analysis summary

I have a new assignment which is an analysis to policy, the needed part is to write a description of the implementation of the policy “the policy is attached with some helpful files”  2 to 3 pages.

The needed analysis is for these 4 points.

Assessment and diagnosis

- Individualized Education Program (IEP)

- Transitional programs and rehabilitation “ they say its implemented but actually it was not implemented “ 

- Multidisciplinary team

Here is a brief description of the policy:

Introduction to The Organizational Guide for Special Education (2015-2016)

Our rational government, may God protect it, has paid special attention to our children with disabilities and to the advancement of services provided to them. The services strive to reach all our children with disabilities by creating an appropriate environment, providing educational services to them in the least restrictive educational environment. The goal is to give our children with disabilities access to procedures which will give them the opportunities to be independent, beneficial, and active members in their communities. This guide comes as one of the important tools developed by the King Abdullah bin Abdulaziz Project for the Development of General Education (Tatweer) and by the Ministry of Education to achieve goals and overcome difficulties, to identify organizational and administrative work, and to enable institutes, support services centers, and schools which apply for special education programs to perform the necessary functions to achieve educational and educational goals. This guide was prepared by a group of educational specialists and administrative experts, and it was reviewed by educational supervisors, educational supervisors, teachers, and specialists from the Institute of Management. The preparation of this guide includes referral to references related to organizing special education work such as regulations, guides and instructions. The application of this guide by male and female colleagues, directors of institutes, support services centers, and schools which apply for special education programs will facilitate the work, define responsibilities, and advance human and material resources.

Objectives and goals of the organizational guide:

This guide aims to achieve the following:

- Formatting an institutional construction that meets the needs of students and the community in special education services.

- Define the organizational links and administrative references for all human resources in institutes and schools which apply for special education programs and support services centers.

- Define, distribute, and document tasks and responsibilities for all employees of institutes, centers, and schools which apply for special education programs.

- Determine the relationships that organize work between workers inside institutes and schools that apply for special education programs and support services centers.

-Develop awareness of the importance of the administrative organization process for employees of institutes and schools applying to special education programs and support services centers.

- Contribute to enabling institutes and schools applying for special education programs and support services centers to raise the efficiency and effectiveness of the elements working in them.

- Enhance cooperation between employees of institutes and schools applying for special education programs and support services centers and the beneficiaries of its services.

- Contribute to organizing the services provided to students with disabilities in order to create all the appropriate conditions for them and to develop their abilities and to achieve their education and educational needs.

Terms used in the organizational guide for special education:

Organizational structure: A drawing that clarifies and specifies the elements that perform the various work and activities necessary to achieve the goals of the institute / school and organizes the relationships within it and defines its tasks and connections.

Job description: A written description of the work performed by individual employees. It generally consists of basic information about the work that includes the job title, the scope of supervision, the internal and external relations of the job, educational qualifications, practical experiences, knowledge, skills and abilities, personal characteristics, and a job summary that represents the general goal that the employee is to achieve, as well as detailed expressions of his/her duties and tasks.

The work team: A group of specialists who possess integrated knowledge, capabilities and skills and have common goals, for which they coordinate and cooperate with each other to achieve the goals efficiently.

Formal evaluation methods: standardized methods used to collect data and information about individual students.

Informal assessment methods: Methods used to collect data and information about the student, apart from standardized methods.

Spatial educational alternatives: educational environments, and special education service delivery patterns.

Resource room: A schoolroom in which a student with a disability is enrolled for the purpose of receiving special educational and educational services by a specialized subject teacher. This differs in nature and services from the Learning Resource Center, and a student is enrolled in the resource room for a period not exceeding half of the school day.

Special education programs: Specialized programs in special education intended for students with disabilities and applied in general education schools.

Rehabilitation: A coordinated process for employing medical, social, psychological, educational, and professional services to help people with disabilities achieve the maximum degree of functional effectiveness with a view to enabling them to conform to the requirements of their natural and social environment as well as development. The goal is to enhance their abilities to help them achieve independence and to make them as productive members of society as possible.

Special education: A set of programs, plans and strategies specifically designed to meet the special educational needs of students with disabilities. These include teaching methods, tools, equipment and special equipment in addition to providing the necessary support services.

Behavior modification: An organized process aimed at promoting and developing desirable behavior, forming non-existent behavior, or reducing or stopping unwanted behavior.

Total communication: A set of communication methods such as sign language, alphabet, finger, verbal, and written speech.

Support services: Programs necessary for the educational development of students with disabilities, such as physical and occupational therapy, speech and speech defects correction, and psychological counseling services.

Inclusion: Education for students with disabilities in general education schools while providing them with special education services.

Decibel: A special unit of sound which is used to measure hearing.

Adaptive behavior: The extent to which an individual is effective and able to achieve a level of self-sufficiency and social responsibility appropriate in degree to the culturally expected level of those of his/her age.

Braille: A method whereby a regular font system is represented with tangible bullets used by blind people in reading and writing.

Special chapter: A classroom in a general education school in which a specific class of students with disabilities receive their programs for most or all the school day.

Special education institutes: Boarding or day schools that serve students with disabilities.

Special education teacher: A teacher specializing in special education and directly involved in teaching students with disabilities.

General education teacher: A teacher who specializes in a specific field and teaches a specific subject such as mathematics or a group of related subjects such as Arabic language materials or religious subjects.

Itinerant teacher: A teacher specializing in special education who educates one or more students with disabilities in more than one general education school. The teacher transfers between schools according to a specific and approved time plan.

Counselor teacher: A teacher specializing in special education, who provides advice to general education teachers in general education schools where there are one or more students with disabilities, but who do not have a disability to the extent required to be enrolled in special education institutes and programs. A counselor teacher moves in more than one general education school according to a specific and approved time plan.

Visual aids: Devices used by visually impaired students to assist with their visual abilities.

Hearing aids: Devices used by students with hearing impairments to assist with their hearing abilities.

Observation: Purposeful watching with the purpose of describing and interpreting behavior.