Creating Learning Environments

low school achievement

Characteristics of students placed at risk

retention in grade

absenteeism

socioeconomic status

english speaking ability

mobility

minority status

referred to special education

evidence of behavior issues

lack of coping skills

Presented by: Brent Daigle, Ph.D.

IEP’s and I.D.E.i.A

1. Autism2. Deaf-Blindness3. Deafness 4. Emotional Disturbance

Presented by: Brent Daigle, Ph.D.

5. Hearing Impairment 6. Mental Retardation 7. Multiple Disabilities 8. Orthopedic Impairment

IEP’s and I.D.E.i.A

Presented by: Brent Daigle, Ph.D.

9. Other Health Impairment 10. Specific Learning Disability11. Speech/Language Impairment

IEP’s and I.D.E.i.A

Presented by: Brent Daigle, Ph.D.

12. Traumatic Brain Injury 13. Visual Impairment

IEP’s and I.D.E.i.A

Presented by: Brent Daigle, Ph.D.

Highly Qualified

IEP’s and I.D.E.i.A

In line with NCLB

Full state certifications (no waivers), holds a

license to teach, and meets the state

requirements.

Requires states to

“recruit, hire, train, and

retain highly qualified

personnel to provide SPED

and related services”

Mandatory medication prohibited

Parent(s)

IEP participants

Special Education Teacher

Regular Education Teacher

District Representative

Child/Student

Others

Presented by: Brent Daigle, Ph.D.

Present Level of Performance

IEP Components

Annual Goals and Objectives

Special Education/Related Services

Supplementary Aids/ Services

Program Modifications/ Accommodations

Presented by: Brent Daigle, Ph.D.

Zero Reject

Nondiscriminatory identification and evaluation

Free Appropriate Public Education (FAPE)

Least Restrictive Environment

Due Process Safeguards

Parent / Child Participation

Shared Decision Making

I.D.E.i.Arequirements

Presented by: Brent Daigle, Ph.D.

same academic goals

same statewide assessment

I.D.E.i.A. & NCLB

6.1 million school age children

+

1 million birth to 5

I.D.E.i.A.

$10.6 billion in 2006

regular class 80 % or moreregular class 40-79% of day

regular class less than 40% private separate (day) facility public separate (day) facility homebound/hospital

private residential facility correctional facility

parentally placed private school children

placement Options

Presented by: Brent Daigle, Ph.D.

Special Education History

private groups

equality

right to education Presented by: Brent Daigle, Ph.D.

Interactive teaching: (whole class)Station teaching: (small groups) Parallel teaching: (small groups)

Alternative teaching (whole/small)

Inclusion

Presented by: Brent Daigle, Ph.D.

Stakeholder InputLeadership Curriculum organization

CollaborationStaff development

Partnerships

inclusive models

Presented by: Brent Daigle, Ph.D.

inclusive modelsCollaboration is no longer a choice; it is

a necessity. Working together. . . is

essential in order to address the

increasingly diverse and sometimes

daunting needs of students. --Marilyn Friend, University of North Carolina

Presented by: Brent Daigle, Ph.D.

Amount of time and the quality of education time a student

spends attending to relevant academic tasks while performing

those tasks with a high rate of success

Caldwell, Huitt, and Berliner

academic learning time

Informal and Formal Curriculum

management/transition

socializing

discipline

unoccupied/observing

out of the room

--Huitt, Caldwell, Traver& Graeber

Presented by: Brent Daigle, Ph.D.

academic learning timeWritten Curriculum

Taught curriculum

Tested Curriculum

vs.

vs.

Presented by: Brent Daigle, Ph.D.