special education

Assignment 1 – 1 page

Listen to the TED Talks below. What impacted you from listening to the stories of these individuals? How can this make us better educators?

post should demonstrate course-related knowledge and must support your assertions with at least two references to acceptable sources, using citations in current APA format. 

Grandin, T. (2010).  The World Needs All Kinds of Minds (19:27).

McCabe, J. (2017).  This is What It's Really Like to Live with ADHD (17:13).

DiMarco, N. (2018).  Why We Need to Make Education More Accessible to the Deaf (14:28)

Pistorius, M. (2015).  How my mind came back to life - and no one knew (13:59).

Heumann, J. (2016).  Our Fight for Disability Rights - and Why We're Not Done Yet (17:0

Assignment 2- 20 slides.

This presentation is a culmination of your prior work.  You may use your content from previously the 4 submitted papers for this course which is attached below.

Be sure the presentation meets the following objectives:

1. Identify the varying elements and factors that contribute to a child’s placement in an appropriate special education program.

2. Summarize the classification process and importance of individualizing instruction to meet the educational needs of children in special education.

3. Explain the rights of children, parents, and the supportive role schools play.

Be sure your presentation includes an introduction and conclusion, at least 20 slides (about 6-7 slides per objective), -10 minutes when presented, and utilizing APA formatting.

will screen record your presentation, although your video does not need to be recording you, it does need to record your screen, and your voice should be presenting the slides.

Be sure you are utilizing the  PPT Presentation Rubric to check your submission for all essential components. Rubrics are a tool used for self-evaluation during the process of assessment as well as a summative assessment tool.

Please include slide notes

Assignment 3- 1 page

Use the course learning outcomes (as stated in the syllabus) and discuss how you believe you have met each outcome. The paper is to be in correct APA formatting, and a minimum of 100 words.

Learning outcomes

By the end of the course, the student will be able to:

1. Summarize the conceptual basis of special education as well as the legal requirements concerning students with exceptionalities. 

2. Identify characteristics of various categories of disabilities and the classification process. 

3. Analyze the professional role of teachers, and the role of students, parents, school and community in the education of students with exceptionalities. 

Previous Assignments

Assignment 1

The conceptual basis of special education

The core of special education is creating an inclusive and respectful atmosphere for extraordinary students. This concept prioritizes people above impairments via people-first language (Hoffman1 et al., 2020). Respect for dignity and equality in the label-free individual is the problem, not language. Language changes enhance wider social growth, empathy, stigma reduction, and individual strong potential.

Respect for disabled individuals must also be stressed while utilizing people-first language. Respect recognizes disparities in learners' needs, experience, and potential, not just diversity. It implies an acknowledgement by teachers of where students have come from and setting up learning environments that appreciate and value diversity. This kind of special education can only regard every person including him or her who has any form of ability as having an equal right to meaningful learning experiences (Hoffman1 et al., 2020). With this in mind, educators make contributions towards creating a community where everyone feels acknowledged, appreciated and enabled.

The conceptual basis for special education adopts certain professional standards such as Special Education Preparation Standards or Council for Exceptional Children (CEC) Initial Practice-Based Professional Preparation Standards for Early Intervention/Early Childhood Special Education among others. These standards act as guidelines for educators so that they are better prepared to handle unique learners experiencing exceptionalities (Division for Early Childhood of the Council for Exceptional Children., 2021). Compliance with these standards will show adherence to evidence-based practices, ethical conduct and continuing professional development efforts among others. Educators should therefore ensure their teaching practices conform to these set standards since they help in advancing quality special education services through enhanced consistency and efficiency.

Cultivating ability-focused mindset must be emphasized while constructing the concept framework guiding special education. An ability-focused model does not look at limitations or weaknesses but strengths and possibilities which children who are different are capable of demonstrating (Shaw, 2022). Everyone is unique in his or her own way and thus education must be fostered to help develop this. In doing so, educators create a favorable environment for learning which is supportive and positive; where students are encouraged to follow their passions and learn new skills that contribute towards their general well-being and success.

The conceptual basis for special education comprises of people-first language, respect for individuals with exceptionalities, adherence to professional standards as well as an ability-focused mindset. When these elements are integrated together, it results in an all-inclusive educational context that considers every learner’s recognition, respect and provision of necessary assistance for them to achieve their potential fully. It is through such core principles that teachers change special education into an active, powerful, and responsive discipline by embracing diversity among learners as well as ensuring equal opportunities for each of them.

References

Division for Early Childhood of the Council for Exceptional Children. (2021). EI/ECSE standards. DEC. https://www.dec-sped.org/ei-ecse-standards

Hoffman1, H., Hengesbach2, M., & Trotter3, S. (2020). Perspectives on Person-First Language: A Focus on College Students. Journal of Postsecondary Education and Disability, 33(1), 39. https://files.eric.ed.gov/fulltext/EJ1273634.pdf

Shaw, L. (2022). Growth Mindset Pedagogy in the Classroom. All Electronic Theses and Dissertations. https://spark.bethel.edu/etd/887/

Assignment 2

The classification process and importance of individualizing instruction

The procedure of classifying students with special needs and giving individualized instruction in special education are vital steps for success in making education suitable for each kid with disabilities. Providing equal education opportunities is a priority, and the IDEA Act is best suited to be the foundation of this process. IDEA is setting up core values like extensive assessment, FAPE (Free Appropriate Public Education), IEPs (Individualized Education Programs), LRE (Least Restrictive Environment), parent involvement, and procedural safeguards. This approach pinpoints the need for individualized service and accommodations to ensure that students with disabilities learn optimally and achieve their maximum learning potential. Pre-referral procedures are the first step, during which educators strive to fix learning and behavioral deficits by improving instruction or the learning environment (IRIS, 2021). The goal is to help students get intervention and support at an early stage, which might prevent them from having to undergo more specialized evaluation later. Nevertheless, if students need some additional support, the process of formal referral for an evaluation of special education is initiated, which is a comprehensive assessment process where there is an assessment of all the relevant areas, including academic and functional performance. This examination also takes a central role in IEP development, stressing the importance of gathering sufficient data for making informed decisions to meet the needs of each child individually, which are different.

When the child is first referred to the special education process, it is time for the IEP development to begin. The IEP team, comprised of a parent, educators, and other specialists, comes together in a collaborative process to develop a personalized plan unique to the child's strengths and objectives. The IEP details specific objectives and plans for adequate services and resources, develops placement options, and describes how to monitor progress and engage parents (Broadcast Educational Media Commission, 2017). The implementation of IEP is as important as the plan, with educators administering the required support and services as indicated in the plan. Continuous tracking and periodic evaluation should be done to ensure that the child is progressing meaningfully towards making their purposeful achievement, with necessary adjustments to meet the developing requirements. The annual reviews and re-evaluations will also help the IEP stay current and effectively promote the child's academic and functional growth (US Department of Education, 2019). This will ensure that a dynamic and responsive approach is used to meet the child's changing needs that are unique to them.

The personalized approach to special education is the basis that assumes every child has individual characteristics such as strengths, problems, learning, and hobby styles. EBPs incorporate a broad range of student-centered techniques, providing for various learning styles and abilities. These teaching approaches, for example, may include students' differentiated instruction, multi-sensory strategies, assistive technologies, techniques, and accommodations. Applying EBPs, teachers can teach in an expanded manner that engages and motivates every learner, involving them in the learning process so that they succeed academically. Also, one-on-one teaching is not confined to the academic area; it also covers social, emotional, and behavioral development, providing comprehensive development and well-being. Through acknowledging and cherishing the uniqueness of each student, teachers, and school administrators, inclusive learning environments can be created that will encourage a sense of belonging and help the students reach their goals.

Interviewing a member of an IEP assessment team

In my interview with an IEP assessment team member, she allowed me to look behind the scenes at the decision-making process on educational placement for students with special needs. The process, they said, is instead a careful investigation of the many elements that will help the child's academic and developmental benefits. During the assessment process, which was done in detail, the team member broke down the child's educational and functional abilities into several factors, including the child's unique strengths, challenges, and preferences. Parents, teachers, professionals, and the team reached into their pockets of knowledge and talked about the 360-degree decision-making process in selecting the most appropriate educational setting for each child.

The reviewer also explained to the group that the process had its difficulties and benefits. They remembered cases when they had to make difficult choices, for example, when they had to balance the LRE principle, the most freedom for the learning environment for the child, with their needs and the availability of individual programs. This balancing act, however, they stated, needs thorough discussion and dialogue with all stakeholders to ensure that the child’s well-being is paramount. Moreover, there was also a session where they told personal stories about how parental engagement helped them in the decision-making process by highlighting the essence of parental input and perspective in shaping children's educational path.

Interview with teacher

I interviewed a teacher who provided inspiring insights about their experiences with the abilities of individualized instruction and the use of EBPs. The educator gave examples of how they skillfully employ EBP to devise instruction that reflects the different abilities of students with special needs by considering each student's strengths, learning styles, and interests. Differentiated instruction, multi-sensory techniques, and assistive technology are some strategies they highlighted to achieve the best outcome. The teacher could see how his personalized interventions, based on proven strategies, resulted in excellent examples of student involvement, enthusiasm, and academic proficiency. These served as proof of the efficacy of individualized instruction in shaping meaningful learning experiences and ensuring student success.

However, the instructor described the barriers often encountered while fulfilling individualized instruction. They outlined the hurdles, such as shortage of resources, including time and materials, which could be a stumbling block in their quest to fulfill the needs of the students, whether they were many or few. Indeed, the instructor understood that the duties of individualized instruction must be balanced with the demands of the curriculum and the administrative tasks. They put on record the need for continuous professional development to keep them up-to-date with the current research and the best practices in the field, highlighting the importance of learning and collaboration with professionals to overcome challenges that may be encountered and enhance access to quality education for all students. While these barriers may have proved formidable, the teachers' continuous determination to acknowledge strengths and overcome difficulties spoke volumes about their dedication to building classrooms where all students can flourish, knowing their potential.

References

Broadcast Educational Media Commission. (2017). Understanding the IEP Process: The Basics of an Individualized Education Program (IEP). (YouTube video). Retrieved From: https://youtu.be/XaZtQNez6Yc?si=44JuLIk90UL_bU4B

IRIS. (2021). What is the IEP process? Retrieved From: https://iris.peabody.vanderbilt.edu/module/iep01/cresource/q2/p03/

US Department of Education. (2019). A Guide to the Individualized Education Program. Retrieved From: https://www2.ed.gov/parents/needs/speced/iepguide/index.html

Assignment 3

The placement of a child into the right special education program depends on various factors and aspects. First of all, the individual needs and disabilities of a child are the key, and the educational environment should be chosen that meets the child's specific requirements because the child's challenges and strengths should be evaluated to ensure that the appropriate educational environment is chosen. Furthermore, the quantity and accessibility of special education programs in the educational system is another significant issue, whereby the teacher-student ratio, classroom size, and specialized facilities are also to be included as well (NYSED, 2020). Besides, parents' collaboration with specialists with experience in the field will contribute to the successful program development and the incorporation of individual requirements. Besides, the social and emotional well-being of the child is also important to take into account, and it should be noted that this process should be based on assistance and amicability which are the elements that are important for the student's achievement and development in general.

Furthermore, the service continuum is another vital feature of special education, it is a tool that can be used to determine the best educational placement for special needs children. Through this spectrum, which is large in range, various initiatives and programs exist in the form that can help every student in their individual needs. Among others, services may include early education centers, specialized learning, speech, and occupational therapy as well as behavioral interventions. A plan must be devised by a multidisciplinary team that comprises teachers, parents, and specialists as determined by the individualized education plan (IEP) (NYSED, n.d). The spectrum of schooling of these students through the service delivery model commits the schools to providing holistic support so that these students have every resource needed for their academic and social success. The spectrum of services stands for the fact that the students get the appropriate amount of support based on the different cases’ requirements. It may be intensive intervention or minimal accommodations. It understands that the learning disabilities of students are unique and dynamic. Students have different needs, and schools become effective when they offer a wide range of services to respond to their diverse needs so that they receive the appropriate support at every phase of their education. Moreover, the continuum of services supports inclusion because it allows students with disabilities to learn in the general curriculum and participate in educational activities with their peers who do not have disabilities.

Additionally, the principle of the Least Restrictive Environment (LRE) is also a significant aspect. The concept of a student with disabilities being educated in the least restrictive setting possible, where he or she can interact with peers who are not disabled to the maximum extent appropriate, is also the subject of this principle. The LRE principle highlights the necessity of inclusion, integration, and equality with the rest of the students by allowing them to sit in general education classes together with their peers. Though figuring out the least restrictive setting for every student requires articulate analysis of their unique requirements, skills, and availability of suitable support and compensations, it is still a challenge. By promoting diversity, schools may offer a sense of belonging and help students grow socially and academically (Farnsworth, 2016). Making a least restrictive environment means educators should keep in mind each student's unique needs and, at the same time, allow them to grow socially and academically as much as possible. Such arrangements might comprise personalized adjustments and supports, including assistive technology, specialized learning, or peer tutoring. With the LRE principles, educational institutions can design schools that empower students of all competence levels and promote equity, diversity, and inclusion.

Even though the educational system tries to make equitable educational opportunities for all, the socioeconomic and racial disparities continue in the special education classification and placement. It is a fact that low-income students, as well as minority students, find themselves more frequently in special education classes. The causes of these disparities are multifaceted and include systematic inequalities, biased assessment procedures, and lack of rapid access to early intervention programs (O’Connor & Fernandez, 2006). Besides socioeconomic status, a factor that can lead to differences in the level of resources and support networks may further worsen the inequalities in educational outcomes. In order to achieve this end, we need to study from the roots and remove the systemic hurdles that have been laid down, promote culturally competent practices, and see that the students have access to all the resources and opportunities available.

Schools should take an active role in trying to eliminate socioeconomic and racial discrimination in the special education area by adopting strategies that will lead to equity and inclusion. This entails making culturally competent assessment practices that give the most recognition and worth to the diverse backgrounds and experiences of the students and their families. Moreover, schools must guarantee that educational services are open to all children, regardless of their financial background, so that everyone has access to the assistance they need. Working together in alliances of educators, parents, and community parties is a critical element in addressing inequities and eliminating disparities. Although schools have a big task, putting together an inclusive environment and removing systemic barriers would be the only way to let every child reach their full potential.

References

Farnsworth (2016). Consider Culture Before Referral of Culturally and Linguistically Diverse Students for Special Education Services. ColorinColorado

New York State Education Department (NYSED). (n.d). Continuum of Special Education Services for School-Age Students with Disabilities. Retrieved From: https://www.nysed.gov/special-education/continuum-special-education-services-school-age-students-disabilities

O’Connor, C., & Fernandez, S. D. (2006). Race, Class, and Disproportionality: Reevaluating the Relationship Between Poverty and Special Education Placement. Educational Researcher, 35(6), 6–11.

Assignment 4

Understanding Rights and Roles in the IEP/IFSP Process

Parents of children with disabilities have the basic right to be fully engaged in the educational decision-making process, which is guaranteed by laws like the Individuals with Disabilities Education Act (IDEA). This regulation allows parents to be active consistently and to deliver their impacts on deciding the course of the child’s education, from the initial special education evaluation to the development of the Individualized Education Plan (IEP) or the Individualized Family Service Plan (IFSP) (Knoblauch, 1998). It is suggested that the parents have a set of rights that they can use as per their own convenience and such as the right to know the result of evaluations, to request for an independent evaluation, and to receive their child's education records. Besides that, parents also are entitled to get involved in the IEP or IFSP meetings and have the opportunity to express their disapproval as far as the place of service is concerned. They can, for example, apply for a due process hearing or a mediation to deal with any disputes that they might have with the school principals.

Parents not only have the right to choose but also the duty to comply by the law. However, parents' roles may differ by the disability of their child, there are still some common roles that they should perform as they include the establishment of partnership with the school, the sharing of relevant information concerning their child's development and academic performance, and the monitoring of the progress of their child. In addition to all the above, their tasks include making sure that they understand the program in the IEP or IFSP and that they agree to the same before signing, standing by their child's inclusion in regular activity in the school, and maintaining records of all the meetings and communications between themselves and the school. Along with that, parents are also asked to participate in parent organizations that can provide support and advocacy in the best interest of their child.

Students have an inherent right to actively get involved in decision-making related to their education, which is indirectly supported by DeLussey's (2020) video that showcases students of IEP meetings being led by themselves. Educators should create an environment of inclusiveness in which students participate in discussions about their progress, requirements, and goals, ensuring the learners become active agents in their own learning journey. This strategy not only supports the self-reliance and self-determination of the students but also triggers the development of significant skills such as self-advocacy and accountability (DeLussey, 2020). This also encompasses making sure that students with disabilities are not left out but have the chance to develop their educational plans the same as others. Teachers can gain this by allowing their students to take part in the decision-making process, which is the acknowledgment of the superior knowledge and insights that their students can bring to the table with respect to their own learning experiences. This is an example of the student-centered approach that matches the principles of inclusive education. The idea is for students to be active in their study processes to create more memorable and effective ends.

The schools play a vital role in involving parents and encouraging communication between parents and them. This is done in several ways, but the most important of all is to contribute to students' success. To highlight parents as the primary collaborators in the educational process, the schools should set up the foundation of the joint relationship, which is based on trust, transparency, and mutual understanding (Staples & Diliberto, 2000). This should be the start of the parent's understanding that their experience and insights are highly valued with regard to their child's capabilities, limitations, and dreams. Parents can be encouraged to take responsibility in the decision-making processes by fostering a culture that is inclusive to them and encourages partnership. Such an environment would allow them to actively participate in the development and implementation of individualized education plans (IEPs) and individualized family service plans (IFSPs) (Staples & Diliberto, 2000). Also important is the need for schools to offer the parents the relevant resources, guidance, and support services which will enable them to deal with the intricacies of the special education system so as they can be fully prepared to adequately represent the interests of their children within the school environment, and the wider community.

Efficient communication is the foundation of a successful relationship between parents and school, and at the same time, it is the channel for sharing information, setting goals, and problem-solving. Schools can use different communication methods and techniques to involve parents in an efficient way that includes regular reports on the progress of the student, newsletters notifying them of upcoming events and educational initiatives, and meetings where the individual needs of children are discussed. Firstly, schools can employ a deliberate strategy of communication on their part, which will show their concern about partnership and dialogue with the parents, immediately addressing parents' issues in a high-quality and supportive manner (Staples & Diliberto, 2000). By encouraging a culture of open communication and collaboration, schools are able to develop trust and camaraderie between parents and themselves and ensure that the whole party is engaged in achieving student success. This collaborative nature not only strengthens the IEP and IFSP process but also gives birth to an ecosystem that is nourishing and supportive and aims and values all the members of the school community to participate in the educational journey of students with special needs.

The community has a central place in the Individualized Education Program (IEP) or Individualized Family Service Plan (IFSP) process by creating conditions that promote transformative learning and supporting families with children with special needs. The connection through common values, issues, and experiences creates a community relationship whereby educators and families work together to empower parents to take an active role in making decisions and involvement in the learning process (Laughlin, 2015). This team play recognizes the immense knowledge that families have about their children's needs as well as the teaching capacity that teachers possess in teaching students with special needs. The IEP/IFSP process can be greatly facilitated by the utilization of community resources and support networks. This may involve the engagement of families and educators who can collaborate to provide environments that will nurture the children with special needs through learning experiences that will promote their growth and enhance their success.

References

DeLussey, S. (2020). Student Led IEP Meetings – Giving ALL Students a Voice. YouTube. Retrieved From: https://youtu.be/tOX5hFb2C4U?si=klNs-vPSZo3V8ND2

Knoblauch, B. (1998). Rights and Responsibilities of Parents of Children with Disabilities. Reading Rockets. Retrieved From: https://www.readingrockets.org/topics/learning-disabilities/articles/rights-and-responsibilities-parents-children-disabilities

Laughlin, M. (Oct. 2015). The Role of Community in Special Education: A Relational Approach.

Staples, K. and Diliberto, J. (2000). Guidelines for Successful Parent Involvement: Working With Parents of Students With Disabilities. Teaching Exceptional Children, 42(6), p58-63.