CUI 4450 Education and Psychology of Exceptional Children

1. CUI 4450 Education and Psychology of Exceptional Children June 18, 2012 6 Principles of Special Education Access to the General Education Curriculum

2. 6 principals of special education Zero Reject Non-Discriminatory Evaluation Appropriate Education Least Restrictive Environment Procedural Due Process Parent and Student Participation

3. Zero Reject

4. Zero Reject - Discipline Equal treatment Manifestation Determination No cessation Short Term Removal Interim setting

5. Nondiscriminatory Evaluation: Two Purposes Does the student have a disability? What kind of special education and related services does this child require?

6. Appropriate Education: IEP/IFSPs FAPE Free and Appropriate Public Education Individualized Collaborative Goal Driven

7. Document for students 3–21 Need to be in effect at the beginning of the school year Reviewed and revised at least once a year; re-eligibility at least once every three years Individual Family Service Plan For Children 0-3 Describes the services both the child and family will receive Should be developed within 45 days of referral and reviewed at 6-month intervals and every year thereafter Appropriate Education IEPs Part C Part B IFSPs

8. Least Restrictive Environment or LRE

9. Procedural Due Process Makes schools and parents accountable to each other • Resolution session • Mediation • Not required by IDEA but strongly encouraged • Due process hearing • Similar to a regular courtroom trial • Conducted before an impartial hearing officer • Parents and schools are entitled to have lawyers present

10. Parent and Student Participation • Parents are members of teams • Parents receive notification before schools do anything about their child’s education • Parents have the right to use the three dispute-resolution techniques • Parents have access to school records concerning student • At age of majority IDEA rights transfer to the student

11. Relationship Among 6 Principles (Figure 1–7) IDEA

12. Review the 6 principles of special education • Take a few minutes to respond to the quick quiz on your exit slip. After the short quiz we will discuss as a group

13. Quick Quiz Which of the following ensures that people with disabilities have the same chances and opportunities in life as people without disabilities? A. Equality of opportunity B. Full participation C. Independent living D. Economic self-sufficiency

14. Quick Quiz The provision of IDEA (2004) which allows fair and specific procedures related to assessment, identification, and placement of children in special education is called which of the following? A. Appropriate education B. Procedural due process C. Nondiscriminatory evaluation D. Zero reject

15. Quick Quiz The process of determining if a student’s behavior is a direct result of the student’s disability of which of the following? A. Manifestation determination B. Equal treatment C. No cessation D. Interim alternative placement

16. Quick Quiz Which of the following is a range of services from less to more restrictive that schools must offer to students with disabilities? A. General Education B. Special Education C. Continuum of services D. Least restrictive environment

17. Quick Quiz To ensure that all students with a disability receive an appropriate education and that schools are safe places for teaching and learning, IDEA regulates how schools do which of the following? A. Discipline students who qualify for IDEA services B. Communicate with parents C. Report grades and progress for students who qualify for IDEA services D. Choose the special education curriculum

18. Application with Scenarios You will be broken into 6 groups. Each group will be given a scenario that represents one of the 6 principles of special education. Discuss the scenario and answer the question. Be prepared to present your answers and rational for the answers to the group. Jot down your answers and rational on your exit slips.

19. Review of the 6 Principles of Special Education- Scenarios Julio, a student with an identified disability of autism, has been suspended for five days from school for an explosive outburst during passing period at West High School. A group of students blocked his access to his locker. He became enraged and threw his backpack at one students and began screaming obscenities. By the time the assistant principal arrived all of the students had cleared. The principal approached Julio from behind. Julio was startled and punched the principal in the stomach. The principal requested an extension of the five day suspension, while researching a facility to place him as he is not safe in a public school. Can the principal do this? What should be the principals next steps before seeking an alternative placement? Zero Reject

20. Review of the 6 Principles of Special Education- Scenarios Sam is struggling with all literacy skills. He is a native English speaker with a noticeable speech impairment. The 1st grade teacher, Sarah, who is frustrated with Sam for not making any progress in her 6 weeks of small group instruction, made a referral to special education. The special education team completed the evaluation and set up an initial IEP meeting. During the IEP meeting, different team members were going over Sam present level of academic performance. Sarah was becoming exceedingly frustrated because so much emphasis was made on his strengths. She finally blurted out, “Sam needs a special school that can address his needs. We cannot help him here.” Does Sarah, as a required member of the team, have a right to express her opinion about a placement? What implication would this statement have on the IEP process? LRE

21. Review of the 6 Principles of Special Education- Scenarios Adu is a recent immigrant from Nigeria. He is 16 years old and has never been in school. While enrolling his younger sister, the family learned at the Welcome Center (a center for new immigrants to the United States located at Place Bridge Academy) that Adu can attend school. Adu is missing an arm and is blind in his right eye. In Nigeria, he was not eligible to attend school because of his disability. The parent enrolled his at George Washington High School. Recognizing his disabilities, the school immediately began the special education process. The case managers arranged all the testing necessary for Adu and recognized that clearly his first language is Yoruba. Although English is the official language of Nigeria, Adu never attended school to learn English. No one on the team speaks Yoruba and decided to test him in English. He qualified for a learning disability. Since no one on the evaluation team speaks Yoruba, was it alright to go ahead and test him in English? Are the results valid? What could this team done instead? Non-discriminatory Evaluation

22. Review of the 6 Principles of Special Education- Scenarios Juanita recently moved with her family from Mexico. She was born with a severe hearing loss. While in Mexico, Juanita’s family traveled all over the country trying to find a school for Juanita without any luck. The family heard about a surgery in the United States that could restore Juanita’s hearing. They moved to Limon Colorado because they have family that they could stay with. In the meantime, Juanita went to school with her cousins. Juanita doesn’t really speak any language because she has never really heard any language. The school in Limon understood that she has a hearing loss and started the process evaluate her for special education. The audiologist correctly identified her hearing loss and the speech language pathologist identified the impact of the hearing loss on her speech and language. The BOCES (Board of Cooperative Education- provider of Special Education for rural areas) for Central Colorado provides an itinerant teacher of the deaf to do the functional educational evaluation, however she is on maternity leave. They decide to hold off on the evaluation until she returns in three months. All students are guaranteed an appropriate education. How does this impact the student appropriate education? What should BOCES do instead? Appropriate Education

23. Review of the 6 Principles of Special Education- Scenarios Cathy is a single parent who works two jobs supporting her children. Her daughter, Olivia, has been referred to the IEP team for attention problems that are interfering with her learning. The IEP team has send a notice of meeting to the parent and assumed that she would show up. Cathy did not show up for the meeting. The IEP team decided to meet anyways because they are all so busy and cannot find another time to meet. They complete the IEP and decide to send it home to the mother. The case manager will contact the mother and explain over the phone and see if the mother will grant permission for her to receive special education services under the disability, Other Health Impairment: Attention Deficit Disorder. The next day, Cathy marches into school, crying and demanding an explanation for this document in her child’s backpack called an IEP. The case manager had not called her yet to explain the IEP. What are the problems with this situation? How could this have been resolved? Parent/Student Participation

24. Review of the 6 Principles of Special Education- Scenarios Dr. Glens’ son, Gabe, attends Steck Elementary. Gabe is in 2nd grade and is performing at grade level in all subject areas. He makes friends easily and is a delight to have in the classroom. Dr. Glen feels that his son is gifted and requested testing. The school denied his request until the March, when the district does screenings for gifted and talented. Frustrated with the school, Dr. Glen has his child tested at Children’s Hospital. It turns out that Gabe is performing in the superior range cognitively. Dr. Glen however is frustrated that he isn’t doing better in school and feels he has a learning disability. He request testing for special education. The school is shocked but since the parent requested the testing they must do the evaluation. At the IEP meeting, the team determined that Gabe is a high achiever with an IQ score of 128 but ultimately doesn't have an educational disability. The parents disagree with the IEP team and requests an independent evaluation through due process. Is this an appropriate request? Is the district obligated to provide this independent evaluation? Due Process

25. Big Ideas for Access to the General Education Curriculum Inclusion- define and in practice Continuum of Placement

26. Inclusion • Take a few minutes to do the top portion of your exit slip. Do you recall students with disabilities attending school along side yourself while you were in elementary school? If so describe your experience. If not, then describe, why you think there were no students with disabilities attending school with you. • Individual share out

27. Inclusion What is inclusion?

28. General Education Curriculum No Child Left Behind Standards-based reform

29. Alternative Standards NCLB -allowed states to create an alternative set of standards for students with severe to profound cognitive disabilities -Same content but written in a functional manner -In Colorado they are called the expanded evidence outcomes

30. standards Evidence Outcomes 21st Century EEO and ERO

31. Meet the same expectations All individual with disabilities must meet the same standards as general education students However, due to their disabilities, supports and alternative paths must be provided!

32. Must qualify for the alternative standards- CoALT • Must have an IEP (AND) • Must have a significant cognitive disability (AND) • Student is working on the Expanded Evidence Outcomes (AND) • Must meet criteria for each testing content areas (student’s might be working on EEO for reading but not for math)

33. First principle of Inclusion… Must meet the same Expectation as General education!

34. Second Principle of inclusion Must provide Supplementary aids And services!

35. Example of Supplementary Aids Access

36. Example of Supplementary Aids Classroom Ecology

37. Example of Supplementary Aids Assistive Technology

38. Example of Supplementary Aids Task Modification

39. Example of Supplementary Aids Services

40. Third principal of Inclusion Universal Design

41. Watch a basic video on Universal Design for Learning http://www.youtube.com/watch?feature=player_embedded&v=bDvKnY0g6e4#!

42. How many ways can you……? … present the idea of the difference between insects and spiders to students? … can the students demonstrate what they have learned about the difference between insects and spiders?

43. Does inclusion work? Students with disabilities gain social and communication benefits from their involvement in inclusive settings. -McGregor and Vogelsberg (1998)

44. Does inclusion work? Students with disabilities educated in the inclusive classroom made significantly greater academic progress in mathematics and reading than did students without disabilities who did not have students with disabilities in their classroom. -Cole, Waldrom and Majd (2004)

45. How does inclusion facilitate progress? The expectations change with different settings. Teachers have higher expectations of students in the general education classroom than the special education classroom. -Wehmeyer, Bahinski and Boyaird (2007) - Wehmeyer, Lattin, Lapp-Rinchker and Agran (2003)

46. IDEA 1997 “Over 20 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by-having high expectations for such children and ensuring their access in the general curriculum to the maximum extent possible.” 20 USC § 1401(c) (5) (1997)

47. Three Waves of Inclusion • Moving to general education (mainstreaming) • Instruction practices in general education (push in) • What is taught and How it is taught

48. Continuum of Services in DPS During IEP meeting when determining LRE always start with the general education classroom!

49. Continuum of Services in DPS General Education Court Case: L.B. and J.B. v Nebo School District -Their child was a student with mild autism -School districts offer of FAPE included a specialized school program for students with disabilities that also included typical peers -Parents rejected offer of FAPE and enrolled J.B. in a private school with supplemental aids and at home therapy. -Their child was successful -Parents sued the district for reimbursement. It went to the 10th Circuit of appears -They won

50. Continuum of Services in DPS General Education 10th Circuit of Appeals makes this statement in their decision. “In enacting the IDEA, Congress explicitly mandated through the least restrictive environment requirement, that disabled children be educated in regular classrooms to the maximum extent appropriate. The LRE mandate provides that ‘removal of children with disabilities from the regular education environment occur only when the nature or severity of the disability of the child is such that the education in regular classed with the use of supplementary aids and services cannot be achieved satisfactorily.’’