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Chapter 2 Summary: Understanding the Special Education Process - Coggle…
Chapter 2 Summary:
Understanding the Special Education Process
Identification Process
Use IDEA funds to support establishment of prereferral services for students who need additional academic and behavioral services
This helps to support overidentification of students
Need to look at the whole child to help create appropriate placements for students! :red_flag:
Avoid labeling students and putting them into groups based on their academic level or cultural bias
Always use person-first/student-first language :confetti_ball:
Includes study teams
Prereferral system process
: Gather information, Identify goals, Select and implement interventions, and Collect evidence to assess effectiveness of interventions
Student strengths, areas of concern, cultural identities, and unique experiences should be analyzed before determining interventions, strategies, or supports :star:
Team must utilize standardized and informal assessment procedures, observations/interviews, and other performance measures to determine if the disability impacts student education.
The answer to this question will ultimately determine if the student is eligible for special education services under IDEA or Section 504
RTI
process minimizes the number of students receiving special education services -- this is one of the main ways to refer students for services
Idea: consider student experiential, educational, cultural and linguistic backgrounds and home life before determining RTI strategy
Individualized Plans
Individualized Education Program (IEP)
answers the following questions to fill out the legal document:
How does the disability affect general education curriculum progress?
What are the student's strengths and areas that need to be addressed for goal-making?
What are the "key" content, skills, and behaviors that need to be learned to access the general education classroom/curriculum?
How can we create measurable and attainable goals for the student based on the skills needed?
What is the student's baseline with these goals?
How will the goals be measured?
Will the student participate in extracurricular activities?
How will the student be involved in the general education classroom/curriculum?
What other services need to be included to support reaching annual goals?
What modifications need to be put in place?
What is the student's least restrictive environment?
What testing accommodations will the student need to be successful on state/district/classroom assessments?
If a student is not participating in assessments, why not? Will there be alternate forms of assessment?
Will there be alternate forms of assessment?
When will the services and accommodations begin?
What is the frequency, duration, and location of services and accommodations?
Special considerations for students with disabilities can include: behavior problems, developing English proficiency, blind/visual impaired, or deaf/hard-of-hearing
Assistive technology device:
any item, piece of equipment, or product system that is used to increase, maintain, or improve the functional capabilities of an individual with a disability :
Determination of assistive technology relies on student strengths/challenges, family views and background, activities and needs for the student, effectiveness/features/cost of technology
Will the technology bring the student to a higher level of learning in the classroom and promote socialization with peers?
Is there any abandonment issues from student or family?
Is there a stigma to using the technology is social setting?
Section 504 Plan
: reasonable accommodations to provide equal access to general education curriculum and extracurricular activities
Reasonable accommodations can include:
do not alter the way services/activities are delivered
do not change any essential elements of the curriculum/activity/service/assessment
do not cause financial burden to school districts
do not cause a direct threat to health/safety of others
includes statements related to the nature and impact of the disability, the student’s strengths and challenges, and the reasonable accommodations and supports that will help the student succeed.
Overall idea -- "...provide students with disabilities with access to the general education curriculum and all academic and nonacademic activities in the inclusive classroom" (p. 54)
Multidisciplinary Team
: Professionals, family members, and the student (if applicable) to make important decisions about student education :silhouettes:
Review prereferral form, response to intervention systems/programs, strengths and areas of concern in classroom
Wraparound process within team meetings helps determine individualized plans and appropriate services for students and families
Safeguards for families include mediation to resolve difference and, if needed, an impartial hearing officer to conduct due process
Goal is to provide a welcoming environment based on communication, trust, and respect for all party members
Utilizing technology can be extremely helpful when creating IEPs and collaborating with IEP team members.
Technology IEP software help make sure there is compliance with legal guidelines and alert upcoming due dates/meetings
Benefits to having student participate on teams
: they offer their perspective and goals, incorporate UDL, ensure practical goals, advocate for appropriate accommodations, empower motivation/self-advocacy/independence
Benefits to having family participate on teams:
learn IEP process, obtain legal rights, collaborate with what they see and can do at home, learn their perspective, obtain feedback on IEP, identify own goals for their child :
having bilingual educators, migrant educators, or ESL teachers can help enhance the meeting by connecting families to the school by understanding their culture and background :<3:
Roles for team members when part of the planning process: :pencil2:
General education teacher = share perspective on curriculum and student progress in classroom
Special education teacher = provide information about academic, behavioral, and social strengths/challenges, determine accommodations, create instructional goals and strategies
Administrator = understands and requires following of legal guidelines for team members
(if needed) Literacy educators = identify strengths and areas of concern within student's reading and writing skills
(if needed) Paraeducators = understand student strengths and concerns, identify their own role in student learning and implementation of supports/programs
School psychologist = collect data on student and observe them within class. Only people who can interpret data for team/family
(if needed) Speech and Language Clinician = confirm or rule out language disability by observing communication skills, language, and literacy success
(if needed) Social worker/School counselor = assess the effect of student's home life on school performance, supports emotional and social development
School nurse = perform or review diagnostic tests for physical development or medical problems
(if needed) Physical therapist = training of large muscles and lower extremities, help strengthen muscles, improve posture, increase motor function/range
(if needed) Occupational therapist = training of fine motor abilities and upper extremities, prevent/restore/adapt to impaired motor functions, develop fine motor skills for every actions independently
Research-Based Practices
Universal screening, evidence-based curricula and interventions, progress-monitoring to assess student response to intervention, and tiered instruction :check:
Need to use differentiated and specially designed instruction to address goals within the general education classroom :check:
Use only evidence-based, scientifically based, and research-based practices to determine effective interventions
Use current practices that align with curricular goals and instructional objectives, teaching style, student needs, and instructional resources available :check:
Strengths-based assessment to set a positive tone about students! :check: