ESE%20Alphabet%20Soup

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ESE Alphabet Soup

• Megan Faust, Ed.S.

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Warm-up activity

• http//www.tlc-ne.com/giveitatry1.html
• Work in groups to try to decipher the reading
  passage on your tables!

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IDEA v. 504

• Individuals with Disabilities in Education Act of
  2004 (IDEA 2004)
• Reauthorization of U.S. Department of Education
  regulations governing the education of preK-12
  learners with disabilities through age 22
• 504 of the Rehabilitation Act of 1973
• Guarantees reasonable accommodations to
  individuals with disabilities
• Administered by the HHS Office of Civil Rights

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Exceptional Student Education

• Students identified through Early Intervention
  Services or the PS-RtI process as being suspected
  of having an educational disability
• Referred for a psycho-educational evaluation (not
  a psychological evaluation)
• Eligibility requirements (not diagnosis) differ
  depending upon suspected educational disability
• Eligible learners must be educated in the Least
  Restrictive Environment (i.e. maximizing access
  to the general education curriculum with same-age
  peers)

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ESE Alphabet Soup

• C Orthopedically Impaired
• These students may have obvious physical
  disabilities, such as being confined to a
  wheelchair, or less obvious disabilities, such as
  celiac disease.

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ESE Alphabet Soup

• D Occupational Therapy
• Occupational Therapy (OT) is a related ESE
  service that addresses fine and gross motor
  deficits as well as activities of daily living.

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ESE Alphabet Soup

• E Physical Therapy
• Physical Therapy (PT) is a related ESE service
  that addresses a learners ability to physically
  access the school and curriculum as independently
  as possible.

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ESE Alphabet Soup

• F Speech Impaired
• Speech impaired learners participate in some sort
  of speech therapy to address concerns regarding
  fluency and intelligibility.

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ESE Alphabet Soup

• G Language Impaired
• Language impaired learners participate in some
  sort of language therapy to address concerns
  regarding oral communication that adversely
  affect the learners academic, social, emotional,
  or vocational development.

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ESE Alphabet Soup

• H Hearing Impaired
• Hearing impaired learners may participate in
  assistive technology trials to enhance their
  access to instruction. They also may benefit
  from consultation with specialists.

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ESE Alphabet Soup

• I Visually Impaired
• Visually impaired students typically participate
  in assistive technology trials to enhance their
  access to curriculum and instruction, orientation
  and mobility training to enhance independent
  movement at school, and instruction in learning
  and using Braille (if necessary).

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ESE Alphabet Soup

• J Emotional/Behavioral Disabilities
• Emotionally or behaviorally disabled learners
  exhibit severe, chronic, and frequent abhorrent
  or atypical emotional or behavioral functioning
  that is seriously detrimental to the learning
  environment.

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ESE Alphabet Soup

• J Emotional/Behavioral Disabilities
• Emotionally or behaviorally disabled learners
  frequently have highly inappropriate responses to
  normal stimuli. They might or might not have
  mental health diagnoses as well.

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ESE Alphabet Soup

• K Specific Learning Disabilites
• Learning disabled students have learning profiles
  that suggest difficulties with perception,
  minimal brain dysfunction, dyslexia, and
  developmental aphasia that significantly impair
  reading, writing, and mathematics.

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ESE Alphabet Soup

• K Specific Learning Disabilites
• Learning disabled students have average (70-129)
  IQs. The impact of a learning disability also
  falls within a range
• Mild effect can usually master grade level
  content with accommodations
• Moderate effect can likely master grade level
  content with accommodations
• Severe effect might never master grade level
  content even with accommodations

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ESE Alphabet Soup

• L Gifted
• Gifted learners enjoy intellectually challenging
  and creative activities and acquire concepts
  quickly.

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ESE Alphabet Soup

• M Hospital/Homebound
• Students temporarily confined to the hospital or
  the home due to medical or psychological concerns
  may qualify for instruction in the hospital or
  home for the duration of their absence.

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ESE Alphabet Soup

• P Autism Spectrum Disorder
• ASD falls anywhere on the spectrum between
  Asperger Syndrome and severe autism.

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ESE Alphabet Soup

• T Developmentally Delayed
• Cognitive, social/emotional, and speech/language
  developmental delays are seen in children under
  the age of 5 years.

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ESE Alphabet Soup

• W Intellectual Disability
• A learner with an intellectual disability
  generally performs far below grade level in all
  or most academic areas due to a significantly low
  IQ.

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What is the purpose of an IEP?

• Most common exceptionalities in K-12
• K-Specific Learning Disabled
• F-Speech Impaired
• G-Language Impaired
• J-Emotional/Behavior Disability

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What is the purpose of an IEP?

• To identify the learner as a student with a
  disability (SWD) who requires specialized
  instruction
• To identify stakeholders in the learners
  education, including regular and exceptional
  education teachers, related service providers,
  and parents
• To describe the type and frequency of ESE
  services (the specialized instruction)
• To describe the type and frequency of Related and
  Supplementary services (e.g. Counseling,
  Occupational Therapy, or Continuous
  Supervision)

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What is the purpose of an IEP?

• To describe meaningful, measurable annual goals
  directly related to the identified disability or
  related service area
• Not necessarily equivalent to classroom or
  curricular goals
• To describe the extent to which the SWD will be
  removed from activities with non-disabled peers
  (the Least Restrictive Environment)
• To describe the type, frequency, and location of
  classroom, curricular, and assessment
  accommodations

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Accommodations v. Modifications
Accommodations Modifications
Changes to the learning environment, instructional materials, and/or instructional delivery Changes to the actual curriculum (what the student should know and be able to do)
Level out the playing field Reduced expectations for content mastery
Assistive Technology Always below grade level
Can occur during standardized testing Assessed using alternate assessment methods
For ESE as well as ELL and 504 plan-eligibilities For ESE only
Applicable to all eligibilities In FL, generally applicable to InD and ASD only
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What is the Least Restrictive Environment?

• Placement time with non-disabled peers
• gt80 of the schoolday
• gt40lt79
• lt39
• Other . . .
• Inclusion maximum LRE placement
• Lawsuits are won and lost over procedural errors
  frequently involving IEP team placement
  decisions!
• This includes decisions regarding discipline of
  SWD!

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The take-away . . .

• SWD are not going anywhere.
• We are ethically and legally obligated to educate
  SWD.
• Discipline of SWD is tricky (thats a whole other
  discussion).
• IEPs are not magic bullets.
• Some SWD can learn to overcome their disabilities
  such that they qualify for dismissal from ESE.
• Some SWD cannot but can be taught learning
  strategies to accommodate themselves.

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Additional resources . . .

• http//idea.ed.gov/
• http//www.fldoe.org/ese/
• http//www.sednetfl.info/