The Top 10 Basics of Special Education. This module looks at : … Steps in the special education...

The Top 10 Basics The Top 10 Basics of Special of Special EducationEducation

This module looks atThis module looks at::

… Steps in the special education process … Principles

to know

… Additional Principles

Key Provisions of Key Provisions of IDEAIDEA

Guess what 6 components are so important, they made this list

IIndividuals with ndividuals with DDisabilities isabilities EEducation ducation AActct

Our nation’s special education lawOur nation’s special education law

IDEAIDEA

All Children MUST be Served – All Children MUST be Served – No ExceptionsNo Exceptions!!

ChildfindChildfind ensure that we seek out children ensure that we seek out children with disabilitieswith disabilities

Zero RejectZero

Reject

Must use a variety of assessment toolsMust use a variety of assessment tools

No bias in race, culture or ethnicityAdministered in native language

Non Discriminatory Assessment

Non Discriminatory Assessment

FFree ree AAppropriate ppropriate PPublic ublic EEducationducationWhat States must make available What States must make available to all eligible children with to all eligible children with

disabilitiesdisabilities

FAPEFAPE

Key PrinciplesKey Principles

LLeast east RRestrictive estrictive EEnvironmentnvironment

LRELRE

Children with disabilities are to be Children with disabilities are to be educated educated

with children who do not have with children who do not have disabilities, disabilities,

to the maximum extent appropriateto the maximum extent appropriate

Continuum of Services Continuum of Services

Level 1: General Education ClassroomLevel 2: General Education Classroom with consultative servicesLevel 3: General Education Classroom with instruction, co-teaching, or other servicesLevel 4: General Education Classroom with resource room services

Level 5: Full-time special education classroomLevel 6: Special SchoolLevel 7: Special facilities, nonpublic school (day or residential)

System geared/biased toward familiesSystem geared/biased toward familiesParents are involved in all levels of Parents are involved in all levels of

planning and decision making – planning and decision making – nothing nothing can can be done without parental consentbe done without parental consent

Due Process

Due Process

Schools are partners with parents!Schools are partners with parents!

Parental input and consent required for all Parental input and consent required for all decisionsdecisions

Parent Participati

on

Parent Participati

on

Result of Special Education for All Result of Special Education for All Individuals: Individuals:

IIndividualized ndividualized EEducation ducation PProgramrogram

Every public school child with Every public school child with disabilities receiving IDEA-funded disabilities receiving IDEA-funded

special education special education must have onemust have one

IEPIEP

Basics about the Basics about the IEPIEP

Individualized

Written plan for a child’s education

Written by parents and school staff together

Lists the special education the child will receive, and more

Is both a document and a process

PrinciplesPrinciples

Four Principles Four Principles Added to IDEAAdded to IDEA

Schools are partners with families!Schools are partners with families!

Amendments to IDEA is 1986 and 1990 provided Amendments to IDEA is 1986 and 1990 provided service to infants, toddlers, and preschoolers service to infants, toddlers, and preschoolers with disabilities serving BIRTH to School Age.with disabilities serving BIRTH to School Age.

Early Childhood

Early Childhood

Amendment added in 2004Amendment added in 2004Students with disabilities must participate Students with disabilities must participate

in general state-and district-wide in general state-and district-wide assessment programs. assessment programs.

StateAssessment

s

StateAssessment

s

2004 amendments to IDEA 2004 amendments to IDEA

15% of the funding local education authority 15% of the funding local education authority receives from the federal government can be receives from the federal government can be allocated to students not currently allocated to students not currently identified for special education but who identified for special education but who need academic and behavioral supports in the need academic and behavioral supports in the general education setting. general education setting.

Early Intervening Services

Early Intervening Services

Amendments from 1997 and 2004Amendments from 1997 and 2004

All 16 year old students with disabilities All 16 year old students with disabilities must be provided with a Transition Planmust be provided with a Transition Plan

Transition Services

Transition Services

DefinitionsDefinitions

Key Terms in Key Terms in Special Special

Education Education “Language”“Language”

CChildhild with a with a DisabilityDisability

Definition Definition

(a) General. (1) Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as ‘‘emotional disturbance’’), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.

(2)(i) Subject to paragraph (a)(2)(ii) of this section, if it is determined, through an appropriate evaluation under §§300.304 through 300.311, that a child has one of the disabilities identified in paragraph (a)(1) of this section, but only needs a related service and not special education, the child is not a child with a disability under this part.

(ii) If, consistent with §300.39(a)(2), the related service required by the child is considered special education rather than a related service under State standards, the child would be determined to be a child with a disability under paragraph (a)(1) of this section.

(a) General. (1) Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as ‘‘emotional disturbance’’), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.

(2)(i) Subject to paragraph (a)(2)(ii) of this section, if it is determined, through an appropriate evaluation under §§300.304 through 300.311, that a child has one of the disabilities identified in paragraph (a)(1) of this section, but only needs a related service and not special education, the child is not a child with a disability under this part.

(ii) If, consistent with §300.39(a)(2), the related service required by the child is considered special education rather than a related service under State standards, the child would be determined to be a child with a disability under paragraph (a)(1) of this section.

(1)Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having…

…and who, by reason thereof, needs special education and related services.

autism deaf-blindnessdeafnessemotional disturbance hearing impairmentmental retardation multiple disabilitiesorthopedic impairment other health impairment specific learning disability speech or language impairmenttraumatic brain injury orvisual impairment (including blindness)

Who, by reason Who, by reason thereof…thereof…

SSpecial Educationpecial Education Definition Definition

…specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability…”

…specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability…” This includes:

“(A) instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

“(B) instruction in physical education”

This includes:

“(A) instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

“(B) instruction in physical education”

RRelated Serviceselated Services Definition Definition

§ 300.34 Related services.

(a) General. Related services means transportation and such developmental,corrective, and other supportive services as are required to assist a child with adisability to benefit from special education, and includes speech-languagepathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include schoolhealth services and school nurse services, social work services in schools, and parent counseling and training.

(b) Exception; services that apply to children with surgically implanted devices, including cochlear implants. (1) Related services do not include a medical device that is surgically implanted, the optimization of that device’s functioning (e.g., mapping), maintenance of that device, or the replacement of that device…

§ 300.34 Related services.

(a) General. Related services means transportation and such developmental,corrective, and other supportive services as are required to assist a child with adisability to benefit from special education, and includes speech-languagepathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include schoolhealth services and school nurse services, social work services in schools, and parent counseling and training.

(b) Exception; services that apply to children with surgically implanted devices, including cochlear implants. (1) Related services do not include a medical device that is surgically implanted, the optimization of that device’s functioning (e.g., mapping), maintenance of that device, or the replacement of that device…


Related services means transportation and such developmental, corrective, and other supportive services…

Related services means transportation and such developmental, corrective, and other supportive services…

…as are required to assist a child with a disability to benefit from special education…

…as are required to assist a child with a disability to benefit from special education…


…and includes—

…and includes—

• speech-language pathology and audiology services

• interpreting services• psychological services• physical and occupational therapy• recreation, including therapeutic recreation

• early identification and assessment of disabilities in children

• counseling services, including rehabilitation counseling

• orientation and mobility services • medical services for diagnostic or evaluation purposes

• school health services and school nurse services

• social work services in schools• parent counseling and training

• speech-language pathology and audiology services

• interpreting services• psychological services• physical and occupational therapy• recreation, including therapeutic recreation

• early identification and assessment of disabilities in children

• counseling services, including rehabilitation counseling

• orientation and mobility services • medical services for diagnostic or evaluation purposes

• school health services and school nurse services

• social work services in schools• parent counseling and training

HHow in the ow in the worldworld

would you would you decide decide whichwhich related related services a services a child child needs?needs?

RRelated Serviceselated Services

Exception; services that apply to children with surgically implanted devices, including cochlear implants

Exception; services that apply to children with surgically implanted devices, including cochlear implants

Related services do not include:

• a medical device that is surgically implanted;

• the optimization of that device’s functioning (e.g., mapping);

• maintenance of that device; or

• the replacement of that device…

Related services do not include:

• a medical device that is surgically implanted;

• the optimization of that device’s functioning (e.g., mapping);

• maintenance of that device; or

• the replacement of that device…

SSupplementary Aids and upplementary Aids and

SServiceservices Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§300.114 through 300.116…

Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§300.114 through 300.116…

TTransition ransition SServiceservices

(a) Transition services means a coordinated set of activities for a child with a disability that—

(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes—

(i) Instruction;(ii) Related services;(iii) Community experiences;(iv) The development of employment and other post-school adult

living objectives; and(v) If appropriate, acquisition of daily living skills and

provision of a functional vocational evaluation.

(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.




(i) Instruction;(ii) Related services;(iii) Community experiences;(iv) The development of employment and other post-school adult

living objectives; and(v) If appropriate, acquisition of daily living skills and

provision of a functional vocational evaluation.

(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.

Transition services are intended to help youth with disabilities make the transition from the world of secondary school to the world of adulthood

Transition services are intended to help youth with disabilities make the transition from the world of secondary school to the world of adulthood


Transition services means a coordinated set of activities for a child with a disability that—

(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including—

Transition services means a coordinated set of activities for a child with a disability that—

(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including—

• postsecondary education,• vocational education,• integrated employment

(including supported employment),

• postsecondary education,• vocational education,• integrated employment

(including supported employment),

• continuing and adult education,

• adult services,• independent living, or • community participation

• continuing and adult education,

• adult services,• independent living, or • community participation





(i) Instruction;(ii) Related services;(iii) Community experiences;(iv) The development of employment and other post-school adult living objectives; and(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.




(i) Instruction;(ii) Related services;(iii) Community experiences;(iv) The development of employment and other post-school adult living objectives; and(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.



(1) Is designed to be within a results-oriented process…

(2) Is based on the individual child’s needs…

…and includes—

(i) Instruction;

(ii) Related services;

(iii) Community experiences;

(iv) The development of employment and other post-school adult living objectives; and

(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.


(1) Is designed to be within a results-oriented process…

(2) Is based on the individual child’s needs…

…and includes—

(i) Instruction;

(ii) Related services;

(iii) Community experiences;

(iv) The development of employment and other post-school adult living objectives; and

(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

Steps:Steps:The Basics of Special The Basics of Special

Education Process Education Process under IDEAunder IDEA

Step 1.Step 1. Child is identified as possibly needing special education and related services



Step 1.Step 1. Child is identified as possibly needing special education and related services

Step 2.Step 2. Child is evaluated



Step 3.Step 3. Eligibility is decided

Parents are part of the group that decides eligibility



Step 3.Step 3. Eligibility is decided

Step 4.Step 4. Child is found eligible for services

Yes



Step 5.Step 5. IEP meeting is scheduled



Step 6.Step 6. IEP meeting is held, and the IEP is written



Step 7.Step 7. Services are provided



Step 8.Step 8. Progress is measured and reported to parents



Step 9.Step 9. IEP is reviewed Step 10.Step 10. Child is reevaluated

Tired yet?

Tired yet?

You’ve just consumed practically the entire platter of special education and IDEA’s most essential concepts and principles.

You’ve just consumed practically the entire platter of special education and IDEA’s most essential concepts and principles.

PPasture asture TTime, here we ime, here we come.come.

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