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K-12 Special Education Basics
Transcript of K-12 Special Education Basics
(IDEA) K-12 Laws and requirements Free and Appropriate Public Education (FAPE)
Least Restrictive Environment
Individual Education Plans
Non-Discriminatory and Multi-Disciplinary Assessment
Parental safeguards and involvement All States should offer a free and appropriate public education to all eligible students with disabilities through ages 3-21. Free and Appropriate Public Education Non-Discriminatory and Multi-Disciplinary Assessment Least Restrictive Environment Individual Education Plans (program) Parental Safeguards and Involvement If a student is classified with a disability and is receiving IDEA funded special education than the school is required to provide an Individual Education Plan for that student Children with Disabilities should be educated with Children without disabilities to the greatest extent appropriate. All Children have the right to learn in LRE consistent with their Academic, social and physical needs In order for a child to be eligible for special education services, the child needs to be evaluated through appropriate assessment. Assessment of the child is broad (e.g., hearing, vision, medical, records, decoding). Use of a language and culture sensitive assessment is crucial for English Language Learners. Parental consent is required for all assessments that happen in regards to a Special Education Referral. Early intervention and special education personnel are legally obligated to explain procedural safeguards to families and to support an active adherence to and understanding of these safeguards for all involved.
Due Process is also an element of Parental Safeguards and Involvement. A school is legally obligated to follow procedures set forth by IDEA. When a parent feels as though the procedures were not being met parents and legal guardians of the student have the right of a Due Process Hearing 504 plans A 504 plan spells out the modifications and accommodations that will be needed for these students to have an opportunity perform at the same level as their peers, and might include such things as wheelchair ramps, blood sugar monitoring, an extra set of textbooks, a peanut-free lunch environment, home instruction, or a tape recorder or keyboard for taking notes. The IEP Process Step 1 Response to Intervention Every school should have some sort of a Response to Intervention Process Pre-referral Collect Data
Review previous records (RTI intervention process)
Collaborate with colleagues about alternative interventions Step 2 Referral Teacher or parent request an evaluation in writing to the IEP Team.
Request gives explanations and data behind why the student needs an evaluation Step 3 Consent Denied If a parent or guardian does not want their child to be evaluated then the process can stop here.
If the School District deems that the student still needs to be assessed a hearing will take place with a mediator. Assessments If parents consent assessments are done to gather sufficient relevant functional, developmental, and academic data
Usually done by the School Psychologist
Assessments usually include:
Description of child's performance
Relevant functional, cognitive, developmental, behavioral, and physical information, and instructional implications. Step 4 Evaluation IEP Team The IEP Team usually consists of:
The students parents/guardians
Special Education Teacher
General Education Teacher
School Principal or Assistant Principal
If appropriate the actual student IEP Team will review the data which includes the existing data, the results, and observational data.
The IEP team can determine for or against additional assistance. If Denied... The parents or teacher can go through an appeal process which can either be approved or denied through a mediator. If approved! Step 5 IEP planning The team works together to create an IEP with appropriate accommodations according to educational weaknesses. Step 6 Implementation Special Education Teacher and General Education teacher implement the students IEP making notes throughout the process Step 7 Monitoring Student Progress IEP's are required to be updated AT LEAST once a year. If student isn't progressing and benchmarks are not being met a update is allowed to occur at anytime throughout the year. Transitional IEP's At age 16 the Team is required to updated the students IEP to include transitional plans for life past high-school. Categories of Disabilities In order for a student to receive services their disability must fit within one of the following categories as stated through IDEA. Developmental Delay
Intellectual Disability Multiple Disabilities
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment, Including Blindness Assessments! Every student within Washington State is required to take the state mandated assessments Students receiving Special Services in Washington State are also required to take the State Mandated Test: Accommodations for students receiving special services Washington Alternative Assessment Program (WAAS Portfolios) The WAAS-Portfolio is designed for a small percentage of the total school population for whom traditional assessments, even with accommodations, are not an appropriate measure of progress. These Assessments are usually given to Students with Severe Disabilities http://www.k12.wa.us/Assessment/AlternativeAssessment/pubdocs/AccommodationManual.pdf No Child Left Behind Adequate Yearly Progress All kindergarten through twelfth grade schools are required to demonstrate AYP in the areas of reading/language arts, mathematics, and either graduation rates, for high schools and districts, or attendance rates for elementary and middle/junior high schools. During this time it's important that a representative from the school district does not say anything along the lines of 'we recommend your student get tested.' Two types of Special Education environments in K-12 schools Resource Room - Student's with less severe disabilities
Self Contained room - Student's with severe disabilities Inclusion Full Inclusion Questions? Partial Inclusion All support services are delivered to the student within the Regular classroom setting. The ultimate goal is for all students to be fully included in the classroom setting. Most support services are delivered to the student within the regular classroom setting. When appropriate, the student may be placed in another instructional setting So what are the differences between Assistance for students with disabilities in a Higher Education setting? More responsibility for the student self-advocacy
Both post-secondary and K-12 educational settings are required to follow by Title II of the ADA and 504 however, only K-12 follows FAPE.
Post-secondary school is not required to identify you as having a disability or to assess your needs.
Post-secondary school may require you to follow reasonable procedures to request an academic adjustment. Students are responsible for knowing and following those procedures.
Students are expected to state when an academic adjustment isn't working for them.