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special education

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karen hendley

on 9 June 2015

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Transcript of special education


“All information concerning a student with disabilities is confidential and may not be discussed with anyone except those who have a legitimate educational interest in the student….”

How does a student qualify for Special Education Services?
dis·a·bil·i·ty, /ˌdisəˈbilitē/noun
A physical or mental condition that limits a person's movements, senses, or activities.
A disadvantage or handicap, esp. one imposed or recognized by the law.

Present Levels of Academic Achievement and Functional Performance
Specific, documented strengths and needs

The basis upon which the IEP is built.

PLAAFP Goals/Objectives Assessment
Accommodations and Modifications
to Special Education

Thank you!

Family Educational Rights and Privacy Act (FERPA)
Individuals with Disabilities Educational Act (IDEA)
CFR – Code of Federal Regulations
TAC – Texas Administrative Code
TEC – Texas Education Code

and other federal laws protect the confidentiality of a student’s education
records. These safeguards address the following three aspects:

the use of personally identifiable information

who may have access to your child’s records

the rights of parents to inspect their child’s education records and request that these be amended to correct information that is misleading or inaccurate, or that violates the child’s privacy or other rights

What does it mean for me?

Ensure confidentiality of personally identifiable information and
educational records in documents, emails, social media, etc.

leave any education record visible on your desk, etc.
open a grade book where a parent can see grades of other students
talk about a student anywhere where you will be overheard
put any information regarding students on social media

WHAT is discussed?
WHERE it takes place?
WHO is listening?
WHY discussion took place?

Always Ask Yourself
“Am I speaking seriously regarding the educational needs of a child”
“Am I gossiping?”
“Would I want this repeated about my own child?”

Disability Categories in Texas
Texas law recognizes the following list of disability categories to determine if a student (aged 3-21) is eligible for special education and related services:

Auditory Impairment (AI)
Autism (AU)
Deaf-Blindness (DB)
Emotional Disturbance (ED)
Intellectual Disability (ID) (formerly called Mental Retardation)
Multiple Disabilities (MD)
Orthopedic Impairment (OI)
Other Health Impairment (OHI)
Learning Disability (LD)
Speech Impairment (SI)
Traumatic Brain Injury (TBI)
Visual Impairment (VI)
Non-Categorical Early Childhood (NCEC)

There are learning differences and behaviors that can certainly be disabling but are not necessarily a disability.

Learning Disabilities

Specific learning disability
A disorder related to processing information that leads to difficulties in reading, writing, and computing

The most common disability, accounting for half of all students receiving special education

Referral for
Testing must be completed within
45 school days
of receiving parent signature for consent to test.

*It is imperative to deliver the signed consent to the Special Education Department in a timely manner.

Evaluation must be completed within 45 school days from date received.
1414(d)(1)(A)(i)(I)20 United States Code § 1414. Evaluations, eligibility determinations, individualized education programs, and educational placements.             
(I) a statement of the child’s
present levels of academic achievement and functional performance,
including—                (aa) how the child’s disability affects the child’s involvement and progress in the
general education curriculum
;                (bb) for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities

Last Amended:  Pub. L. 108-446, title I, Sec. 101, Dec. 3, 2004, 118 Stat. 2702 Entered:  May 26, 2009


Least Restrictive Environment

1414(d)(1)(A)(i)(II)20 United States Code § 1414. Evaluations, eligibility determinations, individualized education programs, and educational placements.
 (aa) meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the
general education curriculum….

Last Amended:  Pub. L. 108-446, title I, Sec. 101, Dec. 3, 2004, 118 Stat. 2702 Entered:  May 26, 2009

If it is checked, it MUST be implemented

even if not using names

Oral Administration
Extra Time for Completion
Math Charts
Peer Tutors
Paired Reading

Make significant changes to the curriculum standards

Lower Grade Level / Modified TEKS

How to Document
What to do when
a student is not successful
Present Levels of Academic Achievement and Functional Performance
ARD Meetings

Referral Process
Differentiated Instruction
When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it, one-third of the kids will get it, and the remaining third won’t. So two-thirds of the children are wasting their time.”
Lilian Katz,
Professor Emeritus,
College of Education,
University of Illinois

Online Training Modules
Admission Review and Dismissal

What to bring:
Old and new draft IEP
Progress Reports
*Be prepared to discuss POSITIVELY the progress the student has made*

Do NOT show up empty handed!

Texas Education Code, Chapter 37
Any student with a disability who receives special education services shall be determined by an ARD Committee in accordance with Federal Law and regulations requiring the provision of:
Positive Behavioral Interventions, Strategies and Supports
Functional Behavioral Assessments
Behavioral Intervention Plans (BIP)
Manifestation Determination Review

*The TOP 3 things must be done first.*

Documentation is required!

When does the behavior occur? Exact time of day?

How often does the behavior occur? Hourly? Weekly? Daily?

Where does the behavior occur? Classroom? Cafeteria?

What happens before the behavior occurs?
Does the student give you signals that behavior is about to happen
Everyone must work together to develop behavioral interventions!


Contact us if you need ANYTHING!
Noreen Freeman,
Director of Special Education
Karen Hendley, Transition Specialist
Betty Moore, Diagnostician
Catherine Collins,
School Psychology Professional


Lyndon Baty
on ABC News
Accommodations/Modifications GAME
1. check that all required accommodations and modifications are being implemented

2, ask the student for ideas about what he/she needs

3. ask colleagues and special education professionals for assistance

4. Does the student need assistive technology

5. implement any other acc/mods that you think would work

6. If still unsuccessful, call for an ARD meeting

Laws That Govern Confidentiality




Differentiated Instruction Online Training



Electronic Discipline Flow Chart

IDEA (at §300.321) describes the IEP team as including the following members:

– the
of the child;

– not less than
one regular education teacher
of the child (if the child is, or may be, participating in the regular education environment);

– not less than
one special education teacher
of the child, or where appropriate, not less then one special education provider of the child;

– a
representative of the public agency
who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; is knowledgeable about the general education curriculum; and is knowledgeable about the availability of resources of the public agency;

– an individual who can interpret the instructional implications of evaluation results;

– other individuals who have knowledge or special expertise regarding the child, including
related services personnel
as appropriate (invited at the discretion of the parent or the agency); and

– the
with a disability (when appropriate).
Required Members of the ARD Committee
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