EXCEPTIONAL CHILDREN

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EXCEPTIONAL CHILDREN

• CHAPTER 2
• Policies, Practices, Programs

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Learning Outcomes

• 1. Demonstrate knowledge of the development of
  special education with emphasis on terms, laws,
  policies, and issues which impact assessment,
  eligibility, placement, and services. (CEC
  Standard 1, Foundations)

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Essential Questions

• What major court cases have impacted special
  education?
• Differentiate the purposes of federal laws that
  impact special education
• What additions/changes to PL94-142 have taken
  place?
• What steps are taken to correctly identify
  serve students with special needs?
• What kinds of assessments a fair evaluation?
• What are the major elements of an IEP?
• Who is on the I.E.P. team?
• What service delivery options are available?

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ASSIGNMENT

• Go to text website
• http//education.wadsworth.com/gargiulo2
• Student Book Companion Site
• Book Resources
• IEP
• Download and print IEP for Morgan.

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WHICH CAME FIRST litigation or legislation?
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E.Q. 1 What major court cases have impacted
special education?
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E.Q. 1 What major court cases have impacted
special education?

• Brown v. BOE, 1954
• Diana, 1967
• PARC 1972
• Mills, 1972
• Larry P. V. Riles
• Honig v. Doe
• Agostini 1997
• Cedar Rapids 1999

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E.Q. 2 What federal law focuses on special
education?

• Public Law 94-142 Education of All Handicapped
  Children Act

Key federal law !!!
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E.Q. 3 What are the key principles of the
special education law?

• P
• Z
• L
• A
• N
• D

IDEA
Z
L
N
P
A
D
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E.Q. 4 What major additions/changes to PL
94-142 have taken place since 1975?

• 1986
• 1990
• 1997
• 2004

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E.Q. 4 What major additions/changes to PL
94-142 have taken place since 1975?

• 1986
• Required FAPE for children with disabilities ages
  3 through 5.
• Aimed at children birth through age 2 with
  developmental delays or disabilities
• IFSP Individualized family service plan
• 1990
• Renamed 94-142 the Individuals with Disabilities
  Education Act (IDEA)
• Transition planning required, begin at 14, by 16
• Autism and TBI added as categories

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E.Q. 4, cont.

• 1997
• Rules for disciplining students with disabilities
• 2004
• Special ed teachers highly qualified
• Include sp ed students in state assessments
• Paperwork reduction attempts
• Change in definition of Specific Learning
  Disability

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E.Q. 5 In addition to IDEA, what other laws
impact special education?

• Section 504 of the Rehabilitation Act of 1973
• Americans with Disabilities Act, 1990
• NO CHILD LEFT BEHIND

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Section 504 of the Rehabilitation Act of 1973

• A civil rights law that protects children and
  adults with disabilities against intentional or
  unintentional discrimination
• Reasonable accommodations to participate in
  educational programs provided to other students
• Applies to all educational agencies that receive
  federal funding

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Section 504 examples of handicapping conditions

• Communicable diseases -- TB, HIV
• temporary medical conditions due to illness,
  accident
• ADD or ADHD

• Behavioral difficulties
• Drug/alcohol addiction
• Chronic medical conditions asthma, allergies,
  diabetes, heart disease

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504 PROCEDURES

• If IDEA evaluated and not eligible for Sp Ed
  or-
• If there is a comprehensive review of records
• Committee of persons knowledgeable about the
  student meets to determine

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Section 504 modifications most often relate to

• Testing situations -- use of calculators, extra
  time, reading aloud parts of a test
• Change in schedule -- no phys ed shortened
  school day, more absences approved,
• Physical space and equipment -- tables, proximity
  of classrooms, place to rest
• Training of school staff

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American with Disabilities ActPL 101-336

• Civil rights legislation for individuals with
  disabilities- signed into law July 26, 1990 by
  President George Bush
• Clear, strong, enforceable standards for
  prohibiting discrimination (Turnbull, 1993)
• Forbids discrimination in public and private
  sectors

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ADA

• Examples of ADA Influence
• areas of accommodation
• access to private and public buildings
• hiring practices, promotion decisions
• mass transit accessibility
• telecommunication

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ADA and Education

• Reasonable accommodation for students with
  disabilities
• Accessibility- ramps, elevators, building
  modifications
• Modification of examinations, training materials,
  and policies
• Provision of qualified readers, interpreters
• Modifying the work schedule

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No Child Left Behind Act of 2001PL 107-110

• Reauthorization of the Elementary and Secondary
  Education Act
• All pupils will demonstrate proficiency in
  mathematics and reading
• Annual testing will show adequate yearly progress
  (AYP)
• Consequences for lack of AYP parent may transfer
  their child to another school
• Highly qualified teachers and aides

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E.Q. 6 What steps are taken to identify serve
students with special needs?
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Referral process, cont.
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E.Q. 7 What is the purpose of pre-referral?

• Eliminates unnecessary referrals
• Provides individual attention/solutions without a
  label
• In Georgia, Pre-referral
• STUDENT SUPPORT TEAM

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E.Q. 8 What kinds of assessments fair
evaluation?

• Norm referenced tests
• Criterion referenced tests
• Team input
• Observations
• Work samples
• Interviews
• Portfolios

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IQ correlates to occupations, life chances
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E.Q. 9 What are the major elements of an IEP?

• (WRITTEN BY A TEAM)
• Present levels of performance, including
  strengths
• Goals, objectives
• Special ed services
• Related services
• Why not in regular ed
• Assessment plan same or different from gen ed?
• Location, duration, of hours of services
• Transition at age 14
• Progress reporting method
• Behavior management plan if necessary

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E.Q. 9 What are the major elements of an IEP?

• (WRITTEN BY A TEAM)
• Present levels of performance, including
  strengths
• Goals, objectives
• Special ed services
• Related services
• Why not in regular ed
• Assessment plan same or different from gen ed?
• Location, duration, of hours of services
• Transition at age 14
• Progress reporting method
• Behavior management plan if necessary

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E.Q. 10 Who is on the I.E.P. team?

• Parent
• Student if appropriate
• At least one special ed teacher
• At least one general ed teacher
• Representative of the LEA
• Interpreter of assessment information
• Others as requested by parent or LEA

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E.Q. 11 What service delivery options are
available?
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Service delivery dilemmas

• Should all pupils be served based on their
  chronological age rather than academic ability or
  mental age?
• Should all pupils with disabilities, regardless
  of the type or severity of their impairment, be
  educated in general education classrooms located
  in neighborhood schools?