Introduction to Special Education: Making a Difference Seventh Edition

Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith

© 2010 Pearson Education, Inc.All rights reserved.1

Introduction to Special Education: Introduction to Special Education: Making a Difference Making a Difference

Seventh EditionSeventh Edition

Chapter 2Chapter 2 Individualized Special Individualized Special

Education Programs: Planning Education Programs: Planning and Delivering Servicesand Delivering Services



Chapter Objectives Explain how six specific, yet general,

approaches support students’ improved performance in the general education curriculum.

Discuss each special education service delivery option.

Describe special education’s related services and how multidisciplinary teams are formed.

Explain each step in the IEP process. Describe each type of individualized education

plan and its purpose.



Access to the General Education Curriculum Many approaches are available to

support students as they access the general education curriculum: Universal design for learning Assistive technology Differentiated instruction Systematic application of increasingly-

intensive supports



Universal Design for Learning A way to help all students approach the

general education curriculum in nonstandard ways

Key features: Creates alternatives open to all students. Is part of the standard delivery of

instruction. Includes multiple and flexible options.

Technology is often at the heart of UDL. Examples: electronic books, enlarged print



Differentiated Instruction Approach that allows all students to learn the same

content, but with different methods applied to match their different learning needs.

Accomplished in four ways: Instructional activities

Different types of instruction provided to small groups Instructional content

Chunking lesson’s content into small amounts of information

Instructional delivery Flexible groupings, different pacing

Instructional materials Fewer practice items, graphic organizers, manipulatives



Instructional Accommodations and Modifications Accommodations

Most students with disabilities require accommodations as they complete assignments and tests.

These include simple changes in elements that do not change the standard or outcome of learning (examples: enlarged text, word processors, an interpreter).

Modifications Modifications are needed when accommodations are

insufficient. Assignments and tests are reduced or altered. Modifications change or alter the standard for

learning.



Models for Inclusive Special Education Inclusion has many different meanings. IDEA ‘04 reinforces the idea that a

continuum of services is necessary. Alternatives and ways to deliver special

education services include: Pull-in programs. Co-teaching. Consulting teacher. Collaboration.

Balance between FAPE and LRE



Highly Qualified Special Educators No Child Left Behind (NCLB) requires all

teachers to be “highly qualified.” IDEA ‘04 summaries include the same

requirements as NCLB. Requirements are more complex than

initially thought. An increase in co-teaching in

collaboration is a solution to the “highly qualified” issue.



IEP Process Every infant, toddler, and student who

is identified as having a disability must have an individualized program (IDEA ‘04).

The purpose of these programs is to ensure that each of these individuals… Receives FAPE. Is provided an education in the LRE. Is specific to the student. Is provided services with the expectation of

outstanding results.



IEP Road maps are created to guide

instruction and the delivery of services. These road maps focus on students’

strengths and individual needs. Parents and education professionals

must agree on plans for the delivery of services.



Steps in the IEP Process Pre-referral Referral Identification Eligibility Development of the IEP Implementation of the IEP Evaluation and Reviews



IEP Team IDEA ‘04 specifies who must be part of

the IEP team: At least one general education teacher. At least one special education or related

service provider. A representative of the school district. Someone to interpret the assessment results. A parent. The student (if appropriate). Other people whom the school or parents

invite.



Roles of Families IDEA stresses the importance of

involving families and students in the IEP process.

A major goal of the IEP meeting is to form partnerships between parents, schools, and professionals.



Tools for Individualized Programs Individualized Family Service Plan (IFSP) Individualized Education Program (IEP) Statement of Transitional Services Behavior Intervention Plan



Individualized Family Service Plans (IFSP) Serve children from

birth to age three and their families

Are evaluated twice a year

Are coordinated by a service or case manager

Include transitional services for the move to preschool

IFSPs must include: The child’s current

functioning levels. The family’s strengths

and needs. Expected outcomes

and timeline. The date for the

initiation of services. The name of the

service coordinator. Methods for

transition.



Individualized Education Program Serves students with

disabilities, ages 3 to 21

Assures an individualized program

Is evaluated annually Meets all of a

student’s needs Availability of services

does not determine whether they are included on IEP.

IEP must be individually determined.

Includes the communication of contents to everyone who needs the information



IEPs must contain: Student’s present levels of performance. Measurable annual goals, including academic

and functional goals. How the student’s disability influences his or

her participation and progress in the general education curriculum.

Educational services to be provided, including modifications and supports.

Explanation of why the child will not participate in general education classes with non-disabled peers.



IEPs must contain: Description of accommodations in state or

district-wide testing. Projected date for initiation, frequency,

location, and duration of services. At age 16, identification of post-school goals to

address transition assessments and service needs.

Information about transfer of rights at age of majority.

How student’s progress will be measured and parents informed.



Educational Placements Regular classroom Inclusion

Full inclusion or pull-in programming Co-teaching Consultation/collaborative teaching

Resource room Self-contained special education class Partially self-contained special education

class Separate school Residential setting



Transition Components of IEPs Begin at age 16 Plans for assessments and services to

prepare for post-school life Service providers assist students in

setting goals for themselves, gaining work experience, and developing skills needed for independent living.



Behavior Intervention Plans IDEA ‘04 requires behavior intervention plans

(BIP) for any student with a disability who commits serious behavioral infractions.

Students can be removed from current placement for up to 45 school days (interim alternative educational setting [IAES]).

Manifestation determination: process where educators determine whether the disability caused the infraction.

Functional Behavioral Assessment (FBA): process used to clarify the behavior and determine the function of that behavior.



Procedural Safeguards Notification about meetings and other

important events need to be in writing. Parents need to understand the

meaning of the communications from school, so these interactions must be: in the parents’ native language. free of educational jargon.



High Stakes Testing NCLB and IDEA ‘04 require all students to

participate in the school district’s accountability system.

Policies regarding accommodations and modifications vary from state to state.

Accommodation: Extended time, read directions aloud Modifications: Use of calculator, reduced test questions

Alternate assessments: For those students not participating in the general education curriculum because of severe cognitive disabilities (approximately 1%).

Modified achievement standards: For those students who are participating in general education curriculum but at a slower pace.



Factors to Consider When Factors to Consider When Determining LREDetermining LRE Student’s goals and objectivesStudent’s goals and objectives Balance between LRE and FAPEBalance between LRE and FAPE Desired adult outcomes for the Desired adult outcomes for the

individualindividual Array of special education services Array of special education services

required to attain all goalsrequired to attain all goals



Special Education and Related Services ProfessionalsParaprofessionals Counselors Physical Therapists

Consulting Teachers School Psychologists Educational Diagnosticians

Assistive Technology Specialists

Recreational Therapists

Transportation Specialists

Special Education Teachers

Vocational Specialists

Speech/Language Pathologists

Administrators Physicians Occupational Therapists

Nurses Lawyers Audiologists

Itinerant Teachers



Monitoring Progress Progress monitoring is important to

avoid wasting valuable instructional time.

The student’s improvement in academics, behavior, or life skills is documented.



Appropriate Assessments Standardized tests

concern educators because of the overrepresentation of culturally and linguistically diverse students.

Types of Authentic Assessments

Curriculum based measurement (CBM)

Portfolio assessment



Curriculum Based Measurement Direct measurement of individual

student performance in the subject and skills being taught

Detailed data collection system Frequently measures on specific

instructional targets Provides instant information about student

performance Also a data-based intervention that can

improve student learning



Portfolio Assessment Actual samples of student work are kept over

a period of time to demonstrate improvement. The portfolio assessment involves students in

both instruction and assessment. Examples:

Pictures Writing samples Reports Lists of books read Certificates of award



Challenge QuestionChallenge Question

How should the array of educational How should the array of educational services and supports available to services and supports available to

students with disabilities be students with disabilities be implemented?implemented?

Introduction to Special Education: Making a Difference Seventh Edition

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