Audio Transcript Auto-generated
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So this is part two of the what is special education presentation?
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I didn't quite have enough time to get to the last slide.
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And plus I want to talk about it
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kind of by itself in isolation.
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So the individualized education program, the I. E. P.
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When a child qualifies for special education services,
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there needs to be an individualized education program.
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So it's based on the evaluation and the the
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the identified deficiencies that the child has in academics,
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their social skills, their behavior, their functional ability.
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They're identified speech articulation or language or pragmatic issue.
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There is a targeted goal and plan for each identified deficiency.
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If the child qualifies for special education,
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this is discussed in the special education meeting
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and these goals are monitored throughout the year
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and for each year
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there is a new special education meeting where these goals,
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the previous goals are reviewed and new I.
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E. P. Goals are written for the child's
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current academic functional.
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Whatever the concerns are based on the evaluation and current
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functioning within the school environment.
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So a couple other acronyms
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that are very common that I've talked about in part one of what is special education,
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free appropriate public education.
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Every child is entitled to a free appropriate public education.
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That if federal law for
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for general education and special education
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should
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a child qualify for special education services with an evaluation,
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The least restrictive environment.
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So this is a very important term that we're going to talk about.
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And another video that will have on
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on the profile, least restrictive environment means that
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we want the child in the least restrictive environment for their social emotional
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and academic development.
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So if a child needs a little bit of help such
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as in class support or some pull out specialized instruction.
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But the majority of the time they're in the general education classroom setting,
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we do not want to make the mistake of putting that child
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into
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a special education classroom for the majority of their
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school day because that would be too restrictive.
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So I'm thinking about your child.
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If they qualify for special education, think about that term,
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least restrictive environment.
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You may hear that term from the school
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staff themselves but it's a term that should apply
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when figuring out what schedule of services to
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provide your child who qualifies for special education.
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Is it too little is it too much?
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Each one can be restrictive to your child if it's too little
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it's restrictive to their optimal growth and development
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because they're not receiving the proper support that they need.
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If they're getting too much support then
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they're not allowed the opportunity to growth
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being around more typical same age peers
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in the general education setting working independently.
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So there's a balance that needs to be
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discovered
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through the evaluation and what's appropriate for that child
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appropriate evaluation.
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So this is an I. D. E. A. Individuals disabilities with Education Act
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that
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and a special education evaluation needs to be appropriate
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and needs to look into all areas of concern
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whether it be academic cognitive
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Speech and it also needs to,
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especially for the initial special education evaluation, the very 1st 1
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because there's re evaluations every three years
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that's also in federal law that
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all areas
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need to be looked at. That makes sense to look at.
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So usually there's a cognitive evaluation
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and an academic portion to the evaluation
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for every child's initial evaluation because that makes sense.
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We will make sure if the child's cognitive
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abilities to the point where they can access
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and and grow in the general education setting
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and to what degree they need need supports
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due to their assessed cognitive or academic proficiency scores,
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parent and teacher participation.
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So this is
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very important,
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especially in the special education evaluation process
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and in the special education meetings.
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I guess this is more of a maximum than anything else in the evaluation process.
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Information is obtained from the teacher as far as what the child is capable of doing
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and from the parent as far as what the child is capable in the home setting.
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That information is often compared
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to see if there's a discrepancy or if
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there's agreement between the teacher and the parent
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and during the special education meeting.
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Obviously the teacher can speak to what the child does in the classroom setting
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and the parent can talk about what their goals and what they see in the,
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in the home setting to try to marry the two and
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see if there's a discrepancy and and come together and collaborate.
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So it's a very important maximum as part of
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the special education process and evaluation and the meeting
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and parents are given procedural safeguards.
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So it's another
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term that basically addresses
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parent rights under special Education law
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rights to request an independent evaluation,
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rights to revoke consent for an evaluation at any time.
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There's certain procedural safeguards and laws
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that are detailed in procedural safeguard pamphlets
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and documents that must be given to parents
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during the special education process at the
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beginning at least and during the process
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they have access to these the document
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and information to contact the special Education
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personnel. So I want to create a part two of what is special education to cover
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some of these critical terms.
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And the next videos, we'll talk about what services can look like
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the special education meeting. So we'll get to the other topics.
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But that's it for what is special special education, the basics and the overview