Sped413 wk1 hm
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Transcript of Sped413 wk1 hm
Chapter 1
Critical Legislation• NCLB• PL 94-142• IDEA• Section 504• ADA
Key Elements of Special Education Today
• Standards-based education• Student accountability• Inclusion• RTI• UDL• Differentiated Instruction• Evidence-Based Practices• Diversity Consideration
NCLB
• No Child Left Behind Act• Passed: 2001• Focus on:– Increased accountability– Parent & Student choices– Greater flexibility for schools, school districts, &
states in regards to fund disbursement– Put reading (and scientific-based instruction) first– Employ highly qualified teachers
PL 94-142 & IDEA
Defining the Legislation• PL 94-142: Education for All
Handicapped Children (initial version of IDEA, passed 30 years ago).
• IDEA: Individuals with Disabilities Education Act
Highlighting the Key Provisions
• Free, appropriate public education
• Appropriate evaluation• Individualized Education
Program (IEP)• Least Restrictive
Environment (LRE)• Parent & Student
Participation• Procedural safeguards
Section 504
• Affects students with traits that limit their learning ability.– Traits could be physical or mental, but somehow
affect negatively affect way individual lives their life.
• Provides service for those not under IDEA but still require some accommodations to succeed.
ADA
• Americans with Disabilities Act• A 1990 landmark decision.• Guaranteed widespread civil rights for
coverage for individuals with disabilities.• Prevent discrimination of persons that would
be otherwise qualified for employment.
Standards-Based Education
• Create a common set of goals to ensure students can demonstrate skills and knowledge of core subject areas.
• Curriculum must be tied to state-decided content and performance standards.
• Note: standards do exist for areas other than core content.
Student Accountability
• Emphasized by the passing of NCLB act and focus on standards-based reform.
• Students with disabilities can and will take state-wide or district-wide tests; usually taken with some form of accommodation.
• How students will be examined is determined in IEP.
Inclusion
• Attitude & philosophy of treating all students as valued and respected members of a class (or community); includes concepts of opportunities and rewards.
• Including students with special needs and instilling a sense of belonging in students.
RTI
• Response to Intervention• A tiered curriculum that creates levels of
intervention to meet a student’s needs; the intensity of the intervention does increase as the student progresses.
• Usually three tiers, sometimes four tiers.• Research-based, and some tiers can be used in
either a general education classroom or with a supplemental core curriculum.
UDL
• Universal Learning Design• All about eliminating barriers for all students,
proactive in design.• Tailor curriculum to students and their needs;
play to students’ interests and give choices.• 3 Areas:– Representation of material– Engagement with material– Action and Expression of knowledge
Differentiated Instruction
• Meets the student where they are, individualizing instruction.
• Meet a wide range of student needs with a general education classroom; helps students grow and achieve.
• Similar concept to universal design for learning.
Evidence-Based Practices
• Goes along with accountability and greatly encourages teachers to have evidence that practices used in the classroom is used successfully with the intended audience.
• Know what strategies work and don’t work.• Have a research base for education plans.
Diversity Consideration
• The “typical” student has changed dramatically in recent years.
• Most students don’t resemble the stereotype.• Diversity is much more than a disability.• A suggestion: develop sensitivity and specific
knowledge about needs of student’s and address those needs.
Special Education & Instructional StrategiesAll children can learn, but sometimes you need teamwork (including the teacher, the parents, and other teaching colleagues) and strategies to make a student’s educational experience whole.