The World of Special

Education

Professor Quong

What comes to mind when you hear . . .

Special education

Special needs

Inclusion

History

Infanticide

“stored away” in poor houses

Residential schools

Public schools

Government--the Laws

Handicapped Children’s Education Assistance Act (PL90-538)

All Handicapped Children Act (PL94-192) aka IDEA– Children ages 3-21– Least restrictive environment (LRE)– Free and appropriate public education (FAPE)– Full Individual Evaluation (FIE)

PL99-457 – Added birth-3– Family is the focus (Individual family transition plan)

Government-the laws IDEA 2004

– Quality of personnel– IEP standards– Transitional services

Section 504 of the Rehabilitation Act of 1973– Equal access– Cannot discriminate

No Child Left Behind (PL 107-110) Americans with Disability Act

– Not directly discuss children with exceptionality but impacts them greatly

What is the Difference Between 504 and IDEA?

Civil rights law less specific procedural

criteria that govern the requirements

“Levels the playing field”

Continues throughout life

Receives no additional funding

Broader definition of disability

Education Benefits Law The degree of regulation is

more specific in terms of time frames, parental participation, and formal paperwork requirements.

Only available ages 3-21 Requires an IEP Receives additional funding

Schools

Accountability

Inclusion– The process of bringing all, or nearly all, exceptional

children into the general classroom for their education with special education support

Continuum of services– The range of services of placements that may constitute

the Least restrictive environment where the exceptional child learns best.

Inclusion LRE

Adapting– The environment– The curriculum– Teaching strategies– Assistive and instructional technologies

Assistive technology consists of tools that enhance the functioning Tools that support and expand the computers usefulness as a means

to deliver content

Accommodations

Modifications

Ramifications

Inclusion--dealing with a problem behavior

Never look at the behavior as only coming from the child

What is he trying to communicate?

Focus on & reinforce positive behavior

Intervention within relationships

Natural consequences

No aversive treatment Crying spot

All in a inclusive setting

Seek additional help

Inclusion--how does it work

Flexibility in scheduling

Flexibility in grouping

Adapt curriculum– Material & cues– Sequence & rules– Levels of support

How Do You Deal With . . .

How does one get into Special Ed?

The child is identified The child is evaluated Disability determination IEP meeting—Admission, Review, and Dismissal

meeting ARD is held and child is admitted A year long plan with goals and objectives is created

included related services The next year the plan is evaluated Every 3 years, full individual assessment is done for

determination of eligibility

Assessment

A process of collecting data for the purpose of making decisions about individuals and groups

Observation

Referrals

Screenings

Full Individual Evaluation (FIE)– Every 3 years

Admission, Review, & Dismissal meeting

Committee consists of: – Parent*– Special educator*– General Education teacher*– Administrator*– Related services– Diagnostician

Individualized Education Plan

Created by an ARD (admission, review, and dismissal) committee

By law, every child with an exceptionality is to have an IEP

Must have – A disability– Long-term goals– Short term objectives– Services– Grading criteria

Courts

Duty of the courts to rule on the interpretation of the laws and regulation generated by the executive and legislative branch.

Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania First landmark case for FAPE

• Mills v. the Board of Education Money is not an excuse not to provide services

• Larry P. v. Riles Laws to make it more difficult to label a disability

ARD Meeting

Brenda is 3 years old. She has C.H.A.R.G.E. She has vision problem and turn her head to look at things. She wears a hearing aid but has malformed ears and ear canals and the aids won’t stay on. She is tube fed and has 24 hour nursing care. She requires oxygen and daily medications. Brenda also just learned how to walk with a walker but mainly scoots around the floor.