Introduction to Special Education: Making a Difference Seventh Edition

1. Introduction to Special Education: Making a Difference Seventh Edition Chapter 2 Individualized Special Education Programs: Planning and Delivering Services

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.

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

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

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

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.

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

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.

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.

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.

11. Steps in the IEP Process • Pre-referral • Referral • Identification • Eligibility • Development of the IEP • Implementation of the IEP • Evaluation and Reviews

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.

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.

14. Tools for Individualized Programs • Individualized Family Service Plan (IFSP) • Individualized Education Program (IEP) • Statement of Transitional Services • Behavior Intervention Plan

15. 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. Individualized Family Service Plans (IFSP)

16. 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 Individualized Education Program

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.

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.

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

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.

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.

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.

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.

24. Factors to Consider When Determining LRE Student’s goals and objectives Balance between LRE and FAPE Desired adult outcomes for the individual Array of special education services required to attain all goals

25. Special Education and Related Services Professionals

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.

27. Standardized tests concern educators because of the overrepresentation of culturally and linguistically diverse students. Types of Authentic Assessments Curriculum based measurement (CBM) Portfolio assessment Appropriate Assessments

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

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

30. Challenge Question How should the array of educational services and supports available to students with disabilities be implemented?