Course 605 and 606

1. Session 1 Course 605 and 606

2. Basic Brain: Hands together • Amygdala: Developmental decision making ability. • Safety First: Upside-down brain story (Criminals) Connected Kids Learn

3. The dreaded AUDIENCE PARTICIPATION! Going Back in Time

4. ONLY 25% of all learners are true auditory learners • 50% of all High School teachers come from this population. • So how do they teach??? Engaged kids have no opportunity to misbehave

5. Back to Back Pair and share: 10 things about your new partner. Dr humor Circles of Learning: What are they and why do we use them? Where am I and what have I done?

6. Assignments: What, where, & how! • Start time negotiable: What would we like to do to make sure we all get here on time? • Get out of your comfort zone. • Spelling is NOT an indication of intelligence! • Side bar conversations: 1 deaf ear makes it tough for me to hear! • Organization of assignments: • Neurotic Recommendation House keeping

7. Federal Law: 94-142 Becomes IDEA 1990 • Now IDEA 2004 : Revised every 5 years • Sate Law Chapter 89 : 1973 • NOW Chapter 115 (Act 258 in 2006) • Rehabilitation Act of 1973 • NOW ADA • Section 504 Historical perspective of special education legislation: Handout

8. FAPE • Free and Appropriate Education • LRE • Least Restrictive Environment • 605 Course Handout Basic tenets: FAPE and LRE

9. General Overview • POP QUIZ: is a school psychologist required to be at an IEP team meeting? • Required members • Special Education Teacher • Regular Education Teacher • Parent (or Child if age 18 or older) • Local Education Agency Representative (LEA Rep) IEP Team memberships: roles and responsibilities

10. General Overview • Nitti Gritty LAW PI 11 Administrative Rule • Group 1 SLD/ EBD • Group 2 CD • Group 3 SL/SDD • Group 4 Autism Major IEP components: eligibility, program and placement

11. In Depth with Jesse Course handout Eligibility criteria: EBD, LD, CD, EC COGNITIVE DISABILITIES

12. Definition of Cognitive disabilities needs to be updated Why Change? • Drops the artificial separation by intellectual level (mild, moderate,severe or profound) and considers the child as a whole

13. Strengthens the need to assess individual adaptive behavior areas rather than a reliance on one over all adaptive behavior score Why Change? • Strengthens the need to assess the individual academic areas rather than grade level measurement • Assists the IEP team in program planning for the child

14. Cognitive disability means: DEFINITION • significantly sub-average intellectual functioning • that exists concurrently with deficits in adaptive behavior • and that adversely affects educational performance.

15. Valid assessment considers cultural and linguistic diversity as well as differences in communication and behavioral factors Assumptions

16. The deficits in adaptive behaviors occurs within the context of community environments typical of the individual’s age peers Assumptions

17. Specific adaptive behavior deficits often coexist with strengths in other adaptive behaviors or other personal capabilities Assumptions

18. With appropriate supports and services over a sustained period, the life functioning of the individual with cognitive disabilities will generally improve Assumptions

19. The IEP team may identify a child as having a cognitive disability if the child meets the criteria specified in PI 11.36 (1) (b) with regards to; Eligibility Criteria • Intellectual Functioning • Adaptive Behavior • Academic Functioning

20. The child has a standard score of 2 or more standard deviations below the mean on a least one individually administered intelligence test developed to assess intellectual functioning. Intellectual Functioning

21. When evaluating a child, the child has; Intellectual Functioning • a standard score between 1 and 2 standard deviations below the mean on at least one individually administered intelligence test • the child has been documented as having a cognitive disability in the past • The child’s condition is expected to last indefinitely

22. The child has deficits in adaptive behavior: Adaptive Behavior • As demonstrated by a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures • As measured by comprehensive, individual assessments

23. Assessments include interviews of the parents, tests, and observations of the child in adaptive behavior which are relevant to the child’s age Adaptive Behavior

24. Adaptive Behavior to be assessed includes; Adaptive Behavior • Communication (relevant for ages 3-21) • Self-care (relevant for ages 3-21) • Home-living skills (relevant for ages 6-21)

25. Social skills (relevant for ages 3-21) Adaptive Behavior • Appropriate use of resources in the community ( relevant for ages 6-21)

26. Self-direction (relevant for ages 6-21) Adaptive Behavior • Health and Safety (relevant for ages 6-21) • Applying academic skills in life (relevant for ages 6-21)

27. Leisure (relevant for ages 6-21) Adaptive Behavior • Work (relevant for ages 14-21)

28. The child is age 3 through 5 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments in at least 2 of the following areas: Academic Functioning

29. Academic readiness Academic Functioning • Comprehension of language or communication • Motor skills

30. The child is age 6 through 21 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in; Academic Functioning • general information

31. And at least 2 of the following areas: Academic Functioning • Written language • Reading • Mathematics

32. In the 1992 AAMR definition of CD, levels of supports are used to reflect intensities of supports and services necessary for individuals with CD to become more independent, productive, and integrated into the community. Levels of Supports

33. Cognitive disabilities typically manifest before age 18 Note • An etiology should be determined when possible, so that the IEP team can use this information for program planning

34. Need for Special Education[ PI 11.35 (3)] • “Disability” means impairment and need • for special education • Not automatic

35. The IEP team shall identify all of the following: Need for Special Education • Needs that cannot be met in regular education as structured

36. Modifications, if any, in regular education, such as; Need for Special Education • Adaptation of content • Adaptation of methodology • Adaptation of delivery of instruction

37. Modifications, if any, in regular education, that allow the child: Need for Special Education • To access general education curriculum • To meet the educational standards that apply to all.

38. Additions or modifications, if any, not provided in general curriculum, including: Need for Special Education • Replacement content • Expanded core curriculum • Other supports

39. American Association on Mental Retardation (1992), Mental Retardation, Definition, Classification, and Systems of Supports, Washington D.C., Author Resources • American Association on Mental Retardation (1992), Mental Retardation, Definition, Classification, and Systems of Supports Workbook, Washington D.C., Author

40. Questions

41. Specific Learning disability

42. What is an IEP? Handout: Guide for Writing IEPs IEP introduction and hands on activity

43. Modifications and accommodations of general education curriculum

44. Collaboration with regular and special education staff

45. Assignment of projects

46. 1st Class is done!