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ABC's of Special Education and 504

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on 3 August 2016

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Transcript of ABC's of Special Education and 504

By Jennifer Sowa
ABC's of Special Education & 504
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Accommodations
Accommodations are practices and procedures that enable students with disabilities to access instruction and demonstrate their abilities rather than their disabilities.
Accommodations typically fall under the following categories:
Presentation Accommodations
Response Accommodations
Setting Accommodations
Timing/Scheduling Accommodations
Assistive Technology
Note:
Accommodations do not fundamentally alter the curriculum.
Behavior
Behavior is simply anything a student does that can be observed or recorded. The word 'behavior' does not automatically imply that the behavior is voluntary or willful.
Teacher Resources
I&RS, RTI
CST
Behaviorist (Behavior Observation, FBA, & BIP)
Categories of Disability under IDEA
Autism Spectrum Disorders
Auditorily Impaired/Deafness
Cognitive Impaired (mild, mod, severe)
Communication Impaired
Emotional Disturbed
Preschool Child with a Disability
Deaf/Blindness
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment
Develop IEP's
PLAAFP - present levels of academic achievement and functional performance
B
Eligibility Determination
In order to determine if a student is eligible for special education services, the child study team must consider relevant data. Includes standardized cognitive tests (WISC, TONI), achievement tests (Woodcock Johnson, WIAT), Language Assessments, medical documentation, as well as functional classroom information.
After reviewing the data, the team must determine:
Family Educational Rights and Privacy Act (FERPA)
FERPA is a federal law that protects the privacy of student education records.
Educators must be careful to abide by FERPA regulations before disclosing any information related to students' academic records.
Individualized
(target areas of need)
Goal & Objectives
Measurable
Obtainable in one year
Based on Common Core Standard
don't get yourself in
IEP Team Members
Just a few tips on IEP meetings...
Let the Case Manager take the lead.
Highlight the students strengths.
Attend CST pre-meetings; so you know what to expect.
Involve the parents and student (if over age 14) in developing the IEP.
Work as a team; avoid "I know better than you" attitude.
The student's parents
Special education teacher
General education teacher
LEA representative, such as school administrator
Note:
When appropriate, the student and other related service providers may attend the IEP meeting.
Accommodations must be used consistently for both classroom instruction and assessments.
Learning Styles
Modifications
Note:
Modifications and accommodations are not the same.
Modifications allow students with impairments that significantly affect performance an opportunity to participate in the learning experience.
Modifications include strategies that change the level of learning expectation or fundamentally alter education requirements. They also invalidate assessment results.
No Child Left Behind (NCLB)
People have different opinions concerning NCLB. Some individuals support the education-reform bill, and some individuals oppose it.
"NCLB helped expand the standards and accountability movement. Today, we expect districts, principals and teachers to take responsibility for the academic performance of their schools and students. We can never let up on holding everyone accountable for student success. That is what we are all striving for."
(Arne Duncan, U.S. Department of Education)
What we have done with No Child Left Behind is squeeze the creativity out of the classroom because teachers have begun just teaching to the test.
(Claire McCaskill, U.S. Senator)
Teachers should use a variety of teaching methods to engage students with different learning styles.
Students process information differently. Therefore, each student typically has a preferred learning style.
Visual
Auditory
Tactile
Keep Calm and your sense of humor.....
Pequannock Special Education Programs
Quality Instruction
Related Services
Other Supports - I&RS and RTI
Quality instruction in the classroom begins with using a standards-based curriculum.
Using a core curriculum provides teachers with lessons and activities that have been evaluated for maximum teaching effectiveness.
Quality instruction relies on frequent evaluation and assessment of student learning.
Some students with disabilities may need the support of related services to adequately meet their annual IEP goals.
Related services may include:
Speech and Language Therapy
Physical Therapy
Occupational Therapy
Counseling/Psychological Services
Interpreting Services
Audiology
Transportation
Section 504
Teams
Understanding Meetings
If a student does not meet the criteria for a disability category under IDEA, he or she may still be eligible for services under Section 504 of the Rehabilitation Act.
Section 504 is a civil rights law that protects people from disabilities from discrimination and ensures equal access to an education.
(Adapted from www.wrightslaw.com)
Conditions that may warrant 504 services - AIDS, Allergies, Asthma, ADHD, Blindness, Chronic Fatigue Syndrome, Crohn's Disease, Diabetes, Tourette's Syndrome,
Temporary Conditions (broken bones)....
LDTC: Jane McAllister (Hillview)
School Psychologist: Emily Coughlin (North Blvd.)
School Social Worker: Ellen Ruban (SJG)


Planning Meeting - held after a referral to CST occurs.
Annual Review - Required by law to review student progress and develop new IEP with new goals and objectives.
Eligibility Meeting - determination of eligibility of services.
Vision
Inclusive Education --

Inclusion is part of a much larger picture than just placement in the regular class within a school. It is being including in life and participating using ones abilities in day to day activities as a member of the community..
You Can Make a Difference!
X-tra Help
Given the proper support, students with special needs can participate in a variety of activities with their peers.
Working Together as a Co-Teaching Team
Co-teaching is a model in which a general education teacher and a special education teacher partner in providing instruction to the students.
Tips for successful co-teaching:
Establish good rapport with each other.
Discuss each teacher's strengths and weaknesses.
Be open and honest while communicating.
Listen to each other's input and ideas.
Do not be afraid to ask for help.
Use "our students" instead of "my/your students."
Decide what role each teacher will play in the classroom. Will responsibilities be divided equally, or will one teacher will be the lead teacher and the other a support teacher?
Ways to make a difference in a student's life:
Be Patient
- Some students just need a little extra time and understanding.
Be Consistent
- Students need to know what to expect in daily routines, expected behavior, and discipline.
Be Creative
- Think outside the box. You may need to try a new strategy to meet a student's need.
Be Positive
- You may provide the only praise and encouragement that the student gets all day.
Be Prepared for Anything
- Each day is a new experience. Remember the slogan, "There's a first time for everything!"
And most importantly,
Be YOU!
Specific Learning Disability
basic reading skills
reading comprehension
oral expression
listening comprehension
mathematical calculation
mathematical problem solving
written expression
reading fluency
Severe discrepancy between achievement and IQ = 1.5 SD

including dyslexia, minimal brain dysfunction, brain injury, perceptual disabilities, developmental aphasia.....
Pre-Test - what do you know?
IDEA
504
I&RS
Modification
Accommodation
FM system
WISC
Woodcock
BIP
FAPE
FBA
IEP
RTI
OHI
SLD
ADHD
LRE
PLAAFP
AYP
504 Goals
Level playing field
Non-discrimination statute to prevent different treatment on basis of disabling condition
Key Components
caring for oneself
performing manual tasks
walking
seeing, hearing, speaking
breathing
learning
working
Major Life Activity
Substantial Limitation
&
limits access
succeeding in general education - not "substantial"
Parents/ District may disagree as to "success" (A's, B's, C's)
504 Teams Include
Principal
Nurse/ Guidance Couselor
Teachers
Parents
504 Plans
Reasonable Accommodations
preferential seating
redirection
clarification of directions
frequent breaks
no punishment for behaviors beyond control (ie ADHD student fidgeting)
extended time
No Modifications
children with and without disabilities attending their neighborhood school.
Given the proper support, teachers can be successful teaching students with learning differences and with 504's and IEP's.
Pequannock Support Systems ---
Building I&RS Teams
RTI
PLC's
Mentors
Child Study Team
Teacher Input should include -
strengths/ weaknesses
attention/time on task
organization skills
homework/ attendance
grades
classroom participation
informal/formal assessment results
How the disability impacts progress in general curriculum.
Hot Water
504's and IEP's are LEGAL
Documents
read them
know your responsibilities
ask for help & clarification
information is
CONFIDENTIAL
Teachers - don't come empty handed; come prepared to discuss the student
Replacement Programs, LLD Programs
I&RS Teams - multidisciplinary school-based problem solving group whose purpose is to :
assist teacher with strategies for educating pupils with learning, behavior and/or health problems
plan for appropriate intervention services and/or referral to school or community resources
seek creative ways to maximize the use of available general education resources
collect and use data to create and monitor action plans
RTI - Response to Intervention
teacher driven; tool for implementing and tracking students progress/performance
track data and design interventions for struggling students
Can occur before a referral to I&RS (Tier 1) and within I&RS (Tier 2).
The Assumption that 80-90% students will learn given the basic General Education instructional Methodolgy. The other 20% needs more intensive services (tier 1& tier2). It is believed that 50-90% of students will achieve given tier 2 interventions. Those who do not may be referred to special education.
Assisted Support
Inclass Resource (ICR)
Co-teaching
Resource Center Replacement (RR)
LLD
PSD & PSI
Out of District Placement
Middle School Team
Elementary Team
LDTC: Amy Shea (PV)
School Psychologist: Shannon Patti (PV)
School Social Worker: Ellen Ruban (SJG)
High School Team
LDTC: Faye Lash (PTHS)
School Psychologist: Marcia Dimetrosky
School Social Worker: Kim Buscher

Initial IEP meeting - develop initial IEP
Law requires every IEP meeting to have a general education teacher present.
zzzzz....
Take a look at the Pre-test. Can you complete the rest of the items?
Questions?
Whether the student is a student with a disability.
Whether the disability has
an adverse impact
on the students education.
Whether the student has
a need for special education
services.
emphasis on collaboration by merging special and general education resources (staff, materials, energy etc.)
children can learn side by side even with different educational goals.
unconditional acceptance of all children as children.
educators viewing themselves in new collaborative roles.
Teacher Input (survey).
Recent observation by CST member.
Full transcript