Special Education

Special Education Meeting the Needs of Exceptional Learners

Schools’ Exceptional Learners • Exceptional learners run the gamut from very low IQs with many needs to gifted students with high IQs.

Learners With Disabilities • Federal Legislation • PL 94-142 (a.k.a. IDEA) • Americans with Disabilities Act (ADA)

Learners With Disabilities • Legislation states: • Zero rejects – schools must enroll all students • Nondiscriminatory testing – multiple indicators to prove placement • Appropriate education – Schools must meet needs of all children • IEP (Individual Education Plans) • Least restrictive environment (LRE) – students with disabilities must be in the setting that meets their needs while affording them the same opportunities as other learners

Learners With Disabilities • Legislation states • Due process – rights to protect learners and parents • Parent / guardian participation – parents must be involved in placement and IEP development • Mainstreaming vs. Inclusion – schools must go beyond mainstreaming and adopt inclusion

Learners With Disabilities • Varieties of Educational Settings • Special class • Separate public school facilities • Separate private school facilities • Publicly supported residential facilities • Private residential settings • Hospital / Homebound settings

Learners With Disabilities • Preparation of IEPs • Process – several preliminary steps • People involved • Regular ed teacher(s) • Special ed teacher(s) • Parent / guardian • School district representative • LEA rep – typically a Guidance Counselor or ESE School Specialist • Student (if appropriate)

Learners With Disabilities • Preparation of IEPs • Once it has been determined that an IEP is warranted, the following is discussed in the development meeting: • Present level of performance (PLOP) • Services needed to meet educational development • Learner goals (academic and otherwise) • Evaluation procedures to determine progress toward goals • Identification of LRE that will best meet needs of learner • IEPs are valid for a maximum of one calendar year, but can be revisited as needed

Learners With Disabilities • Altering Instruction • Accommodation – a change that will allow a learner to be successful with the same task as assigned to others • Extended time • Reduced amount of work • Task broken into smaller sections • Setting where work is completed • Various acceptable responses

Learners With Disabilities • Altering Instruction • Modification – changes that hold learners to a different standard • Reduce the level of work from that of other learners • Remember – “modify” means to change

Learners With Disabilities • Public Reporting of Learner Performance • Past attitude – schools and districts would withhold testing scores of students with disabilities • IDEA & NCLB changed this attitude • Since students with disabilities will be tested, scores should be reported • Since students with disabilities will be tested, they should be exposed to general curriculum

Learners With Disabilities • Inclusion Issues • Read P. 147-148 on your own • What research says... • Students with disabilities taught in inclusive classrooms: • Performed better on standardized tests • Improved social and communication skills • Increased personal knowledge of the world • Students without disabilities taught in inclusive classrooms: • Developed attitudes valuing individual differences • Enhanced their self-esteem

Learners With Disabilities • Characteristics of Learners with Specific Disabilities • Speech Impairments • Visual Impairments • Hearing Impairments • Attention Deficit Disorder (ADD) • Specific Learning Disabilities (SLD) • Orthopedic Impairments • Emotional Disturbance – EH, EBD • Mental Retardation

Learners With Disabilities • Assistive Technology – equipment that helps the functionality of a learner with a disability • Low tech • Pencils with special grips • Paper with raised lines • Sign language • High tech • Speech devices – converting speech to writing • Various computer devices • Assistive technology works for all students

Learners With Disabilities • Overrepresentation of Certain Minorities • History has shown African-American students have had higher rate of entry into special program • As a result, entry requirements have changed • Key national organizations recommend a Prereferral Intervention Process • Lake County – RTI (Response to Intervention) • Team approach • Multi-step system • Testing for programs is not guarantee

Bell Curve

Gifted Learners • PL 91-230 • Gifted learners are children who have outstanding intellectual ability or creative talent, the development of which requires special activities or services not ordinarily provided by local education agencies.

Gifted Learners • The Selection Issue • Back to the bell curve • Different entry requirements in different states • Designed for a small, select group of learners • Catch 22 for districts • Gifted programs require funding • Funding is taken away from general population • We want program to increase enrollment, but money may not allow for needed growth

Gifted Learners • Pressures Facing Gifted Learners • Gifted learners may be pressured to do less to fit in • Parents feel that teachers pressure gifted learners to perform flawlessly • Unrealistic expectations can lead to negative outcomes and frustrations for gifted learners • Gifted learners need to understand that they also have strengths and weaknesses

Gifted Learners • Enrichment Programs • Keep gifted learners with peers and have them work at their level • Work for gifted learners must differ from others • Problems could occur if students are being retaught • Being gifted could be viewed as a burden if workload is increased (could be viewed as punishment)

Gifted Learners • Acceleration Programs • Gifted learners move at faster pace than peers and are not kept with same age group • Subject matter acceleration • Taking courses that are designed for older children • Grade level acceleration • Learners are permitted to skip an entire grade and are placed with older learners • Critics suggest social interference with accelerated programs

Special Education