Washington Special Education Law. Objectives. By the end of this section of the course you should: Understand the legal foundations for special education including relevant legislation, litigation, and vocabulary Understand the referral process Write a pre-referral
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By the end of this section of the course you should:
The Supreme Court stated that services provided to the child must:
IDEA does not require school districts to maximize a student’s potential
The court posed two essential questions:
Students who demonstrate the characteristics of any of the previous categories IF their disability adversely impacts educational performanceand requires specialized instruction.
Students served under IDEA
Visual representation of school-aged populations
served under IDEA and Section 504
Adverse affect on educational performance?
Disability substantially limits one or more major life activities
Emotional Behavioral Disability
Speech or language impairment
Other Health impaired
Specific learning disability
Hearing impairment / Deafness
Visually impairment / blindness
Deaf / blindness
Traumatic brain injuryDisability Categories in Washington
U.S. Department of Education 2005
Students in need of special
Education and related services
Activity - Take 20 minutes and write a referral for a student you have concerns about. Be sure to include the students current functional levels in terms of academic, social, and behavioral achievement. Remember that all of the members of the IST will see this document.
From: 2008 Accommodations Guidelines for Students
With disabilities - OSPI (p. 5)
REMEMBER - The purpose of this documentation is to inform your instructional strategies and chart student growth over time and across interventions.
Sara is able to sustain her attention during group activities for 15 - 20 minutes. She follows three-step oral directions and is able to recall at least five story elements from orally read texts. She asks clarifying questions, provides feedback pertinent to the listening activity (e.g., I’ve seen my dog chase cats too!), and responds to verbal cues. Sara is meeting GLEs for listening comprehension and is a joy to have in class.
Sara’s Reading Performance
You can find the GLEs at:
Tool kit on teaching and assessing students with disabilities
Washington State Special Education
IDEA 2004 News, Information and Resources
OSEP Sponsored Web Sites
Access Center Resources Main Page
National Research Center on Learning Disabilities
PDA Center - Resources
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