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Transcript of The World of Special Education Professor Quong. What comes to mind when you hear... Special...
The World of Special
Education
Professor Quong
What comes to mind when you hear . . .
Special education
Special needs
Inclusion
History
Infanticide
“stored away” in poor houses
Residential schools
Public schools
Government--the Laws
Handicapped Children’s Education Assistance Act (PL90-538)
All Handicapped Children Act (PL94-192) aka IDEA– Children ages 3-21– Least restrictive environment (LRE)– Free and appropriate public education (FAPE)– Full Individual Evaluation (FIE)
PL99-457 – Added birth-3– Family is the focus (Individual family transition plan)
Government-the laws IDEA 2004
– Quality of personnel– IEP standards– Transitional services
Section 504 of the Rehabilitation Act of 1973– Equal access– Cannot discriminate
No Child Left Behind (PL 107-110) Americans with Disability Act
– Not directly discuss children with exceptionality but impacts them greatly
What is the Difference Between 504 and IDEA?
Civil rights law less specific procedural
criteria that govern the requirements
“Levels the playing field”
Continues throughout life
Receives no additional funding
Broader definition of disability
Education Benefits Law The degree of regulation is
more specific in terms of time frames, parental participation, and formal paperwork requirements.
Only available ages 3-21 Requires an IEP Receives additional funding
Schools
Accountability
Inclusion– The process of bringing all, or nearly all, exceptional
children into the general classroom for their education with special education support
Continuum of services– The range of services of placements that may constitute
the Least restrictive environment where the exceptional child learns best.
Inclusion LRE
Adapting– The environment– The curriculum– Teaching strategies– Assistive and instructional technologies
Assistive technology consists of tools that enhance the functioning Tools that support and expand the computers usefulness as a means
to deliver content
Accommodations
Modifications
Ramifications
Inclusion--dealing with a problem behavior
Never look at the behavior as only coming from the child
What is he trying to communicate?
Focus on & reinforce positive behavior
Intervention within relationships
Natural consequences
No aversive treatment Crying spot
All in a inclusive setting
Seek additional help
Inclusion--how does it work
Flexibility in scheduling
Flexibility in grouping
Adapt curriculum– Material & cues– Sequence & rules– Levels of support
How Do You Deal With . . .
How does one get into Special Ed?
The child is identified The child is evaluated Disability determination IEP meeting—Admission, Review, and Dismissal
meeting ARD is held and child is admitted A year long plan with goals and objectives is created
included related services The next year the plan is evaluated Every 3 years, full individual assessment is done for
determination of eligibility
Assessment
A process of collecting data for the purpose of making decisions about individuals and groups
Observation
Referrals
Screenings
Full Individual Evaluation (FIE)– Every 3 years
Admission, Review, & Dismissal meeting
Committee consists of: – Parent*– Special educator*– General Education teacher*– Administrator*– Related services– Diagnostician
Individualized Education Plan
Created by an ARD (admission, review, and dismissal) committee
By law, every child with an exceptionality is to have an IEP
Must have – A disability– Long-term goals– Short term objectives– Services– Grading criteria
Courts
Duty of the courts to rule on the interpretation of the laws and regulation generated by the executive and legislative branch.
Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania First landmark case for FAPE
• Mills v. the Board of Education Money is not an excuse not to provide services
• Larry P. v. Riles Laws to make it more difficult to label a disability
ARD Meeting
Brenda is 3 years old. She has C.H.A.R.G.E. She has vision problem and turn her head to look at things. She wears a hearing aid but has malformed ears and ear canals and the aids won’t stay on. She is tube fed and has 24 hour nursing care. She requires oxygen and daily medications. Brenda also just learned how to walk with a walker but mainly scoots around the floor.