Introduction to Special Introduction to Special EducationEducation (Smith, Tyler)(Smith, Tyler)

Chapter 2 – Individualized Special Chapter 2 – Individualized Special Education Programs: Planning Education Programs: Planning

and Delivering Servicesand Delivering Services

ARED 7702 – Fall 2009ARED 7702 – Fall 2009

Access to the General Access to the General Education CurriculumEducation Curriculum

High-Quality General EducationHigh-Quality General Education

Uses data-based instructional proceduresUses data-based instructional procedures Supports students who struggleSupports students who struggle Prevents unnecessary referralsPrevents unnecessary referrals Welcomes students with disabilitiesWelcomes students with disabilities Provides access to the general education Provides access to the general education

curriculumcurriculum Follows through with individualized plans Follows through with individualized plans

and interventionsand interventions

Universal Design for LearningUniversal Design for Learning

Americans with Disabilities ActAmericans with Disabilities Act Removing barriers in physical environmentRemoving barriers in physical environment Makes environments more accessible to both Makes environments more accessible to both

disabled and non-disableddisabled and non-disabled Increases access to curriculum and Increases access to curriculum and

instruction for instruction for allall students students Creates alternatives open to all studentsCreates alternatives open to all students Part of standard deliveryPart of standard delivery Provides multiple and flexible optionsProvides multiple and flexible options Example: electronic booksExample: electronic books

Differentiated InstructionDifferentiated Instruction

Accomplished by variations in:Accomplished by variations in: Instructional activity (small groups)Instructional activity (small groups) Instructional content (chunking)Instructional content (chunking) Instructional delivery (pacing)Instructional delivery (pacing) Instructional materials (manipulatives, Instructional materials (manipulatives,

graphics)graphics)

Instructional Accommodations and Instructional Accommodations and ModificationsModifications

AccommodationsAccommodations Enlarged textEnlarged text Sign language interpreterSign language interpreter Audio versions of booksAudio versions of books BrailleBraille Removing extraneous details from worksheetsRemoving extraneous details from worksheets Word processorsWord processors

Instructional Accommodations and Instructional Accommodations and ModificationsModifications

Modifications Modifications Reduced or altered assignments/tests:Reduced or altered assignments/tests: Fewer objectivesFewer objectives Partial answersPartial answers Alternative assignments Alternative assignments

Assistive TechnologyAssistive Technology

IDEA 2004 defines as both equipment and IDEA 2004 defines as both equipment and a servicea service

Can be low tech (pencil grip, railing)Can be low tech (pencil grip, railing) Can be high tech (speech synthesizer)Can be high tech (speech synthesizer) Can be medical (cochlear implant)Can be medical (cochlear implant)

Individualized Data-Based Individualized Data-Based Interventions and ServicesInterventions and Services

Special education teachers design, Special education teachers design, implement, coordinate, and monitor each implement, coordinate, and monitor each student’s progress in tailor-made student’s progress in tailor-made programsprograms

Data-based practices have highest Data-based practices have highest probability of succeedingprobability of succeeding

Settings, Services and Settings, Services and PersonnelPersonnel

Models for Inclusive EducationModels for Inclusive Education

Different interpretationsDifferent interpretations Example: Hearing impaired studentExample: Hearing impaired student

Continuum of servicesContinuum of services Pull-in programmingPull-in programming Co-teachingCo-teaching SE teacher as consultant to GE teacher in SE teacher as consultant to GE teacher in

collaborationcollaboration

Intensive and Sustained Services Intensive and Sustained Services and Supportsand Supports

Cross-curriculum planningCross-curriculum planning Explicit instruction: skills of concern are Explicit instruction: skills of concern are

directly taught, then accommodations or directly taught, then accommodations or supports are used to sustainsupports are used to sustain

IDEA 2004 mandates frequent progress IDEA 2004 mandates frequent progress monitoringmonitoring

Setting and Grouping OptionsSetting and Grouping Options

Pull in - GE classroomPull in - GE classroom Co-teaching – GE classroomCo-teaching – GE classroom Consultative teaching – GE classroomConsultative teaching – GE classroom Specialist – GE classroomSpecialist – GE classroom Pull out – GE / Resource roomPull out – GE / Resource room Self-contained – Separate classSelf-contained – Separate class Center school – Separate schoolCenter school – Separate school

Related Services and ProvidersRelated Services and Providers

Guaranteed by IDEA 2004:Guaranteed by IDEA 2004: Speech TherapySpeech Therapy Physical TherapyPhysical Therapy Occupational TherapyOccupational Therapy Assistive TechnologyAssistive Technology

Highly Qualified Special EducatorsHighly Qualified Special Educators

No Child Left Behind:No Child Left Behind: SE teacher must have degree or SE teacher must have degree or

demonstrate competency in every content demonstrate competency in every content area taughtarea taught

State certification or licenseState certification or license

The IEP ProcessThe IEP Process

Steps in the IEP ProcessSteps in the IEP Process

1.1. Prereferral – identifying problemsPrereferral – identifying problems

2.2. Referral – Learning more about the problemsReferral – Learning more about the problems

3.3. Identification - Testing and monitoring progressIdentification - Testing and monitoring progress

4.4. Eligibility – does student qualify?Eligibility – does student qualify?

5.5. Development of IEPDevelopment of IEP

6.6. Implementation of IEPImplementation of IEP

7.7. Evaluation and reviewsEvaluation and reviews

The IEP Team: Collaborative The IEP Team: Collaborative Multidisciplinary PartnershipsMultidisciplinary Partnerships

1 GE teacher1 GE teacher 1 SE teacher1 SE teacher Representative from school districtRepresentative from school district Someone who can interpret assessmentsSomeone who can interpret assessments ParentsParents StudentStudent Others invitedOthers invited

Critical RolesCritical Roles

Education ProfessionalsEducation Professionals AdministratorsAdministrators Itinerant ProfessionalsItinerant Professionals

Families – assertive and proactiveFamilies – assertive and proactive StudentsStudents

Self determinationSelf determination Self advocacySelf advocacy

Tools for Individualized Tools for Individualized ProgramsPrograms

Plans for Individualized ProgramsPlans for Individualized Programs

Individualized Family Service Plans Individualized Family Service Plans (IFSPs) – infants/toddlers(IFSPs) – infants/toddlers

Individualized Education Programs (IEPs) Individualized Education Programs (IEPs) – preschool through high school– preschool through high school

Transition Components IEPs – starts at Transition Components IEPs – starts at age 16age 16

Behavioral Intervention Plans – for severe Behavioral Intervention Plans – for severe behavior issuesbehavior issues

Individual Education Plan (IEP) Individual Education Plan (IEP) ComponentsComponents

Current performanceCurrent performance GoalsGoals Special education and related servicesSpecial education and related services Participation with students without disabilitiesParticipation with students without disabilities Participation in standardized testingParticipation in standardized testing Dates and placesDates and places Transition service needsTransition service needs Age of majorityAge of majority Measuring progressMeasuring progress

Evaluating Progress and Evaluating Progress and Revising ProgramsRevising Programs

EligibilityEligibility

Generally reconsidered every yearGenerally reconsidered every year Standardized testingStandardized testing Direct measures of student performance Direct measures of student performance

and behaviorand behavior

State and Districtwide State and Districtwide AssessmentsAssessments

Accommodations:Accommodations: Presentation (read text directions aloud)Presentation (read text directions aloud) Setting (smaller groups)Setting (smaller groups) Response (proctor/scribe, interpreter)Response (proctor/scribe, interpreter) Scheduling (extended time, breaks)Scheduling (extended time, breaks)

Modifications:Modifications: Alternate assessmentsAlternate assessments Modified achievement standardsModified achievement standards

Monitoring ProgressMonitoring Progress

Authentic assessmentsAuthentic assessments Portfolio assessmentPortfolio assessment Curriculum-based measurement (CBM)Curriculum-based measurement (CBM)

Data recorded and trackedData recorded and tracked Service solution is dynamic, not fixedService solution is dynamic, not fixed