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Transcript of Identifying Special Populations Students Shannon Baker, Consultant Special Populations, Civil...
Identifying Special Populations Students
Shannon Baker, Consultant
Special Populations, Civil Rights, Equity
NCDPI
Objectives
• Overview of job description;• Identify special population
students; • Establish relationships with CTE &
school staff; • Licensure requirements.
Identify SP StudentsObjectives• Identify members of special populations; • Identify federal laws associated with
protecting members of special populations; • Work collaboratively to develop ways to
assist special populations students.
Fact or Myth?
• Special population students consists only exceptional children with IEPs.
• Special populations students are only those students with failing grades.
• If my school does not have a designated Special Populations Coordinator, the school does not have to provide services to those students who may fall under the SP category.
Myths!!!
• Special population students does not only consist of exceptional children with IEPs.
• Special populations student’s grades can range from all Fs to all As.
• If my school does not have a designated Special Populations Coordinator, the school does have to provide services to those students who may fall under the SP category.
Who are members of Special Populations?
• Individuals with disabilities;
• Individuals from economically disadvantaged families, including foster children;
• Individuals preparing for nontraditional training & employment
• Single parents, including single pregnant women;
• Displaced homemakers; and
• Individuals with other barriers to educational achievement, including individuals w/ limited English proficiency.
Individual w/ Disabilities
• Autistic• Behaviorally-
Emotional Disabled• Deaf/Blind• Hearing Impaired• Multi-handicapped• Orthopedically
impaired
• Pregnant students• Developmentally
delayed• Specific Learning
Disabled• Speech-Language
Impaired• Traumatic Brain Injury• Visually impaired
The Law…
• Individuals with Disabilities Education Act (IDEA) • (http://nichcy.org/disability/categories)• Section 504 of the Rehabilitation Act of 1973• Title II of the American with Disabilities Act of
1990
Economically Disadvantaged• Students who qualify for:
Aid to families; Food stamps; Free or reduced-priced meals; and/ or Determined to be low-income according to the latest
available data from the Department of Commerce or the Department of Health and Human Services Poverty Guidelines.
• Foster children
The Law…
• Free Access to Public Education (FAPE)• Other laws as it relates to FAPE
– Individuals with Disabilities Education Act (IDEA)
– Section 504 of the Rehabilitation Act of 1973
– Title II of the American with Disabilities Act of 1990
Non-traditional Training & Employment• What is non-traditional employment?
Occupations or fields of work for which individuals from one gender comprise less than 25% of those employed in the occupational or field of work.
• Where can I find a list of those fields? National Alliance for Partnership in Equity
(NAPE) www.napequity.org
Sample from Perkins IV Table 3
Nontraditional CIP to Career Cluster
CIP 6 2010 CIPTitle_2010
Rec Clust No. Recommended Cluster Name_2010
CIP 6 2010
Nontraditional
01.0000 Agriculture, General. 1
Agriculture, Food & Natural Resources
01.0000 F
01.0101
Agricultural Business and Management, General. 1
Agriculture, Food & Natural Resources
01.0101 F
01.0102
Agribusiness/Agricultural Business Operations. 1
Agriculture, Food & Natural Resources
01.0102 F
01.0103 Agricultural Economics. 15
Science, Technology, Engineering & Mathematics
01.0103 N
01.0104 Farm/Farm and Ranch Management. 1
Agriculture, Food & Natural Resources
01.0104 F
The Law…
• Title IX of the Education Amendments of 1972
Single Parents
• Includes single pregnant women• Unmarried individuals (female AND
male) with children and those expecting a child
The Law…
• Title IX • Title II• Section 504
Displaced Homemakers
• Individuals experiencing a change in lifestyle due to unpredictable circumstances.
Other Barriers to Education
• Score below level III on standardized achievement tests;
• Below 25th percentile on an aptitude test
• Secondary grades below 2.0 on 4.0 scale (unweighted) or below 2.5 (weighted)
• Fails to attain minimum academic competencies
• Consistent low achievement;
• High rate of absenteeism; • Unmotivated; • Constant discipline
problems; • Delinquent behavior in
school & in community
Academically Disadvantaged
Potential Dropouts
Limited English Proficiency
• Were not born in the US or whose native language is a language other than English;
• Comes from an environment where a language other than English is dominant;
• Are American Indian or Alaska Natives and who come from environments where a language other than English has had a significant impact on their level of English language proficiency;
• Who by reason, thereof, have sufficient difficulty speaking, reading, writing or understanding the English language…
The Law…
• Vocational Education Programs for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex and Handicap. o http://www2.ed.gov/about/offices/list/ocr/
docs/vocre.html
Blanket Laws
• Carl Perkins Vocational and Applied Technologies Education Act of 1990
• Vocational Educational Programs Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex and Handicap
Creating Your Special Populations Blueprint• List the categories of special
populations students. • Record ideas on how you can ensure
that your special populations students are being served.
• Share ideas with your neighbors.
Resources
• NCDPI Challenge Handbook (2005)• National Alliance for Partnership in Equity
(www.napequity.org)• US Department of Education (www.ed.gov) • Wikipedia (www.wikipedia.com) • National Dissemination Center for Children with
Disabilities (www.nichcy.org)