self-determination: Providing meaningful opportunities for students with disabilities to express their needs and goals so that their wishes guide decision-making
Annually Reviewed. Prior year IEP is used to guide new IEP development
Roles /Responsibilities of SPED educators
Resource teacher: specialized educator that focuses on helping children with physical or educational learning difficulties to develop their reading and writing skills.
Itinerant teacher: enable students with learning disabilities to develop the skills needed to learn alongside their non-disabled peers as much as possible.
Intervention assistance team:group of professionals, including gen. ed. teachers, that analyzes the strengths and problems of referred students to identify strategies to address the problems. If not successful, his team may recommend that a student be assessed to determine special ed eligibility.
• Multidisciplinary team (MDT): a team including teachers, specialists, administrators, and parents who assess a student’s individualized needs, determine eligibility for IEP needs.
• Transition specialist: professional that typically works in a high school setting and helps prepare students to leave the school for vocational training, employment or post-secondary education
• Inclusion facilitator: educators who do more than teach children with disabilities--they advocate for change in schools and communities, sparking a passion for inclusion in teachers, administrators,