Special Education 547

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Special Education 547

• Unit Five
• Special Topics
• Kevin Anderson
• Minnesota State University Moorhead
• 2006

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Topics

• P/HD and other disability areas - refer to state
  manuals
• Consultation and collaboration - information
  through outline only
• Early identification - read article provided
  through link
• Psychosocial issues related to P/HD - information
  through outline only

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Other Disability Areas

• Traumatic brain injury
• Multiple disabilities
• Sensory impairments
• Deaf/blind
• Autism

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TBI

• Acquired injury to the brain due to external
  physical forceadversely affecting educational
  performance
• Requires medical documentation and evidence that
  injury has caused a functional impairment

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Multiple Disabilities

• Multiple disabilities means concomitant
  simultaneous impairments (such as mental
  retardation-blindness, mental retardation-orthoped
  ic impairment, etc.), the combination of which
  causes such severe educational needs that they
  cannot be accommodated in a special education
  program solely for one of the impairments.
• The term does not include deaf-blindness

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Sensory Impairments

• Not an IDEA categorical classification, but may
  affect eligibility in categorical placement.
• Sensory impairment means a dysfunction of the
  broad sensory systems, including vestibular,
  proproceptive, tactile, olfactory, gustatory,
  visual, and/or auditory systems.
• Dysfunction may impair ability to take in
  information or to use information in a meaningful
  way, which ultimately interferes in educational
  performance.

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Deaf/Blind

• Deaf/Blind means concomitant simultaneous
  hearing and visual impairments, the combination
  of which causes such severe communication and
  other developmental and educational needs that
  they cannot be accommodated in special education
  programs solely for children with deafness or
  children with blindness

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Autism

• Autism means a developmental disability
  significantly affecting verbal and nonverbal
  communication and social interaction, generally
  evident before age three, that adversely affects
  educational performance

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Consultation

• Indirect service to the student and to the team
• Progress reviews
• Cooperative planning
• Consultation
• Demonstration teaching
• Modifications and adaptations
• Curriculum
• Materials or equipment
• Monitor or observation
• Need for direct services
• Advocacy and self-advocacy
• Related services
• Paraprofessionals

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Collaboration

• IDEA 2004 encourages collaboration among
  agencies, including during Horizontal
  Transitions
• The movement of a child across locations during
  the same day
• The state will provide U.S. DOE with description
  of state efforts to promote collaboration among
  Early Head Start programs, early education and
  child care programs, and services under Part C
  Part C 637

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Collaboration

• An effective educational system should promote
  transition services and coordinate state and
  local education, social, health, mental health,
  and other services, in addressing the full range
  of student needs Part D 650

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Early Identification

• Early childhood special education services
• Special services are available to eligible
  children with disabilities in order to prevent
  developmental delay or to minimize the effects of
  disability. For infants and toddlers aged birth
  through two, services are provided through an
  early intervention system. This system may be run
  by the Health Department in the state, or another
  department such as Education.
• Family supports
• Family supports are built into the educational
  system through individualized program planning
  and multidisciplinary team development.
• Supports area also available through interagency
  collaborations or community service programs.

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Early Identification

• History
• Services for students with disabilities (5
  through 21) started with Public Law 94-142 (1975)
  Education for all Handicapped Childrens Act
  (EHA)
• Services for young children (birth to 5) began
  with PL 99-457 (1986) Amendments to EHA
• Amendments to EHA in 1990 through PL 101-476
  resulted in Individuals with Disabilities
  Education Act (IDEA)
• Reauthorization of IDEA in 1997 through PL 105-17
• Reauthorization of IDEA in 2004 through
  PL 108-446

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Early Identification

• 1975 Public Law 94-142, Education for All
  Handicapped Children Act (EHA)
• Foundation of present day special education laws,
  guaranteeing
• Free appropriate public education (FAPE)
• Zero reject
• Non-discriminatory assessment
• Due process
• Individualized Education Program (IEP)
• Least Restrictive Environment (LRE)
• Provided Preschool Incentive Grants and incentive
• money to promote early intervention

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Early Identification

• 1986 -- Public Law 99-457, EHA Amendments
• Extended free and appropriate public education to
  preschoolers with disabilities (Part B)
• Established new discretionary program for
  infants, toddlers, and their families (Part H,
  later called Part C)

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Early Identification

• 1990 -- Public Law 101-476 changed the title of
  EHA to the Individuals with Disabilities Act
  (IDEA)
• Provided Services for Infants and Toddlers
• Known as Part H under EHA and as Part C under
  IDEA
• Purpose
• To create statewide, comprehensive, coordinated,
  multidisciplinary, interagency systems of
  services for children birth to age 3 with
  disabilities or developmental delay
• Administrative responsibility
• Lead Agency assigned by each states governor

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Early Identification

• Provided Services for Preschool Aged Children
• Known as Part B, Section 619 under EHA and IDEA
• Purpose
• To ensure free appropriate public education and
  preschool services for 3 -5 year old children
  with disabilities
• Administrative responsibility
• State education agency local education agency

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Early Identification

• Individuals with Disabilities Education Act of
  1997
• Public Law 105-17
• Extended the use of developmental delay as a
  category for eligibility

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Early Intervention and P/HD

• According to Part H of IDEA - children meet
  eligibility for early intervention if they show
  evidence of developmental delay, have a medical
  diagnosis, and are deemed at-risk of having
  substantial developmental delays
• Please see article on early identification and
  IDEA - http//www.findarticles.com/p/articles/mi_m
  3225/is_n1_v52/ai_17332386

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Psychosocial issues

• Family issues
• Initial acceptance
• Dealing with medical community
• Entrusting child to educators
• Collaborating with medical and educational
  community
• Providing sense of normalcy
• Student issues
• Dealing with physical and medical issues
• Coping with procedures and therapy
• Fitting in the classroom
• Inclusive opportunities
• Meeting unique needs in the classroom