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Special Education 101

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Title: Special Education 101


1
Special Education 101
  • Oklahoma State Department of Education
  • Special Education Services

2
Session Overview
Additional Resources
3
Students with disabilities may have one of the
following documents
  • 504 plan
  • Individualized Education Program (IEP)

4
What is Section 504?
  • Part of the Rehabilitation Act of 1973, a
    national civil rights law
  • Prohibits discrimination on the basis of
    disability by any program (including public or
    private schools) that receive federal funds
  • Section 504 defines disability as a person who
    (1) has an impairment that (2) substantially
    limits the students ability to perform (3) one
    or more major life activities.

5
The Individuals with Disabilities Education Act
(IDEA) of 2004
  • A federal law which created and governs special
    education.
  • Entitles eligible children with disabilities to
    the specially designed instruction and
    individualized services and supports they need to
    benefit from a free public education.
  • The six principles of IDEA include
  • A Free Appropriate Public Education (FAPE)
  • Appropriate Evaluation
  • An Individualized Education Program (IEP)
  • Least Restrictive Environment (LRE)
  • Parent and Student Participation in Decision
    Making
  • Procedural Safeguards

6
Eligibility for Special Education Services under
the IDEA
  • Student has a disability
  • The disability has an adverse impact on the
    students education
  • The student has a need for special education
    services
  • Note Upon eligibility determination an
    Individual Education Program (IEP) can be
    developed.

7
What is an IEP?
  • Addresses the students unique needs and
    individual strengths
  • Student specific goals (Academic, life-skills,
    speech, etc.)
  • Provides students with a disability access to the
    general education curriculum.
  • Accommodations
  • Supports (Assistive Technology, Personnel)
  • Special Education Services

8
  • Present levels serves as a
  • foundation for other
  • components in the IEP
  • Evaluation/assessment data
  • Educational needs identified
  • Goals
  • Services
  • Accommodations

Current Assessment Data
9
  • Strengths and needs are
  • identified through
  • Initial Evaluation
  • Reevaluation Data
  • Existing Data

Student's Strengths
Students Educational Needs
10
Student Specific Goals developed by IEP team
based on Academic Standards
  • Measurable Annual Goals
  • Provide basis for instruction
  • Educational needs related to the disability
  • Related to present levels of Academic performance
  • Meaningful and measurable

11
Services/Accommodations
  • IEP Services Page
  • Type of Service
  • Person Responsible
  • Duration
  • Frequency
  • Accommodations and
  • Supports

Student specific accommodations and supports
12
Eligibility for Special Education Services
  • Request made for evaluation
  • Review of Existing Data (RED)
  • Determination
  • If the student qualifies for special education
    services under a disability category
  • The present levels of performance and educational
    needs of the student and
  • Whether the student needs special education
    and/or related services.

13
Eligibility for Special Education Services
  • Multidisciplinary Evaluation and Eligibility
    Group Summary (MEEGS)
  • Student determined eligible
  • Disability Need IEP developed
  • Student determined not eligible
  • Disability Need Consider Section 504
    Eligibility
  • - Disability Need Consider Educational Needs

14
  • (i) To the maximum extent appropriate, children
    with disabilities are educated with children who
    are not disabled and
  • (ii) special classes, separate schooling, or
    other removal of children with disabilities from
    the regular educational environment occurs only
    when the nature or severity of the disability of
    a child is such that education in regular classes
    with the use of supplementary aids and services
    cannot be achieved satisfactorily.
  • 34 C.F.R. 300.114(a).

15
Placement Decisions
  • LRE decisions are made individually for each
    student.
  • The LRE is the appropriate balance of settings
    and services to meet the students individual
    needs.
  • The district should have an array of services and
    a continuum of educational setting options
    available to meet the individual LRE needs of
    each student.

16
(No Transcript)
17
Educational Setting
  • Regular Classes (full time)
  • special education and related services for less
    than 21 of the day
  • Special Class (part-time)
  • special education and related services for 21 to
    60 of the day.
  • Special Class (full time)
  • special education for more than 60 of the day.
  • Home bound services
  • Instruction in other settings
  • Hospital, institutions or residential facilities
  • Special Schools

18
Types of Services
  • Monitoring
  • The special education teacher monitors the child
    in general education classroom.
  • Consultation
  • The special education teachers meets with the
    regular education teacher on a regular basis.
  • Collaborative Teaching
  • Co-teaching. Two teachers of equal licensure
    provide instruction.
  • Direct Instruction
  • The special education teacher provides direct
    instruction.

19
Inclusion
  • Students with disabilities are supported in
    chronologically age-appropriate general education
    classes in their home schools and receive
    specialized instruction delineated by their
    individualized education programs (IEP's) within
    the context of the core curriculum and general
    class activities.
  • Halvorsen, A.T. Neary, T. (2001). Building
    inclusive schools Tools and strategies for
    success. Needham Heights, MA Allyn Bacon.

20
Inclusion Planning
21
Co-Teach
  • Both professionals participate fully, although
    differently, in the instructional process.
  • General educators maintain primary responsibility
    for the content of the instruction.
  • Special educators hold primary responsibility for
    facilitating the learning process.

22
Co-Teachers
  • Two or more professionals with equivalent
    licensure are co-teachers
  • One general educator
  • One special educator or specialist
  • Paraprofessionals are NOT considered a co-teacher

23
Types of CoTeaching http//www.teachhub.com
/effective-co-teaching-strategies
  • Supportive Co-teaching One member of the team
    takes the lead role and the other member rotates
    among students to provide support.
  • Parallel Co-teaching - Both teachers instruct
    different heterogeneous groups of students.

24
Types of Co-teaching (continued)
  • Complementary Co-teaching A member of the
    co-teaching team does something to supplement or
    complement the instruction provided by the other
    member of the team (e.g., models note taking on a
    transparency, paraphrases the other co-teachers
    statements).
  • Team Teaching - The members of the team co-teach
    alongside one another and share responsibility
    for planning, teaching, and assessing the
    progress of all students in the class.

25
Co-Teachers Responsibilities
  • General Education Teacher comes prepared with
    themes, projects, student expectations and ideas
    about division of duties and co-teaching
    approaches
  • Special Education Teacher is responsible
    for collaborating about teaching
    responsibilities, completing significant
    adaptations and/or accommodations to the
    assignments for student success and discussing
    student expectations and desired outcomes

26
  • practices and procedures that provide equitable
    access during instruction and assessment for
    students with disabilities
  • intended to reduce or even eliminate the effects
    of a students disability
  • do not reduce learning expectations
  • must be consistent for classroom instruction,
    classroom assessments, district-wide assessments,
    and statewide assessments

27
Accommodations and Modifications
  • Accommodations- do NOT reduce learning
    expectations, but rather provide a student with
    access to the general curriculum and assessments.
  • Modifications- change, lower, or reduce learning
    expectations. In addition, they increase the gap
    between achievement of students with disabilities
    and expectations for proficiency at grade-level.

28
Practices and procedures in the areas of-
Presentation - Response- Setting -
Timing/Scheduling Provide equitable access
during instruction and assessments for students
with disabilities.
  • Guide http//ok.gov/sde/documents/2014-08-07/okla
    homa-accommodations-guide
  • Synopsis http//ok.gov/sde/sites/ok.gov.sde/files
    /Accommodations20Synopsis_0.pdf

29
Specific accommodations for each student are
addressed on the Service page of the IEP under
accommodations (or on the Assessment pages of the
IEP) addressing the accommodations in each
subject area.
30
http//ok.gov/sde/documents/2014-08-11/ostp-accomm
odations-placeholder
31
Oklahoma Approved Accommodations
32
Universal Design (UD)
Universal Design for Learning
  • UD originated in architecture and urban planning,
    as part of a movement to begin designing building
    and other structures that would accommodate the
    widest spectrum of users, including those with
    disabilities, right from the start.

http//www.architizer.com/en_us/projects/pictures/
coeh-greensburg-prairie-ramp-house/3927/27147/.Ub
YW1flqmrQ
33
Choose one discuss
How does the item address a specific need?
How can designing for specific individuals
benefit others?
34
  • Universal Design for Learning is a proactive
    design of curricula (educational goals, methods,
    materials, and assessments) that enable all
    individuals to gain knowledge, skills, and
    enthusiasm for learning.

http//www.cast.org
35
Differentiation For specific learners in the
classroom based on knowledge of who those
learners are.
Universal Design for Learning
Differentiation UDL
UDL Planning for all students at the beginning,
even though future students are unknown.
http//www.gpb.org/education/common-core/udl-part-
1
36
Universal Design for Learning
https//www.google.com/url?sairctjqesrcsso
urceimagescdcadrjadocidpkIDBxOnUqXlRMtbnid
m8kZrpcc3NbIrMved0CAUQjRwurlhttp3A2F2Fber
gman-udl.blogspot.com2F2011_09_01_archive.htmlei
jyW2UeG7K9O1qQGe-oGoCgbvmbv.47534661,d.aWMpsig
AFQjCNFM9DaecqIDeEFJssrBKI-2jAQ1AAust1370978044
735105
37
Brain Research
Affective
Recognition
Strategic
Why of learning Motivation to learn
How of learning Task performance
What of learning See, hear, read
Center for Applied Special Technology (CAST)
38
UDL Principles
http//www.cast.org
39
  • Universal Design for Learning choices of content
    delivery (oral, sight, listening, hands-on),
    choices of demonstrating knowledge of skill
  • Utilizing available resources leveled text,
    personnel, small grouping, variety of activities,
    small manageable steps, clear directions,
    re-teaching
  • Differentiated instruction based on students
    needs
  • Accommodations including assistive technology

40
  • Leveled text
  • Activate students prior knowledge
  • Small grouping
  • Variety of activities
  • Small, manageable steps
  • Clear directions
  • Re-teaching
  • Focus core instruction on Academic Standards

41
  • Ensure that students are working toward
    grade-level standards by using a range of
    instructional strategies based on varied
    strengths and student needs.
  • http//ok.gov/sde/oklahoma-academic-standards

42
  • Functional Behavior Assessment (FBA)
  • Evaluation tool to identify behavior,
    triggers/causes, frequency and nature of behavior
  • Used to establish appropriate goals to address
    specific areas of concern.
  • Used as basis for establishing a Behavior
    Intervention Plan (BIP)
  • Available upon request at any point during the
    year for student with an IEP.

43
Functional Behavioral Assessment process
  • Describe and verify the seriousness of the target
    behavior.
  • Refine the definition of the target behavior.
  • Collect information on possible functions of the
    target behavior.
  • Analyze information.
  • Generate a hypothesis statement regarding
    probable function of target behavior.
  • Test the hypothesis statement regarding the
    function of the target behavior.

Information provided by the Center for Effective
Collaboration and Practice
44
Behavior Intervention Plan (BIP)
  • Addressing the changes within the educational
    setting to improve the behavioral success of
    students. Changes include
  • how the environment will be changed to prevent
    occurrences of targeted behavior.
  • describes the teaching that will occur to give
    the student alternative ways of behaving.
  • describes the consequences that will be provided
    to (a) encourage positive behavior, (b) limit
    inadvertent reward of problem behavior, and (c)
    where appropriate, discourage targeted behavior.

45
  • The No Child Left Behind Act of 2001 (NCLB)
    prohibits schools from excluding students with
    disabilities from the educational accountability
    system.
  • Excluding students with disabilities from testing
    is also a violation of the Individuals with
    Disabilities Education Act (IDEA).

46
  • OCCT Oklahoma Core Curriculum Test
  • With accommodations
  • Without accommodations
  • OMAAP Oklahoma Modified Alternate Assessment
    Program (EOI End of Instruction 2nd time test
    takers only)
  • OAAP Oklahoma Alternate Assessment Program and
    Dynamic Learning Maps

47
Providing Access to Assessment
  • To ensure successful participation we must
  • Understand the needs of students with
    disabilities
  • Select appropriate accommodations that improve
    access
  • Focus core instruction on the Oklahoma Academic
    Standards
  • Utilize the principles of Universal Design for
    Learning
  • Consider access to the curriculum when
    determining LRE
  • Utilize formative assessments
  • Make better use of technology in assessments

48
Alternative Routes to a Diploma
  • Modified Proficiency Score
  • Alternative Tests
  • End of Course Projects

49
Modified Proficiency Score
50
Alternate Tests
  • A Few Examples
  • CLEP
  • Work Keys
  • ACT/PLAN
  • PSAT
  • These tests may not be given in lieu of
    End-of-Instruction (EOI) exams.

51
EndofCourse Projects
Four projects for Algebra I One project for Algebra II One project for Geometry One project for Biology I Four projects for U.S. History One project with many options for English II 14 projects for English III
  • Categories A, B, and C
  • Memo Regarding Category Options
  • http//ok.gov/sde/sites/ok.gov.sde/files/Additiona
    l20ACE20EOC20Projects.pdf
  • These projects may not be used in lieu of
    End-of-Instruction (EOI) exams.

52
Additional Resources
  • http//ok.gov/sde/documents-forms
  • http//www.cec.sped.org/
  • http//iris.peabody.vanderbilt.edu/
  • http//www.ok.gov/sde/special-education

53
Questions/Comments
54
Oklahoma State Department of Education Special
Education Services 2500 N. Lincoln Blvd. Oklahoma
City, OK 73105 405-521-3351
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