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Special Education

Special Education. The Regulations and Their Implications for the Regular Education Teacher. Answer yes or no:. 1. Public schools may choose to not provide education for some students. 2. By law, the handicapped child must be placed in the least restrictive environment.

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Special Education

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  1. Special Education The Regulations and Their Implications for the Regular Education Teacher

  2. Answer yes or no: 1. Public schools may choose to not provide education for some students. 2. By law, the handicapped child must be placed in the least restrictive environment. 3. The causes of most disabilities are known, but little is known how to help children overcome or compensate for their disabilities 4. People with disabilities are like everyone else. 5. A disability is a handicap.

  3. PL 94-142: Education for All Handicapped Children Act • PL 94-142: Passed in 1975 • Every disabled child is entitled to special education appropriate to the child’s needs at public expense. • Children in home district • Special ed teachers in home district • Resource room • mainstreaming

  4. PL 99-457: Included children 3 to 5 years old • Easter Seals • Pre-school and Kindergarten • 1986: Regular Education Initiative • FAPE (Free and Appropriate Public Education)

  5. Individuals with Disabilities Act • Passed in 1990 • Went beyond mainstreaming to helping students with disabilities transition into further education or employment.

  6. Two Major Changes • Replaced the word handicapped with the word disability. • Least restrictive environment • Inclusion • IEP (Individualized Education Plan)

  7. What is an IEP? • It is a specific plan devised for each special education student that identifies specific goals for that student. • It also contains specially designed instruction and adaptations and modifications that should be used for that student. • It is a legal document and must be implemented as written.

  8. Who writes an IEP? • The multidisciplinary team (MDT) is a team made up of special and regular education teachers, psychologists, counselors, nurses, principals, social workers, parents, etc., that meet and compile information regarding students.

  9. What is the CER? • The comprehensive evaluation report is completed during the MDT meeting. It contains information about the student’s strengths and needs. It includes academic assessments and a classroom observation of the student. • This information is used by the IEP Team to help develop an appropriate IEP for the student.

  10. What is the NORA? • The notification of recommended assignment is signed by the student’s parents and places the student in a particular program in which s/he will receive special needs’ services. • In an inclusion program, the student’s parents have agreed to place the child in a learning support program that is delivered in a regular education setting.

  11. What can a teacher learn by reading a student’s IEP? • Student’s present educational level. • Annual and short-term goals • Specially designed instruction • Possible adaptations for instruction and materials • Evaluation method • Any related services required by the student

  12. How often is an IEP developed? • Must be developed following any MDT meeting. • Must be reviewed and revised at least once every calendar year.

  13. Accommodations for IDEA students • 1. Format adaptations • Content is the same but format is different, such as larger font, word banks. • 2. Content adaptations • Must learn same content but in smaller “chunks.” • 3. Modes of communication adaptations • Typewriters, audio tapes, videos, etc.

  14. Activity • Review the material in Handout #4.5. • Decide how teaching students with special needs would be different from teaching children of normal intelligence. • Work in your group to suggest a few guidelines for teaching included children.

  15. Essential Items for Included Students • Determine readiness. • State and present objectives as simply as possible. • Create specific learning objectives that are based on an analysis of the child’s learning strengths and weaknesses. • Present material in small, logical steps.

  16. Teach skills and concepts that are practical. • Do not skip steps. Do not expect students to conceptualize on their own. • Present the same material in different ways. • Find material that does not insult student (below interest level). • Use positive reinforcement through fewer target behaviors and skills.

  17. Motivate and maintain interest. • Return to simpler level if child seems lost. • Overlearn, repeat, and practice. • Teach student how to study

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