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
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.2
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.3
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
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.4
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
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.5
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
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.6
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.7
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
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.8
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.9
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.10
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.11
Steps in the IEP Process Pre-referral Referral Identification Eligibility Development of the IEP Implementation of the IEP Evaluation and Reviews
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.12
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.13
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.14
Tools for Individualized Programs Individualized Family Service Plan (IFSP) Individualized Education Program (IEP) Statement of Transitional Services Behavior Intervention Plan
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.15
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.16
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
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.17
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.18
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.19
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
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.20
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.21
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.22
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.23
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.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.24
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
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.25
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
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.26
Monitoring Progress Progress monitoring is important to
avoid wasting valuable instructional time.
The student’s improvement in academics, behavior, or life skills is documented.
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.27
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
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.28
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
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.29
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
Introduction to Special Education: Making a Difference, 7th ed., ISBN 0135056020Deborah Deutsch Smith
© 2010 Pearson Education, Inc.All rights reserved.30
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?
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