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Special Education 101

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Camille Galaviz

on 13 September 2016

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Transcript of Special Education 101

Purpose
SPED Vocabulary
- Special Education
- Individual Education Plan
- 504 Plan
- Disability
- Least Restrictive Environment
- Accommodations
- Modifications
- Annual Goals
- Health Care Plan
- Functional Behavioral Assessment
- Behavior Intervention Plan
- Related Services
- Confidentiality
- Legal Obligation
IEP's vs 504's
What is an IEP?
An Individual Education Plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receiving
specialized instruction and related services.
(DMLK
149
)
What is a 504 Plan?
A plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives
accommodations that will ensure their academic success and access to the learning environment.
(DMLK
22
)
AGENDA
You will learn......

1. Important terms regarding Special
Education
2. What IEP's and 504's are and the
difference between them
3. How to read and use an IEP Snapshot
4. What Accommodations and
Modifications are, as well as how to plan
with them in your daily lesson plans
5. Tools that will help to differentiate in
your classroom
6. Explain how to use Instructional Multi-
Leveled Tier's
7. The importance of collaborating with
the IEP team
8. Who is the IEP Team and specific duties
Special Education
At a Glance
To ensure that students with disabilities are provided with an environment that allows them to be educated effectively as well as to improve staff
skills and competencies needed to produce outstanding educational results for students.

Accommodation
Modification

Disabilities
(Colorado has 14)

- Autism Spectrum Disorder
- Deaf-Blindness
- Developmental Delay
- Hearing Impairment
,
including Blindness
- Infant Toddler Disability
- Intellectual Disability
- Multiple Disability
- Orthopedic Impairment
- Other Health Impaired
- Serious Emotional Disability
- Specific Learning Disability
- Speech or Language Impairment
- Traumatic Brain Injury
- Visual Impairment, including Blindness
IEP Snapshots
Special Education Acronym Bingo
Fill in one box that you know, then amongst your colleagues, find someone who recognizes an acronym. The colleague will then record the answer on the sheet along with their initials. Continue doing this until all boxes are filled. First person to get all acronyms, wins a prize!!!!
What's the Difference?
Change in materials or procedures that enables a student to access instruction and assessment.
Assessment modifications do change the construct that is being measured.

In other words, making an assignment more accessible at the students ability level. They are changes with the content and performance expectations for what a student should learn.

A change in materials or procedures that enables a student to meaningfully access instruction and assessments (This can include: presentation, response, setting/environment, and timing).
Assessment accommodations do not change the construct that is being measured.


In other words, it is a change that helps a student overcome or work around the disability and
DOES NOT
reduce learning expectations. They are provisions in how the student accesses/demonstrates learning.



EXAMPLES
Accommodations
Modifications
- Use a word processor to type notes or give
responses in class
- Take a test in small group setting
- Have extra time to process oral information and
directions
- Taking more time to complete a project
- Write shorter papers
- Create alternate projects or assignments
- Get graded or assessed using a different standard
than the one for classmates

What is an IEP Snapshot?

It is a legal document that contains parts of information from the students current IEP. It presents information based around the student, it includes accommodations/modifications, goals/objectives, type of state assessment along with any related services the student needs.


***
This document is
key
in planning lessons for special education students based on their goals and accommodations/modifications.
Modification
Accommodation
Modification
Accommodation
First group to get called on and has the right answer wins a prize!!!
Differentiation
with the
Instructional Multi-Leveled Tier's
Planning with Differentiation
The IEP TEAM
Collaborating with the IEP team
Examples

Resources
Your Turn to Practice!
Differentiated instruction is a method of designing and delivering instruction to best reach each student.
Differentiating instruction may mean teaching the same material to all students using
a variety of instructional strategies,
or it may require the teacher to deliver lessons at
varying levels of difficulty based on the ability
of each student.

- Design lessons based on students’ learning styles.
- Group students by shared interest, topic or ability
for assignments.
- Assess students’ learning using formative
assessment.
Teachers can
:
1. Name one of the 14 disabilities that
Colorado recognizes.
2. What does HCP stand for and explain
what it is.
3. What document is key when planning
for lessons for special education
students?
Autism Spectrum Disorder
Deaf-Blindness
Developmental Delay
Hearing Impairment, including Blindness
Infant Toddler Disability
Intellectual Disability
Multiple Disability
Orthopedic Impairment
Other Health Impaired
Serious Emotional Disability
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment, including Blindness
An IEP Snapshot
Health Care Plan - A document that gives the school necessary medical information about the student. It identifies your child's health needs.
- Parent/Guardian
- Administrator
- Special Education Teacher
- General Education Teacher (Active teacher)
- Related Service Providers (OT, PT, SLP, Nurse,
Mental Health Providers, )
- ELA-E certified teacher (If needed)
- Interpreter (If needed)
- Transition Service Agencies (When appropriate)
- Student
- resources
- plan better
- sharing a common goal
- parity among co-workers
- shared responsibility for decision-making
- shared accountability for outcomes
- shared resources
Accommodations/Modifications are
NOT
:
- to be provided solely for convenience
- intended to give educational advantage
- used to lower expectations
- to be continued without evidence of
effectiveness
Specific IEP Responsibilities include:
Checklist for Success
- Ask questions
- Watch for what works and what
doesn't
- Work as a team
- Don't be afraid to fail
- Be patient, compassionate, and
understanding
- Know your students!!!!
Special Education Teacher
- Handing out IEP Snapshots (throughout year)
- Explanation of supports/modifications accommodations necessary
- Collaboration on strategies/interventions
- Co-Plan

General Education Teacher
- Reading IEP Snapshot
- Collecting samples of work or other information
- Work on students goals when necessary
- Collaborate with student's case manager
- Participate in IEP
- Co-Plan
Directions:
In your group, you will need to collaborate with one another and come up with how you would differentiate for a student using the IEP Snapshot and the Instructional Multi-Leveled Tier template.

As a team, you will need to decide:
- content area
- lesson
- assignements based on each level

You will have 20 minutes to complete this activity.
Refer to given Scenario

IDEA (Individuals with Disabilities Education Act)
- Previously known as Education for All Handicapped Children Act. This law protects the rights of children (3-21) with disabilities.
IDEA ensures students with disabilities to have access to a free and appropriate public education (FAPE), in the least restrictive environment (LRE). That means schools must teach students with disabilities in general education classroom whenever possible.
**Specially Designed Instruction
**Not Special Education Related
Special Education
- http://www.cde.state.co.us/cdesped

Multi-Leveled Tier's
http://www.wisconsinrticenter.org/assets/files/Family%20Engagement%20Module/Activity
%203a_Tiered_Assignments.pdf

http://www.nsta.org/publications/news/story.aspx?id=48723

Accommodations/Modifications/Differentiation
http://www.pent.ca.gov/acc/accom_toc.html

http://www.edutopia.org/article/differentiated-instruction-resources

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/calidi_websites_chart.pdf

Co-Planning/Teaching Tools
http://thebendersbunch.blogspot.com/2016/06/iep-tubs.html?m=1

http://www.specialconnections.ku.edu/?q=collaborationcooperative_teaching/teacher_tools
The 3 Tiers
LEAP Indicator I.6:
Provides differentiation that addresses students’ instructional needs and supports mastery of content-language objective(s).

I.6
: Supports access to and/or extension of grade-level content by adjusting content, lesson processes and/or products to meet the diverse academic and linguistic needs of individual students

Exceptional Children's Education Act

Aligns with IDEA, a child should not be determined to have a disability if the determinant factor for determination is:
- lack of, instruction in reading or math or limited English proficiency; and
- Does not meet the eligibility criteria as set forth under ECEA (Disabilities)
SPECIAL EDUCATION REGULATIONS
Full transcript