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Special Education Process in the Classroom By: Joan Ko - Coggle Diagram
Special Education Process in the Classroom By: Joan Ko
Intellectual Disabilities
Individuals with Disabilities Education Act (IDEA)
Individualized Education Plan (IEP) that is a learning program that is catered to meet each individual student's need.
General Considerations
General Education. Even though a student may have a disability and require an IEP they should still not be removed from the general curriculum (exceptions can be made on the severity of the disability)
Supplementary Aids and Services. Once it is confirmed that an intellectual disability negatively affects learning the student will be provided supplied aids and services including, specialized personnel, equipment, or other special accommodations.
Skills to Adapt. Students may need extra instruction or personnel in order to help them carry on socially in the class.
communicating with others;
taking care of personal needs (dressing, bathing, going to the bathroom);
health and safety;
home living (helping to set the table, cleaning the house, or cooking dinner);
social skills (manners, knowing the rules of conversation, getting along in a group, playing a game);
reading, writing, and basic math; and
as they get older, skills that will help them in the workplace.
Early Signs of Intellectual Disabilities
sit up, crawl, or walk later than other children
learn to talk later, or have trouble speaking
find it hard to remember things
not understand how to pay for things
have trouble understanding social rules
have trouble seeing the consequences of their actions
have trouble solving problems
have trouble thinking logically
Family
Transition Planning. It's important for the school and home to quickly plan on how to accommodate the student with needs. They'll need time for their IEP to settle in.
The importance of support groups for families. Families need extra emotional and practical support and should not hesitate to reach out to organizations that provide this help.
Regular meetings with the parents
Classroom Modifications
Quiet Work Space. Give students a designated area to work at. Let them know that when they are in this space, they are supposed to be quiet, working, and focused.
Functional Activities. Teach students practical skills that they can use on a daily basis.
Repetition. Children will need to learn one concept in different ways and in repetition. Making sure the student has the time and space to practice this repetition is important.
Teacher to Student Ratio. Students with Intellectual Disabilities need extra supervision. Ideally there should be 1 teacher for every 3 students.
Safety Measures. Harmful liquids, scissors, locked doors, small beads, anything that can be a hazard should be kept away from the child. If the child suffers from seizures, making sure that corners of desks and chairs are padded are also a good measure.
Steps for Special Education in the Classroom
School conducts a "Child Find" activities where every child is identified with whether or not they have a learning disability. Parent consent may be required.
Afterwards the child is evaluated. The child is assessed in all areas of suspected disability. Evaluations are used to decided child's eligibility for IEP.
A group of qualified professionals and parents look at the results and decide.
Within 30 calendar days a team of professionals and the parents must write an individualized education program (IEP) for the child.
After the IEP is written, the services are carried out. Parents, school, and teachers/caretakers are given a copy of the IEP.
Child's progress is measured as stated in the IEP. The parents are regularly informed. Progress reports are given as often as parents request it.
Child's IEP is reviewed once a year with parents and if needed, the IEP is revised. Parents can be full participants and suggest changes, agree or disagree with the IEP.
Every 3 years the child is reevaluated and the process starts over.
If the parents disagree with the evaluation they can take their child to be independently tested outside the school.
Questions to ask during Evaluation
Does the child have a disability that requires the provision of special education and related services?
What are the child’s specific educational needs?
What special education services and related services, then, are appropriate for addressing those needs?
Inidividual Education Plan (IEP)
An IEP is an individually catered learning plan for a chid with learning disabilities. It is created with the help of professionals and parents.
An IEP must include the child's present level of academics and functional performance. How the child is doing in school as well as in the classroom.
Annual goals for what parents and professionals think the child can realistically accomplish in a year.
How much of the child's day will be spent in the general classroom and curriculum and how much time will be spent in specialized classroom and personnel.
It is determined whether or not this child will be able to participate in extracurricular activities after school or during school, like lunch or clubs.
What services and modifications will be provided to the child and how often and how long will they last
A quantifiable way to measure the child's progress towards the annual learning goals.
Its goals is to set goals that are right for the child and state what services the school will provide for the child.
An IEP meeting must be held 30 calendar days after the child has been confirmed to have a learning disability.