Teaching Students with Exceptionalities

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Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom 7th Edition

Chapter 1 Special Education and Inclusive Schooling

By: Heather Garrison, Ph.D.

Learning Objectives 1.1 Identify the laws, key provisions, and guidelines that govern

special education and explain how these laws influence educational practices for individuals with disabilities.

1.2 Describe the responsibilities you have as a classroom teacher for students with special needs and the types of practices and adaptations you need to implement.

1.3 Discuss No Child Left Behind and its influence on testing accommodations for students with disabilities and the expanded laws regarding IDEIA, including early education and transition, then consider the instructional implications of implementing inclusion and other services provided in the continuum of services for students with disabilities.

Early Foundations of Special Education

§ Before the 1950s, students with disabilities were excluded from attending public schools

§ Department of Public Welfare v. Haas in 1958

§ Brown v. Board of Education in 1954

§ Elementary and Secondary Education Act (ESEA) in 1965

§ P.L. 94-142 – The Education For All Handicapped Children Act in 1975

Early Influences: Influential Court Cases Year Case Importance

1971 Pennsylvania Association of Retarded Children (PARC) v. Commonwealth of Pennsylvania

Guaranteed special education for children with intellectual disabilities

1972 Mills v. Board of Education of the District of Columbia

Extended the right to special education to children of all disabilities

1982 Board of Education of Hendrick Hudson Central School v. Rowley

Clarified the definition of FAPE

1988 Honig v. Doe Schools cannot expel students for behaviors related to their disability

1999 Cedar Rapids v. Garret F. Students must receive the supplemental services needed to attend school

2007 Winkelman v. Parma City School District

Parents may pursue IDEA claims on their behalf, independent of their child’s rights

Recent Influences: No Child Left Behind Act (NCLB) of 2001

§ Enacted to provide a framework “on how to improve the performance of America’s elementary and secondary schools while at the same time ensuring that no child is trapped in a failing school” (U.S. Department of Education, 2002b, p.1).

§ Areas of education affected by NCLB:

– Increased accountability

– School choice

– Greater flexibility for states, school districts, and schools

IDEIA (1 of 2)

The Individuals with Disabilities Education Act (IDEA), Education for All Handicapped Children Act (P.L. 94-142), and the Vocational Rehabilitation Act (P.L. 93-112) significantly improved opportunities for individuals with disabilities.

§ The Education for All Handicapped Children Act (EAHCA)(P.L. 94-142) was enacted in 1975.

§ In 1990, it was reauthorized and expanded as the Individuals with Disabilities Education Act (IDEA).

IDEIA (2 of 2)

§ In 2004, it was amended by the Individuals with Disabilities Education Improvement Act (IDEIA).

§ In 2006, regulations were published for school-age children and for babies and toddlers in 2011.

History of Federal Laws for the Education of Learners Who Are Exceptional (1 of 3)

Year Law Importance 1965 Elementary and Secondary

Education Act (ESEA) (P.L. 89-10) Initiatives for low-income families, applies to children who need support to benefit from public school education

1973 Vocational Rehabilitation Act (VRA) (P.L. 93-112, Section 504)

Defined handicapped person and appropriate education, prohibits discrimination in federally funded programs

1974 Educational Amendments Act (P.L. 93-380)

State funding for students with disabilities and students who are gifted and talented, due process rights for students/families

1975 Education for All Handicapped Children Act (EAHCA) (P.L. 94-142, Part B)

Requires free and appropriate education for students with disabilities (ages 5-18) and IEPs, defines least restrictive environment

History of Federal Laws for the Education of Learners Who Are Exceptional (2 of 3) Year Law Importance

1986 Education of the Handicapped Act Amendments (P.L. 99-457)

Extends free and appropriate education to children with disabilities (ages 3-5), establishes early intervention for infants/ toddlers with disabilities (ages birth to 2)

1990 Americans with Disabilities Act (ADA) (P.L. 101-336)

Prohibits discrimination in the private sector and protects equal employments opportunities for people with disabilities, includes AIDS as a disability

1990 Individuals with Disabilities Education Act (IDEA) (P.L. 101-476)

Replaces EAHCA, establishes person- first language, expands special education services and provisions for due process and confidentiality, adds autism and traumatic brain injury categories, provides bilingual education, requires transition services and planning

History of Federal Laws for the Education of Learners Who Are Exceptional (3 of 3) Year Law Importance

1997 Individuals with Disabilities Education Act (IDEA) (P.L. 105-17)

Requires students with disabilities to receive services even if expelled, allows use of developmental delay category through age 9, requires access to general education curriculum and state/district-wide testing, IEP team includes a general education teacher and a behavior plan (if warranted), offers mediation options, limits attorneys fees

2001 No Child Left Behind Act (NCLB)

Increases accountability and flexibility in use of federal funds, offers school choice options, implements early reading interventions

2004 Individuals with Disabilities Education Improvement Act (IDEIA) (P.L. 108-446)

Allows RTI model to determine presence of a learning disability and no longer requires use of the severe discrepancy model, increases funding to early intervention services for students who do not require special education, eliminates IEP short- term objectives for some students, raises special education licensure standards, adopts polices to prevent over- representation of minority students in special education

Provisions and Guidelines for Implementing IDEA

§ Zero reject/Free, appropriate public education (FAPE)

§ Child Find

§ Age (birth to 21)

§ Nondiscriminatory evaluation

§ Individualized education program (IEP)

§ Least Restrictive Environment (LRE)

§ Due process

§ Confidentiality of records

§ Advocacy

§ Noncompliance

§ Parent participation

IDEIA Critical Guidelines for Teachers in All Educational Settings (1 of 3)

§ Use person-first language

§ Require transition services in IEP at age 16

§ Provide for states and school districts to be sued if they violate IDEIA

§ Include 2 new disability categories: autism and traumatic brain injury

§ Add assistive technology as a support service

§ Promote involvement of students with disabilities in the general education curriculum

IDEIA Critical Guidelines for Teachers in All Educational Settings (2 of 3)

§ Require greater accountability for results so students with disabilities are part of the accountability system

§ Require IEP to describe the student’s involvement in the general education curriculum and detail the needed aids and accommodations

§ Allow states and local districts to use “developmental delay” eligibility criteria through age 9

§ Provide flexibility by allowing IDEIA-funded staff to work with students who need their help but do not have a disability

IDEIA Critical Guidelines for Teachers in All Educational Settings (3 of 3)

§ Require states to include students with disabilities in assessments with appropriate modifications and develop alternate assessments

Key Features of the IDEIA That Shape How Provisions and Guidelines are Implemented § Evidence-based practices

§ Discipline

§ Response to Intervention (RTI)

§ Early intervention services

§ Evaluation and Individualized Education Programs (IEP)

§ Monitoring

§ Highly qualified teachers

§ Private schools

What Classroom Teachers and Parents Need to Know About Special Education Referral and Identification § Step 1: Student is referred for

evaluation

§ Step 2: Full and individual evaluation is conducted

§ Step 3: Eligibility for special education is decided

§ Step 4: Student is found eligible for services

§ Step 5: IEP meeting is scheduled with entire IEP team

§ Step 6: IEP meeting is held and the IEP is written

§ Step 7: Services aligning with IEP are provided

§ Step 8: Ongoing progress is monitored and reported

§ Step 9: IEP is reviewed at least annually

§ Step 10: Reevaluation occurs

Provisions of the Vocational Rehabilitation Act (P.L. 93-112)

§ Prevents any private organization that uses federal funds, or any local or state organization, from discriminating against a person because of their disability

§ Prohibits discrimination against people with disabilities in public education, employment, and social and health services

§ People with disabilities have greater access to opportunities in the workplace, community services, and colleges and universities.

Continuum of Educational Services: The Least Restrictive Environment (LRE) (1 of 2) A continuum of services must be available for students with disabilities:

§ Level I: General education classroom with consultation from specialists

§ Level II: General education classroom; cooperative teaching or co-teaching

§ Level III: Part-time placement in special education class

§ Level IV: Full-time special education classroom in a general education school

Continuum of Educational Services: The Least Restrictive Environment (LRE) (2 of 2) § Level V: Special school

§ Level VI: Residential school, treatment center, homebound

The Individualized Education Program (IEP)

§ Teachers are required to develop an IEP for each student with special educational needs.

§ The purpose is to provide an appropriate education that meets the individualized needs of each student who has a disability.

§ It is developed and implemented by the multidisciplinary team (MDT).

§ The MDT includes a school representative, classroom teacher, special education teacher, parents/guardians, a person to interpret the evaluation results, and when appropriate, the student.

Contents of the IEP (1 of 2)

§ Student’s present levels of performance

§ Measurable annual goals, possibly short-term objectives

§ Special education, related services; school staff supports

§ The extent child will not participate with non-disabled peers

§ Modifications to state-wide or district-wide assessments

§ Related services

Contents of the IEP (2 of 2)

§ Dates, frequency, location, duration of services/supports

§ How progress toward goals will be measured and what method will be used to communicate progress with parents

§ Transition services by age 16

Role of the IEP for Planning and Assessment

§ The IEP is a safeguard for students, their families, and schools.

§ The IEP serves as a planning guide or guideline for daily instructional planning.

§ Many commercial software or web-based programs are used to write IEPs.

IEP Meeting Attendees § Representative of the Local Education Agency (LEA)

§ School representative other than the teacher

§ Parent(s) or guardian(s)

§ The student, when appropriate

§ Student’s general and/or special education teacher

§ Individual who can interpret the instructional implications of evaluation results

§ Others whom parents or the school think can help to develop the IEP

About the IEP

§ IEP team members collaborate to identify appropriate accommodations and modifications for the student

§ Students should attend their IEP meetings whenever appropriate

§ Person-centered planning (PCP) focuses on the needs of the student and his/her family during the IEP process

§ Teach skills related to self-determination to the student

§ The special education teacher incorporates the IEP team’s input into the IEP document

Responsibilities of Classroom Teachers

A teacher’s role is to help students fulfill their IEP goals and provide an appropriate education. Tips include:

§ Obtain and read relevant reports

§ Collaborate with special education professionals

§ Attend relevant meetings

§ Examine IEPs quarterly and monitor student progress

§ Keep student work samples

§ Maintain parent contact

§ Inform key personnel if the student does not progress

Adaptations for Students with Disabilities

§ Treat all students with respect

§ Include students at key times

§ Adapt instruction, materials, assessments, and classroom management strategies

§ Promote social and academic opportunities

§ Establish personal relationships

§ Communicate with students and professionals

§ Use technology to support learning

§ Monitor students’ progress and understanding

§ Plan groups and/or partners

§ Provide ongoing feedback

Participating in the Referral and Planning Process (1 of 2)

§ Special education laws have led to great gains in the academic successes of students with disabilities

§ 14% of the school-age population receives special education services

§ Disability labels are controversial

§ The prereferral process includes RTI and PAT

– Response-to-intervention (RTI): Research-based interventions provided with increasing intensity

Participating in the Referral and Planning Process (2 of 2)

– Prereferral assistance team (PAT): School-based problem-solving team discusses student concerns and assists teachers in meeting their students’ needs

Prereferral Models (1 of 2)

Most school districts use one of these prereferral models:

§ Response-to-intervention (RTI) model

– Students may be identified as having a learning disability if they do not respond to increasing levels of research-based interventions

§ Special education teacher as consultant model

– Special education teachers provide ideas or in-class support to general education teachers

Prereferral Models (2 of 2)

§ Problem-solving model

– Collaboration by classroom teachers and others to identify concerns and plan interventions

RTI Model (1 of 2)

• Tier 1: Core Reading Instruction in the Regular Classroom

– Research-based instruction provided to all students

– Benchmark testing 3 times each year

• Tier 2: Supplemental Instruction

– Additional 30 minutes of daily, intensive small group instruction

– Progress monitoring twice a month

RTI Model (2 of 2)

• Tier 3: Intensive Instruction

– Two additional daily 30-minute sessions in small groups

– Progress monitoring bimonthly

Adapting Instruction

§ Classroom teachers adapt curriculum and instruction to accommodate their students with disabilities

§ Adaptations enhance learning for all students

§ Incorporate students’ strengths and interests

§ Provide positive reinforcement

§ Increase motivation

Testing Accommodations for Students with Disabilities

Considerations for accommodations on high-stakes assessments:

§ Setting § Administration § Timing § Computer-based testing § Response § Use of language § English language learners with disabilities § Universal design

Expanding the Impact of the IDEIA: Early Intervention

§ Part C of the IDEIA serves children under age 3 and their families

§ Early intervention services incorporate goals for education, health care, and social services

§ Emphasis on supporting family members’ ability to access resources and manage the child’s needs

§ Individualized Family Support Plan (IFSP) instead of IEP

Individualized Family Support Plan (IFSP) Services

§ Screening and assessment

§ Psychological assessment and intervention

§ Occupational and physical therapy

§ Speech, language, and audiology services

§ Family involvement, training, and home visits

§ Specialized instruction for parents and child

§ Case management

§ Health services

Individualized Family Support Plan (IFSP) Contents

§ Present level of child’s functioning

§ Family assessment

§ Major goals and outcomes

§ Procedures for measuring progress

§ Description of early intervention services, environments where services will occur, and anticipated timeframe

§ Appointed case manager

§ Transition plan from the birth-to-3 program into a preschool program

Expanding the Impact of the IDEIA: Preschool Children (age 3 to 5)

§ Section B of the IDEIA provides special education and related services to children from 3 to 5 (or 6) years old

§ Services are no longer provided for at-risk children

§ Preschool students have an IEP and receive a FAPE

§ The 2004 revisions to the IDEA allow children to continue to receive services with an IFSP after age 3

Expanding the Impact of the IDEIA: Transition from School

Transition services are a set of activities that prepare a student with a disability to move from school to post-school life including further education, employment, independent living, and community participation.

§ Transition services are mandated for students aged 16 to 21 years

§ They are based on students’ strengths, preferences, and interests

§ Transition activities can include: instruction, community experiences, development of employment and other adult- living objectives

Individualized Transition Plan (ITP)

§ The ITP is included in the IEP

§ It is developed 5 to 7 years prior to graduation

§ It encourages coordinated efforts between services

§ It includes:

– Appropriate, measurable goals related to training, education, employment, and independent living skills

– Statement of the transition services

– Student’s preferences, interests, needs

Inclusion

§ Mainstreaming = The participation of students in the general education classroom to the appropriate extent

§ Inclusion = The education of students with disabilities with their nondisabled peers, with supports and services provided as needed

§ Full inclusion = All students are educated in the general education classroom all the time

§ Pull-out services = Students with disabilities receive special education in a separate classroom

Accessing Information About Students (1 of 2)

Teachers can make a program outline about their students with disabilities that includes:

§ Descriptive information about the student

§ Contact information

§ Current and previous special education services

§ Recommended instructional adaptations

§ Assessment data related to academics and social- emotional development

Accessing Information About Students (2 of 2)

§ Effective reinforcers and supports

§ Instructional goals and objectives

§ Likes and dislikes

Inclusion Issues

§ Not everyone agrees on every aspect of the education of students with disabilities

§ Data does not indicate how schools have provided accommodations and support services in least restrictive settings

§ The extent to which specialized support services should be available

People First Language

• Start with the individual first and then the condition

• For example, – child with Autism; – student with down syndrome; – individual who is Deaf