CUI 4450 Education and Psychology of Exceptional Children

June 18, 20126 Principles of Special EducationAccess to the General Education

Curriculum

CUI 4450 Education and Psychology of Exceptional

Children

6 principals of special education

Zero Reject Non-

Discriminatory Evaluation

Appropriate Education

Least Restrictive Environment

Procedural Due Process

Parent and Student

Participation

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Zero Reject

4

Zero Reject - Discipline

Equal treatment

Manifestation Determination

No cessation

Short Term Removal

Interim setting

5

Nondiscriminatory Evaluation: Two Purposes

Does the student have a

disability?

What kind of special education

and related services does this

child require?

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Appropriate Education: IEP/IFSPs

Free and Appropriate Public Education

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IEPsDocument for students

3–21Need to be in effect at

the beginning of the school year

Reviewed and revised at least once a year; re-eligibility at least once every three years

Individual Family Service Plan

For Children 0-3Describes the services

both the child and family will receive

Should be developed within 45 days of referral and reviewed at 6-month intervals and every year thereafter

Appropriate Education

IFSPs

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Least Restrictive Environment or LRE

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Makes schools and parents accountable to each other

Resolution sessionMediation

Not required by IDEA but strongly encouraged

Due process hearingSimilar to a regular courtroom trialConducted before an impartial hearing officerParents and schools are entitled to have lawyers present

Procedural Due Process

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Parent and Student Participation

Parents are members of teamsParents receive notification before

schools do anything about their child’s education

Parents have the right to use the three dispute-resolution techniques

Parents have access to school records concerning student

At age of majority IDEA rights transfer to the student

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Relationship Among 6 Principles (Figure 1–7)

IDEA

Review the 6 principles of special education

Take a few minutes to respond to the quick quiz on your exit slip. After the short quiz we will discuss as a group

Quick Quiz

Which of the following ensures that people with disabilities have the same chances and opportunities in life as people without disabilities?A. Equality of opportunityB. Full participationC. Independent livingD. Economic self-sufficiency

Quick Quiz The provision of IDEA (2004) which allows

fair and specific procedures related to assessment, identification, and placement of children in special education is called which of the following?A. Appropriate educationB. Procedural due processC. Nondiscriminatory evaluationD. Zero reject

Quick Quiz The process of determining if a student’s

behavior is a direct result of the student’s disability of which of the following?A. Manifestation determinationB. Equal treatmentC. No cessationD. Interim alternative placement

Quick QuizWhich of the following is a range of services

from less to more restrictive that schools must offer to students with disabilities?A. General Education B. Special EducationC. Continuum of servicesD. Least restrictive environment

Quick Quiz To ensure that all students with a disability

receive an appropriate education and that schools are safe places for teaching and learning, IDEA regulates how schools do which of the following?A. Discipline students who qualify for IDEA servicesB. Communicate with parentsC. Report grades and progress for students who qualify for IDEA servicesD. Choose the special education curriculum

Application with Scenarios

You will be broken into 6 groups. Each group will be given a scenario that represents one of the 6 principles of special education. Discuss the scenario and answer the question. Be prepared to present your answers and rational for the answers to the group. Jot down your answers and rational on your exit slips.

Review of the 6 Principles of Special Education- Scenarios

Julio, a student with an identified disability of autism, has been suspended for five days from school for an explosive outburst during passing period at West High School. A group of students blocked his access to his locker. He became enraged and threw his backpack at one students and began screaming obscenities. By the time the assistant principal arrived all of the students had cleared. The principal approached Julio from behind. Julio was startled and punched the principal in the stomach. The principal requested an extension of the five day suspension, while researching a facility to place him as he is not safe in a public school.

Can the principal do this? What should be the principals next steps before seeking an alternative placement?


Sam is struggling with all literacy skills. He is a native English speaker with a noticeable speech impairment. The 1st grade teacher, Sarah, who is frustrated with Sam for not making any progress in her 6 weeks of small group instruction, made a referral to special education. The special education team completed the evaluation and set up an initial IEP meeting. During the IEP meeting, different team members were going over Sam present level of academic performance. Sarah was becoming exceedingly frustrated because so much emphasis was made on his strengths. She finally blurted out, “Sam needs a special school that can address his needs. We cannot help him here.”

Does Sarah, as a required member of the team, have a right to express her opinion about a placement? What implication would this statement have on the IEP process?


Adu is a recent immigrant from Nigeria. He is 16 years old and has never been in school. While enrolling his younger sister, the family learned at the Welcome Center (a center for new immigrants to the United States located at Place Bridge Academy) that Adu can attend school. Adu is missing an arm and is blind in his right eye. In Nigeria, he was not eligible to attend school because of his disability. The parent enrolled his at George Washington High School. Recognizing his disabilities, the school immediately began the special education process. The case managers arranged all the testing necessary for Adu and recognized that clearly his first language is Yoruba. Although English is the official language of Nigeria, Adu never attended school to learn English. No one on the team speaks Yoruba and decided to test him in English. He qualified for a learning disability.

Since no one on the evaluation team speaks Yoruba, was it alright to go ahead and test him in English? Are the results valid? What could this team done instead?


Juanita recently moved with her family from Mexico. She was born with a severe hearing loss. While in Mexico, Juanita’s family traveled all over the country trying to find a school for Juanita without any luck. The family heard about a surgery in the United States that could restore Juanita’s hearing. They moved to Limon Colorado because they have family that they could stay with. In the meantime, Juanita went to school with her cousins. Juanita doesn’t really speak any language because she has never really heard any language. The school in Limon understood that she has a hearing loss and started the process evaluate her for special education. The audiologist correctly identified her hearing loss and the speech language pathologist identified the impact of the hearing loss on her speech and language. The BOCES (Board of Cooperative Education- provider of Special Education for rural areas) for Central Colorado provides an itinerant teacher of the deaf to do the functional educational evaluation, however she is on maternity leave. They decide to hold off on the evaluation until she returns in three months.

All students are guaranteed an appropriate education. How does this impact the student appropriate education? What should BOCES do instead?


Cathy is a single parent who works two jobs supporting her children. Her daughter, Olivia, has been referred to the IEP team for attention problems that are interfering with her learning. The IEP team has send a notice of meeting to the parent and assumed that she would show up. Cathy did not show up for the meeting. The IEP team decided to meet anyways because they are all so busy and cannot find another time to meet. They complete the IEP and decide to send it home to the mother. The case manager will contact the mother and explain over the phone and see if the mother will grant permission for her to receive special education services under the disability, Other Health Impairment: Attention Deficit Disorder. The next day, Cathy marches into school, crying and demanding an explanation for this document in her child’s backpack called an IEP. The case manager had not called her yet to explain the IEP.

What are the problems with this situation? How could this have been resolved?


Dr. Glens’ son, Gabe, attends Steck Elementary. Gabe is in 2nd grade and is performing at grade level in all subject areas. He makes friends easily and is a delight to have in the classroom. Dr. Glen feels that his son is gifted and requested testing. The school denied his request until the March, when the district does screenings for gifted and talented. Frustrated with the school, Dr. Glen has his child tested at Children’s Hospital. It turns out that Gabe is performing in the superior range cognitively. Dr. Glen however is frustrated that he isn’t doing better in school and feels he has a learning disability. He request testing for special education. The school is shocked but since the parent requested the testing they must do the evaluation. At the IEP meeting, the team determined that Gabe is a high achiever with an IQ score of 128 but ultimately doesn't have an educational disability. The parents disagree with the IEP team and requests an independent evaluation through due process.

Is this an appropriate request? Is the district obligated to provide this independent evaluation?

Big Ideas for Access to the General Education Curriculum

Inclusion- define and in practice

Continuum of Placement

Inclusion

Take a few minutes to do the top portion of your exit slip. Do you recall students with disabilities attending school along side yourself while you were in elementary school? If so describe your experience. If not, then describe, why you think there were no students with disabilities attending school with you.

Individual share out

Inclusion

General Education Curriculum

Standards-based reform

No Child Left Behind

Alternative Standards NCLB

-allowed states to create an alternative set of standards for students with severe to

profound cognitive disabilities

-Same content but written in a functional manner

-In Colorado they are called the expanded evidence

outcomes

standards

Evidence Outcomes 21 st Century

EEO and ERO

Meet the same expectations All individual with disabilities must meet the same standards as

general education students However, due to

their disabilities, supports and

alternative paths must be provided!

Must qualify for the alternative standards- CoALT1. Must have an IEP (AND)2. Must have a significant cognitive disability

(AND)3. Student is working on the Expanded Evidence

Outcomes (AND)4. Must meet criteria for each testing content

areas (student’s might be working on EEO for reading but not for math)

First principle of Inclusion…

Second Principle of inclusion

Example of Supplementary Aids

Third principal of Inclusion

Watch a basic video on Universal Design for Learning

http://www.youtube.com/watch?feature=player_embedded&v=bDvKnY0g6e4#

!

How many ways can you……?… present the idea of the difference

between insects and spiders to students?

… can the students demonstrate what they have learned about the difference between insects and spiders?

Does inclusion work? Students with disabilities gain social and communication benefits from their involvement in inclusive settings.

-McGregor and Vogelsberg (1998)

Does inclusion work? Students with disabilities educated in the inclusive classroom made significantly greater academic progress in mathematics and reading than did students without disabilities who did not have students with disabilities in their classroom.

-Cole, Waldrom and Majd (2004)

How does inclusion facilitate progress? The expectations change with different settings. Teachers have higher expectations of students in the general education classroom than the special education classroom.-Wehmeyer, Bahinski and Boyaird (2007)- Wehmeyer, Lattin, Lapp-Rinchker and Agran (2003)

IDEA 1997

“Over 20 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by-having high expectations for such children and ensuring their access in the general curriculum to the maximum extent possible.” 20 USC § 1401(c) (5) (1997)

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Three Waves of Inclusion

1. Moving to general education (mainstreaming)

2. Instruction practices in general education (push in)

3. What is taught and How it is taught

Continuum of Services in DPS

During IEP meeting when determining LRE always start with the general education classroom!

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General Educatio

n

Court Case: L.B. and J.B. v Nebo School District

-Their child was a student with mild autism-School districts offer of FAPE included a specialized school program for students with disabilities that also included typical peers -Parents rejected offer of FAPE and enrolled J.B. in a private school with supplemental aids and at home therapy.-Their child was successful-Parents sued the district for reimbursement. It went to the 10th Circuit of appears -They won


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General Educatio

n

10th Circuit of Appeals makes this statement in their decision.

“In enacting the IDEA, Congress explicitly mandated through the least restrictive environment requirement, that disabled children be educated in regular classrooms to the maximum extent appropriate. The LRE mandate provides that ‘removal of children with disabilities from the regular education environment occur only when the nature or severity of the disability of the child is such that the education in regular classed with the use of supplementary aids and services cannot be achieved satisfactorily.’’


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General Educatio

n

10th Circuit Court of Appeals Established a Procedure now used by IEP teams

What has the school district tried to accommodate the child?

Compare the benefits of both settings; gen ed and sped

The child’s overall educational experience, including non-academic

The impact of the child’s disability on the rest of the classroom


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Gen Ed. with

support

Supplemental Aids and Services

Indirect or Consultation

Direct Service in the General Education Classroom


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Gen. Ed. with

direct support outside

classroom for

targeted areas

Special Education outside the regular class for less than 21% of the day

Resource Room


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Pull out with

intensive

support

Special Education outside the regular class for more than 60% of the day

Examples of Needs


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Provided in every school within DPS through Mild Moderate Support


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Self Contained/center classroo

m

Offer specialized instruction that cannot

be replicated in every building

Curriculum focused on life

skills

Vocational skills development

Health care provided in

school

Teacher and peers who

communicate in Sign Language

A building that is wheel chair accessible

Therapy setting to address social

and emotional trauma

Curriculum focused on social skills


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Self Contained/center classroo

mSpecial Education outside the regular class for more than 60% of the day

Special Education outside the regular class for less than 21% of the day

Public Separate Facility


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Provided in select school within school within DPS-Law indicates that the full continuum doesn’t need to be replicated in every building-Most HS and MS have a full continuum


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Separate

School

Public Separate Facility

Private Separate Facility


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Must be sanctioned by CDEVery costly and reserved for the most severe

DPS Alphabet Soup

Tonight's AssignmentCheck the Text Response Assignment on

the Wiki PageYou have one scenario that you need to

respond toBe sure you read the directions closely and

look at the rubricText response is due Tomorrow Check with your instruction on how they

want you to turn in your assignment

CUI 4450 Education and Psychology of Exceptional Children

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Transcript of CUI 4450 Education and Psychology of Exceptional Children