Everything you always wanted to know about Special Education

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Everything you always wanted to know about
Special Education
Welcome

• but were afraid to ask!

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What is Sp Ed?
Special Education Services

• Today, we will provide a brief overview of
• Procedures for
• Evaluation Eligibility
• IEP Development Placement
• Procedural Safeguards Confidentiality
• For teachers
• Acronyms
• Compliance
• Organization
• Professionalism

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Individuals With Disabilities Education (IDEA)
Act of 2004

• Federal Regulations that outline the
  accountability for the provision of special
  education services to students with disabilities.
• Free and appropriate education (FAPE) for
  students with disabilities.
• Interpretation is left to state to comply with
  federal law.

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Kentucky Administrative Regulations (KARs)

• Covers the following information
• Free appropriate public education - FAPE
• Child find, evaluation and reevaluation
• Determination of Eligibility
• IEPs
• Personnel Development
• Procedural safeguards and state complaint
  procedures
• Placement Decisions
• Confidentiality of information
• Private Schools
• Monitoring Funding

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No Child Left Behind (NCLB)

• Schools must make AYP (adequate yearly progress)
  !
• All students must be taught by
• highly qualified educators.

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Highly Qualified Educator Information

• Check out the Educational Professional Standards
  Board website
• www.kyepsb.net

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Evaluation Eligibility

• Child Find
• Referral System
• Evaluation
• Initial Evaluation
• Reevaluation
• Eligibility

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Categorical Disabilities
SLD Specific Learning Disability
average cognitive ability but severe discrepancy
in academic achievement, OR no response to
interventions
well below average cognitive ability and adaptive
behavior adversely affecting overall educational
performance
MMD Mild Mental Disability
OHI Other Health Impaired
medical problem(s) that adversely affects
educational progress often ADHD and/ADD
EBD Emotional Behavior Disability
students who exhibit behavior problems across
settings adversely affects educational progress
DD Developmental Delay
under the age of 9, delays that adversely affect
progress
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Categorical Disabilities
Speech/Language Disability
Speech or language impairment that adversely
affects educational performance
A developmental disability significantly
affecting communication social interaction
unusual responses to sensory experiences,
repetitive activities/movements, etc.
Autism
FMD Functional Mental Disability
Significant cognitive ability and adaptive
behavior adversely affecting overall educational
performance
two or more disabilities, the combination of
which causes severe educational needs that cannot
be accommodated in programs for one of the
impairments (speech/language NOT included).
MD Multiple Disability
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Categorical Disabilities
Visual Impairment
A vision loss, even with correction, that has an
adverse affect on educational performance.
Hearing and visual impairments, the combination
of which cannot be accommodated in programs for
one of the impairments.
Deaf-Blindness
Hearing Impairment
A hearing loss that has an adverse affect on
educational performance.
TBI Traumatic Brain Injury
Acquired (not congenital/degenerative) injury to
the brain adversely affecting educational
performance
OI Orthopedic Disability
a severe orthopedic impairment caused by
congenital anomaly, disease, or other that
adversely affects educational performance.
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Special Ed Acronyms

• ADA Americans with Disabilities Act
• ADD Attention Deficit Disorder
• ADHD Attention Deficit Hyperactivity Disorder
• ARC Admissions and Release Committee
• AT Assistive Technology
• AU Autism
• BIP Behavior Intervention Plan
• CASE Council for Administrators of Special
  Education
• CATS Commonwealth Accountability Testing System
• CBI Community Based Instruction
• CBE Community Based Education

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Special Ed Acronyms, continued

• CCBD Council for Children with Behavior
  Disorders
• CEC Council for Exceptional Children
• CDIP Comprehensive District Improvement Plan
• CSIP Comprehensive School Improvement Plan
• CRT Collaborative Review Team
• CSPD Comprehensive System of Personnel
  Development
• D/B Deaf/Blind
• DD Developmental Delay
• DECS Division of Exceptional Children Services,
  Kentucky Department of Education
• DPP Director of Pupil Personnel
• ELL English Language Learners

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Special Ed Acronyms, continued

• EBD Emotional Behavioral Disability
• ESS Extended School Services
• ESY Extended School Year
• FAPE Free Appropriate Public Education
• FBA Functional Behavioral Assessment
• FERPA Family Educational Rights and Privacy Act
• FMD Functional Mental Disability
• FRYSC Family Resource Youth Service Center
• HI Hearing Impairment
• IDEA Individuals with Disabilities Education
  Act
• IEP Individual Education Program
• IFSP Individualized Family Service Plan
• ILP Individual Learning Plan
• IQ Intelligence Quotient
• KAR Kentucky Administrative Regulation
• KDE Kentucky Department of Education

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Special Ed Acronyms, continued

• KERA Kentucky Education Reform Act
• KRS Kentucky Revised Statutes
• KSB Kentucky School for the Blind
• KSD Kentucky School for the Deaf
• LEA Local Educational Agency (i.e., school
  district)
• LEP Limited English Proficient
• LRE Least Restrictive Environment
• MD Multiple Disability
• MMD Mild Mental Disability
• OHI Other Health Impairment
• OI Orthopedic Impairment
• OSEP Office of Special Education Programs
• OT Occupational Therapy/Therapist
• PA Protection and Advocacy
• PD Professional Development
• PLEP Present Level of Educational Performance
• PT Physical Therapy/Therapist
• SBDM Site Based Decision Making

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Special Ed Acronyms, continued

• SAS Supplementary Aids and Services
• SEA State Educational Agency (i.e., KDE)
• SDI Specially Designed Instruction
• SLD Specific Learning Disability
• SLD Speech and Language Disability
• SLP Speech and Language Pathologist
• TAT Teacher Assistance Team
• TBI Traumatic Brain Injury
• VI Visual Impairment

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Common Terms in Special Education

• Adaptive Behavior Scales provide information
  relating to the attainment of skills that lead to
  independent functioning as an adult.
• Admissions and Release Committee Meeting (ARC)
  a group of individuals that is responsible for
  developing, reviewing, or revising an Individual
  Education Program for a child with a disability.
• Alternate Portfolio an alternative assessment
  option for children who have the cognitive
  inability to complete a regular course of study
  leading to a traditional diploma.
• Americans with Disabilities Act (ADA) 1990
  Federal legislation enacted to prohibit
  discrimination on the basis of disability.
• Assistive Technology Device any item, piece of
  equipment, or product system, used to increase,
  maintain, or improve the functional capabilities
  of a child with a disability.
• Assistive Technology Service any service that
  directly assists a child with a disability in the
  selection, acquisition, or use of an assistive
  technology device.
• Behavior Data and Observation written
  documentation of a current pattern of behavior
  over time, and across settings, including
  targeted behaviors, and conducted in the
  environment in which the targeted behaviors
  occur.
• Behavior Intervention Plan (BIP) a written plan
  to identify unacceptable behaviors and strategies
  for preventing or controlling them.

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Common Terms in Special Education, continued

• Certificate of Completion a graduation option
  for children who have the cognitive inability to
  complete a regular course of study, even with
  program modifications, adaptations, and extended
  schooling. The ARC must determine that the child
  meets the five criteria for eligibility for the
  Certificate Program.
• Cognitive/Intellectual Assessment a
  standardized, norm referenced assessment that
  gives an appraisal of the mental processes by
  which an individual acquires knowledge, including
  intelligence and thinking processes.
• Community Based Instruction (CBI) instruction
  that takes place in general education
  environments (i.e., restaurants, stores, general
  community).
• Consultation/Collaboration Model (CCM) special
  education teacher works in the general education
  classroom to provide specially designed
  instruction and related services to a child with
  a disability.
• Core Content for Assessment Kentuckys guide
  for the content that has been identified as
  essential for all students to know and will be
  included on the state assessment.
• Council for Administrators of Special Education
  (CASE) an affiliate group of CEC.
• Council for Children with Behavior Disorders
  (CCBD) an affiliate group of CEC.

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Common Terms in Special Education, continued

• Council for Exceptional Children (CEC) National
  organization for teachers of exceptional
  children.
• Criterion-Referenced Tests measure the
  development and mastery of specific skills of an
  individual student. This information is used in
  program planning and instruction.
• Curriculum content for instruction, detailing
  what students should learn. In Kentucky, each
  school/district is responsible for developing its
  curriculum in accordance with the Program of
  Studies
• Educational Assessment a systematic appraisal
  and analysis of an individual's level of
  achievement over time which includes an
  educational history of the level of development,
  mastery or achievement and application of skills
  and knowledge in areas such as basic and content
  reading reading comprehension mathematics
  calculation, reasoning and application written
  expression oral expression listening
  comprehension and learning preference and style.
• Extended School Services (ESS) a general
  education program that provides after school
  services to students who are at-risk for failure.
• Extended School Year (ESY) required under the
  IDEA for students who experience limited
  recoupment of previously learned material.
• Family Educational Rights and Privacy Act (FERPA)
  a federal law protecting the privacy of
  students in the collection, maintenance, use, and
  destruction of educational records.
• Free Appropriate Public Education (FAPE) public
  education provided at no cost to the parent, and
  in accordance with an Individual Education
  Program

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Common Terms in Special Education, continued

• Functional Behavioral Assessment (FBA) an
  assessment process that targets specific
  behaviors to determine the function or cause of
  the behavior.
• Implementation Manual for the Program of Studies
  provides both general information on
  implementing educational programs and specific
  suggestions on how to design courses using the
  content from the Program of Studies for Kentucky
  Schools Primary - 12.
• Individuals with Disabilities Education Act
  (IDEA) a federal law requiring states to
  provide children with disabilities a free
  appropriate public education.
• Individual Education Program (IEP) a written
  document for a child with a disability that
  describes the childs needs, abilities, and
  services.
• Individualized Family Service Plan (IFSP) a
  written document that describes the early
  intervention services for infants through
  toddlers who have a disability.
• Individual Graduation Plan (IGP) a written
  4-year curricular plan that emphasizes career
  development and addresses Vocational Studies
  Academic Expectations.
• Interventions any methods, strategies,
  materials, and environmental changes that are
  used to accommodate the student in the general
  education program.
• Interviews conducted with the parent, student,
  teachers, and significant others yield
  information, which may be helpful in the
  evaluation such as Social and Developmental
  History, medical history, classroom performance,
  home environment functioning, social emotional
  status, and recreation and leisure functioning.
• Least Restrictive Environment (LRE) the
  placement for a child with a disability where the
  IEP is implemented, as determined by the ARC.

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Common Terms in Special Education, continued

• Local Educational Agency (LEA) local public
  board of education or other public agency that
  has administrative control or direction of public
  elementary or secondary schools, including KSB
  and KSD (i.e., school district).
• Monitoring gathering and reviewing information
  to determine if a project or program meets state
  and federal special education requirements.
• Occupational Therapy (OT) a related service
  associated with the improvement of fine motor,
  sensory, and daily living skills.
• Office of Special Education Programs (OSEP) the
  federal office responsible for administering
  programs and requirements under the IDEA.
• On-going progress data data collected on the
  implementation of the goals and objectives of an
  IEP for a child with a disability.
• Physical Therapy (PT) a related service
  associated with the improvement of gross motor
  skills and coordination.
• Portfolio a writing process and product
  included as a part of the Commonwealth
  Accountability Testing System (CATS).
• Professional Development (PD) staff training.
  Each district has a minimum number of hours/days
  for PD. PD may be prescribed by the
  school/district or specifically chosen by the
  staff person to meet their professional
  development needs.
• Present Level of Educational Performance (PLEP)
  the first component of the IEP that describes the
  current performance level, abilities, and
  disabilities of a child with a disability.

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Common Terms in Special Education, continued

• Program of Studies (POS) Kentuckys guide and
  requirements for ensuring that all students
  across the commonwealth are provided with common
  content and have opportunities to learn at a high
  level. This document provides a basis for
  establishing and/or revising the curriculum and
  outlines the minimum content required for all
  students before graduating from Kentucky high
  schools.
• Rating Scales provide information for comparing
  the targeted behavior(s) to other students.
  Developmental Scales provide information related
  to areas of child growth and development and
  allow comparisons to be made between
  developmental levels of one student and others of
  the same age.
• Referral written information about a student
  suspected of having a disability that may
  include personally identifiable data a
  description of the areas of concern and
  appropriate instruction, support services and
  interventions provided for any area of concern
  that adversely affects educational performance.
• Related Services transportation and such
  developmental, corrective, or supportive services
  required to assist a child with a disability to
  benefit from special education. 707 KAR1280 (46)
• School Records (cumulative and other available
  records) are documents and other written
  information directly related to a child, which
  are collected, maintained or used by the school
  district.
• Screening a systematic effort to identify
  physical and mental health barriers impacting the
  learning of an individual student and includes
  physical functioning (health, vision, hearing,
  motor), communication functioning, cognitive
  functioning, social and emotional competence, and
  academic performance.

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Common Terms in Special Education, continued

• Supplementary Aids and Services (SAS) - aids,
  services, and other supports provided in the
  regular education classes or other education
  related settings
• Specially Designed Instruction (SDI) adapting,
  as appropriate, the content, methodology, or
  delivery of instruction to address the unique
  needs of the child with a disability and to
  ensure access to the general curriculum.
• Special Education Cooperative Eleven agencies
  in the state funded by KDE with discretionary
  money from IDEA. The cooperatives provide a
  network of support for local school districts,
  and assist KDE in meeting the statewide
  priorities.
• State Educational Agency (SEA) agency in the
  state responsible for overseeing public education
  (i.e., Kentucky Department of Education).
• Teacher Assistance Team (TAT) a pre-referral
  intervention team responsible for designing
  interventions for the general education teacher
  to implement with a child who may be at-risk for
  failure.
• Transformations published in two volumes, it
  provides direction to local schools and districts
  as they develop curriculum. It offers further
  explanation of the academic expectations,
  suggestions on teaching and learning strategies,
  and multiple resources to assist with the
  development of curriculum and units of study.
• Transition a coordinated set of activities for
  a child with a disability that is designed within
  an outcome-oriented process, promotes movement
  from school to post-school activities, and is
  based on the students needs.

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• Regular Ed Teachers role
• Prepare student achievement status using current
  data (grades, work samples, observations, logs,
  referrals, etc.)
• Share strengths and learning styles
• Discuss strategies on how student can achieve the
  core content

ARC Admission and Release Committee

• Sp Ed Teachers role
• Discuss previous IEP progress data
• Provide draft IEP based on current data (grades,
  work samples, observations, logs, referrals,
  etc.)
• Share strengths and learning styles
• Discuss specially designed instruction,
  accommodations on how student can achieve the
  core content

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IEP Development Placement

• Admissions Release Committee (ARC)
• Parent Participation
• Individual Education Program
• Present Level of Performance
• Consideration of Special Factors
• Transition
• Goals, Benchmarks
• Specially Designed Instruction, accommodations
  and modifications
• Participation in Special Education Related
  Services
• Committee Comments - other factors

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Individual Education Program (IEP)
Present Level of Performance (PLEP)
26
Annual Measurable Goal
Goals and methods of evaluation
Benchmarks/Short Term Objectives Specially
Designed Instruction

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Page 2 - Statement of devices/services to be
provided to address the above special factors
(such as an intervention plan accommodations
other program modifications) Page 4 - A
statement of supplementary aids and services, if
any, to be provided to the child or on behalf of
the child
Accommodations
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Frequently used accommodations.

• Preferential seating
• Prompts and cues
• Paraphrasing
• Extended time
• Shortened/modified assignments
• Reader
• Scribe

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Examples of Modifications

• Environmental
• reduce auditory distractions and interruptions
• provide quiet work area for student
• preferential seating and/or study carrel
• proximity to teacher
• limit transitions during the day
• adult supervision during transitions
• non-seclusionary time-out options
• community-based instruction
• smaller class size
• allow movement within classroom
• allow student to stand at desk periodically
• structure classroom environment
• community-based instruction

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Examples of Modifications

• Organization and Memory
• use assignment sheets or notebook
• supervise recording of assignments
• use notebooks w/ sections to organize papers
• use check-off sheet for class work
• provide study guides or outlines
• visual or pictorial cues
• use time-management checklists
• post daily schedule
• use picture schedule
• highlight/color-code important words/concepts
• assign one task at a time
• post reminder list on student desk
• teach jingles, mnemonics, acronyms
• use cue cards to outline steps and procedures

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Examples of Modifications

• Production
• reduce number of responses required
• allow oral responses to check knowledge
• scribe when writing under time constraints
• scribe for brainstorming and prewriting
• scribe for responses in content areas
• reduce homework requirements
• allow frequent work breaks
• use timer to increase time-on-task
• use self-monitoring checklists
• allow extra time to complete tasks
• assign one task at a time
• break long assignments into shorter tasks
• assign peer buddy for modeling/guidance

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Examples of Modifications

• Positive Behavioral Strategies Supports
• make frequent eye contact with student
• use visual cues with instruction directions
• limit exposure to unstructured time
• limit and supervise transitions during the day
• provide non-seclusionary time-out options
• provide structure and predictable routines
• provide assistance to initiate tasks
• build work breaks into daily routines
• allow student initiated work breaks
• permit movement and standing in classroom
• post class rules
• avoid power struggles
• state expectations clearly
• reduce academic demands when agitated
• use token reinforcement program
• use social reinforcers to reward behavior
• incorporate choice-making in daily routines
• implement class incentive program

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Examples of Modifications

• Positive Behavioral Strategies Supports,
  continued
• use home/school communication notebook
• use conflict resolution strategies
• model and teach relaxation techniques
• permit cool down time or space in class
• conference w/ student re progress regularly
• use behavior management system
• provide individual mental health counseling
• provide group mental health counseling
• implement social skills training
• promote cooperative learning
• promote peer relationships
• provide frequent specific feedback
• model problem solving strategies
• model and encourage positive self-talk
• reassure and encourage
• praise appropriate behavior of peers
• provide immediate consequences
• use effective command techniques

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Examples of Modifications

• Materials
• high interest, low readability materials
• adapt/simplify worksheets
• provide line markers, template or ruler for
  keeping place
• audio tape lessons, lectures, directions
• computer games for reinforcement practice
• use manipulatives, models, charts, diagrams
• provide set of textbooks for home use
• adaptive equipment for positioning materials
• adaptive equipment for physical education
• adaptive devices for activities of daily living
• grips or other assistive devices for handwriting
• developmentally appropriate handwriting paper
• amplification equipment
• audio taped directions
• communication device
• picture communication system
• interactive tools and technology
• copies of peer or teachers outlines, notes, etc.

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Examples of Modifications

• Instruction
• preview / preteach vocabulary and concepts
• authentic tasks and functional materials
• cooperative learning activities
• individualized / small group instruction
• progress from concrete to abstract concepts
• use visual and auditory prompts
• present new information in small segments
• demonstrate abstract concepts concretely
• learning stations for practice / reinforcement
• allow additional practice time
• provide guided practice with new skills
• frequently check for comprehension
• practice test-taking skills
• computer-assisted instruction
• reader to access all print materials
• reader for content material written above the
  students instructional reading level
• reader for directions, prompts, etc.
• reader when reading under time constraints

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Examples of Modifications

• Communication
• paraphrase directions
• be concise with verbal directions
• give short, concise, segmented directions
• pre-teach and re-teach vocabulary
• repeat review directions for student
• pair verbal directions with model/demonstration
• have student repeat or paraphrases directions
• have student demonstrate task/direction
• require eye contact for directions/instruction
• model/cue active listening strategies
• review directions individually with student
• assign peer buddy to assist with directions
• provide cue cards or post charts with
  step-by-step instructions for complex procedures
• do not call attention to speech sound errors
• audio taped directions text-talk converters
• picture communication system
• augmentative communication system
• sign language total language approach

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Examples of Modifications

• Assessments (including CATS as appropriate)
• eligibility for alternative portfolio documented
• rehearse and practice test-taking skills
• reader for content above instructional level
• reader for directions, prompts, etc.
• reader when reading under time constraints
• scribe for prewriting activities brainstorming
• scribe for written responses in content areas
• scribe when producing under time constraints
• extended time to complete items
• reinforcement behavior modification strategies
• manipulatives at the students request
• prompts/cues for beginning/refocusing on tasks
• interpreter to translate tests to students
  primary mode of communication (i.e. sign
  language)
• prompt or cue card for problem solving, reading
  strategies, organizing ideas, editing,
  identifying critical information, planning
• paraphrasing, repeating or rephrasing directions,
  prompts or situations (not defining words,
  concepts, giving student specific directions or
  retelling stories or content passages)

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Placement Services
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IEP Placement continued...

• Placement Least Restrictive Environment (LRE)
• Participation with Children and Youth who are not
  disabled
• Continuum of Alternative Placements
• Placement considerations determinations
• Caseload and class sizes for Sp Ed Teachers
• Changes in placement/Services

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Continuum of ServicesLeast Restrictive
Environment (LRE)
Regular Classroom Regular Classroom with
Collaboration Resource Setting Special Class
(Self-contained Classroom) Specialized School
Setting Home/Hospital
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Collaboration is a range of practices utilizing
the combined talents and skills of educators to
work together toward the common goal of

• moving students toward proficiency
• including and meeting the diverse learning needs
  of all students

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Models of Collaboration
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ALL STUDENTS CAN LEARN AND SUCCEED, BUT NOT ON
THE SAME DAY IN THE SAME WAY. WILLIAM G SPADY
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Procedural Safeguards

• Written notice of meetings
• Conversation without parent present
• Inspection and review of records
• Parental right to independent evaluation
• Notice of procedural safeguards
• Meeting summary
• Parental consent representation
• Discipline Manifestation
• State Complaint Procedures

45
Functional Behavior Assessment (FBA)
46
Specific assessment techniques used to analyze
this behavior (circle all that apply) Observation
Student interview Administrator
interview Parent interview Behavior
checklist/rating scale Video/Audio
taping Teacher interview Other
___________ Related information/considerations Ac
ademic Social/Peer Family Other
FBA - more info
47
The Behavior Intervention Plan (BIP) describes
intervention strategies for improving a students
behavior. The BIP is based upon the data
collected and observed in the FBA. Goal
1 Interventions Goal 2 Interventions Goal
3 Interventions
Behavior Intervention Plan
48
Confidentiality

• Access Rights
• Record of Disclosure
• Records on More Than 1 (one) Child
• Amendments of Records
• Consent
• Destruction of Records
• Rights of the Child or Youth

49
504 Plans

• A civil rights law - Section 504 of the
  Rehabilitation Act of 1973
• Guarantees protections for persons with
  disabilities that substantially limits a major
  life activity (such as caring for ones self,
  performing manual tasks, walking, seeing,
  hearing, speaking, breathing, learning and
  working).
• Students with 504 plans receive accommodations
  for their disabilities not special education
  services.
• All teachers and school staff are required to
  implement the 504 plan.

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Serving Sp Ed students Be in compliance!

• IEPs must be written and reviewed yearly.
• Information to assist in the development of a
  draft IEP should be ready prior to the ARC
  meeting.
• Data must be collected and ready to document
  student progress.
• Parents must receive notice of student progress
  on annual goals.

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Serving Sp Ed students Be
organized!

• Develop a system to ensure IEP implementation
  (calendars, checklist, etc.)
• Lesson plans are based on grade level core
  content using appropriate accommodations, etc.
• Keep hard data for each student to document
  progress, lack of progress, and services.
• Get help from school staff and district-based
  personnel when needed.
• Be aware of time lines for completion of
  activities.

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Serving Sp Ed students Be professional!

• Be prepared for meetings.
• Be knowledgeable about the student.
• Be aware of policies and procedures, ESPECIALLY
  CONFIDENTIALITY.
• Be aware of procedural safeguards and rights of
  parents.
• Be aware of the special factors that effect the
  dynamics of a meeting or interaction regarding a
  student with a disability.
• FOCUS ON STRENGTHS! BE POSITIVE!

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School Based Support

• DoSE (local Director of Special Ed)
• Principal
• Assistant Principal
• Counselor
• Department Chair
• Experienced Teachers
• Family Resource Center

54
Sp Ed Cooperative Support Access Through your
DoSE Northern KY Cooperative for Educational
Services NKCES442-7031www.nkces.org

• Click on Sp Ed link
• Click on Teacher Manual link
• Click on STAFF link to find emails

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Fairness
means that everyone gets what he or she needs.