Lynette Chandler Professor Northern Illinois University lchandler@niu

1. Leadership to Integrate the Learning Continuum LINCEssential Knowledge Breakout Session:Special EducationPresented on 4/25/2011 by Lynette Chandler Professor Northern Illinois University lchandler@niu.edu Dennice Ward Epstein Executive Director ECHO Joint Agreement d.ward-epstein@echoja.org

2. Federal Legislation Concerning Individuals with Disabilities

3. Individuals with Disabilities Education Act (IDEA)Part B • Provides services for children with disabilities from preschool through high school • Section 619 of Part B addresses preschool

4. Child Find • Every district is responsible for actively locating, identifying and evaluating all children who live within the district boundaries who may qualify to receive special education and/or related services. • Every district must have written procedures for child find activities for all children, including those attending private, charter and/or religiously affiliated schools that describe activities for: • Annual screening of children under the age of five • Ongoing review of all children in general education • Ongoing coordination with EI programs (CFC, Head Start) • Coordination and consultation with nonpublic schools • Referrals of children who might require evaluation for special education

5. Screening • Is the process for reviewing all children in a given group with a set of criteria for the purpose of identifying certain individuals for evaluations who may be in need of special education. • No child can be determined eligible to receive early intervention/special education services based only on the results of a screening.

6. Referral / Eligibility Process • Prereferral strategies – Response to Intervention • Written referral for Case Study Evaluation • Notice to Parents • Obtain consent, Domain Meeting • Case Study Evaluation • Determine Eligibility (MDC), obtain consent

7. Eligibility Two step requirement 1. Determination of Disability 2. Impact of Disability on Education Need for special education or related services

8. Disability Categories • Autism • Deaf-Blind • Deaf or Hearing Impairment • Vision impairment including blindness • Traumatic Brain Injury • Emotional Disturbance • Speech or Language Impairment • Mental Impairment • Multiple Disabilities • Orthopedic Impairment • Other Health Impaired • Specific Learning Disability • Developmental Delay (3-9 only) See NICHCY http://nichcy.org/pubs/genresc/gr3.htm for definitions

9. Process for Providing Services and Rights Provided through IDEA • Develop Individualized Education Plan (IEP) • Determine Special Education and Related Services • Determine Placement (FAPE and LRE) • Document Family Participation • Review IEP Yearly • Re-evaluation every three years • Assessment • Discipline • Due Process

10. FAPE and LRE To the maximum extent appropriate, children with disabilities are educated with children who do not have disabilities. Special classes, separate schooling, or other removal of children from the regular education environments occurs only when the nature and severity of the disability is such that education in the regular education classes with the use of supplementary aids and services cannot be achieved satisfactorily.

11. Continuum of Services • General Education Class—Support to Teacher or Student • Part time general education class and part time resource room or therapy outside the general education class. • Part time in general education and self-contained classes. • Self-contained class with opportunities for interaction with typical peers • Self-contained program/school • Residential

12. Special Education and Related Services Special Education is not a place: It is services and supports brought together to help a student learn adaptations specialized instruction alternative curriculum or goals

13. Special Education Services Specially designed instructional services that can include: • adapted materials • adapted teaching strategies, • individualized instruction, • adapted goals and curriculum, • alternative goals and curriculum • adapted assessment methods, • alternative assessment methods • assistance from a special educator or paraprofessional, etc.

14. Related Services Additional supports students need to benefit from special education including speech therapy, occupational therapy, physical therapy , transportation, vision services, nursing services, counseling, assistive technology, psychological and/or social work services, developmental therapy, case management, etc. (approved types of services vary by age of child being served)

15. Assessment • Nondiscriminatory • Multidisciplinary • Technically Adequate Assessment • Other Informal Assessments • AYP (K – 12) • Early Childhood Outcomes (preschool)

16. IEP • Present Level of Performance & Parent Educational Concerns • Annual Goals and Benchmarks • Special education, related services, and accommodations and supports • Placement • Scientifically-based academic instruction • Behavior intervention plan, transition plan • Extent of participation with nondisabled students • Access to the general education curriculum • Participation in statewide assessments (adaptations, alternative assessments) to document adequate yearly progress • Extended school year • Reviewed, updated yearly

17. Family Participation • Training on IEP goals and strategies • Document family concerns • Document family participation in eligibility and placement decisions • Strategies and frequency of communication with family about student progress documented on IEP

18. Family Rights and Due Process See http://www.isbe.net/spec-ed/html/parent_rights.htm Educational Rights and Responsibilities: Understanding Special Education in Illinois

19. Transition Planning State regulations require transition planning and the implementation of a transition plan to start by the time a student reaches age 14 ½ years, or younger if appropriate. Transition planning helps students: • Prepare for life after high school • Plan for and choose high school courses • Decide what skills they need to develop to live and work • Explore work and career options • Make connections with education & training programs, colleges, agencies and support services • Learn about their interests, skills and talents and what works & doesn’t work in their lifestyle

20. Transition Services A set of activities that are based on the student’s strengths, preferences, interests and needs related to postsecondary education or training, employment and adult living. They may include: • Instruction • Community experiences • Related services • Employment & other post-school adult living objectives • Daily living skills • Functional vocational evaluation

21. Discipline Procedures • Add goals and strategies to IEP • Functional Behavioral Assessment (FBA) • Positive Behavior Intervention Plan (PBIP) • Violation of School Code of Conduct • Change of Placement • Interim Alternative Educational Setting

22. Due Process • Discussion with District • Mediation (ISBE) • Complaint Resolution Session (ISBE) • Impartial Due Process Hearing (ISBE) • Due Process Civil Action in Courts

23. Person First Language • Refer to the person first, disability second • Student with a learning disability • Child who has autism • Do not label groups by a disability or services • People with disabilities • She receives speech therapy • Do not use the term handicapped • Do not sensationalize a disability (e.g., a victim of, suffers from, confined to)

24. PART C Early Intervention 0-3 years How is it Different? • Discretionary • Eligibility determined by states • Sliding fee scale for families in Illinois

25. Eligibility • 30% delay in one or more area • Identified disability • At-risk based on clinical judgment

26. Services provided innatural environments and during daily activities and routinesRoutines-based Intervention

27. Early Intervention Services Assistive technology Audiology Occupational Therapy Physical Therapy Health care services Nutrition Psychological services Social Work Special instruction Vision services Transportation Nursing Diagnostic medical services Family education and counseling Communication (speech and language therapy)

28. Family Centered • Individualized Family Centered Plan (IFSP) Child Outcomes Family Outcomes Biyearly review • Family Assessment of Concerns, Priorities, Resources, and Strengths (CPRS)

29. Assessment of children at-risk • Assessment of social emotional development • Service Coordination • Family rights booklet, Due process http://www.dhs.state.il.us/page.aspx?item=32264

30. 2.6 – Referral to school district or coop 2.9 – Transition planning meeting 2.9 - 3.0 – Write IEP if eligible for services 3.0 – Begin preschool services on 3rd birthday http://www.dhs.state.il.us/page.aspx?item=36319 Transition from Early Intervention

31. Early Childhood OutcomesChild outcomes on entry and exit from Part C & preschool programs Outcome Areas: - Positive Social Emotional Skills - Acquire and Use Knowledge and Skills • Take Appropriate Action to Meet Own Needs Outcome Measures: - At same level as typically developing peers - Not at same level as peers, but made progress - Did not make progress

32. Outcome Measures • To what extent does the child show behavior and skills related to this outcome appropriate for his or her age across a variety of settings and situations? 7 point likert scale: (1) Completely, (2) Between somewhat & completely, (3) Somewhat, (4) Between emerging & somewhat, (5) Emerging, (6) Between not yet & emerging, (7) Not Yet B. Has the child shown any new skills or behaviors related to this outcomes since the last summary?

33. No Child Left Behindand IDEA • Accountability for Student Achievement Adequate Yearly Progress Grades 3 – 8 State and District Report Cards Supplemental Services Parent Choice • Evidence-based Instruction / Curriculum • Highly Qualified Teachers • Response to Intervention

34. Distinguishing Features Handout • Commonalities • Differences

35. Additional Websites • www.cec-sped.org (special education) • www.dec-sped.org (early childhood special education • www.naeyc.org (early childhood) • www.isbe.net (Illinois State Board of Education) • http://www.dhs.state.il.us/page.aspx? (Illinois Department of Human Services) • http://www.wiu.edu/ProviderConnections/ (early intervention website) • http://idea.ed.gov/ (Federal government site)