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Guided Notes
SPE 3603-Introduction to Exceptionality Current Practices for Meeting the Needs of Exceptional Learners Chapter 2 Learning Objectives (2) Understand how students are evaluated and identified for special education services, including the use of Response to Intervention (RTI). Understand the intent of special education law as it pertains to individualized education programs (IEPs), individualized family service plans (IFSPs), and transition plans for adolescents with disabilities. Learn the various placement options and how they relate to least restrictive environment (LRE), inclusion of students with disabilities, and implementing inclusive teaching practices. Understand the roles of general and special educators in providing exceptional learners an individualized education program. Learn about integration of people with disabilities into society, including selfdetermination, universal design, and use of technology. Become aware of the impact of standards-based reform on special education Some Key Terms (3) RTI Individualized education plan Individualized family service plan Inclusion Least restrictive environment Continuum of placement ***Evaluation and Identification of Special Learners. How?*** Option 1: Teacher detects that a student is not progressing Prereferral Team o Includes Teachers: general education, special education Counselors Administrators Psychologists Other professionals Suggested teaching strategies are implemented o Successful o Unsuccessful Student is referred for special education Full evaluation

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Option 2: Teacher detects that a student is not progressing

Response to Intervention (RTI)- (8-9) Implementation of scientific, research-based interventions Multitiered Assessment o Screening o Progress Monitoring Curriculum based

Response to Intervention Breakdown Tier 1: High quality instruction aligned with TEKS. About 80% or more of the students are successful Tier 2: Individual or small group intervention in addition to core class instruction. Tier 2 addresses the needs of approximately 1015% of the students. Tier 3:Specific, individualized, or small group instruction. Students identified to have difficulties academically or behaviorally. Tier 3 addresses the needs of approximately 510% of the students.

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Individualized Education for Students with Disabilities (10) Correct route to placement o Evaluation/Identification o IEP o Placement Individualized Education for Students with Disabilities (11) Individualized Education Programs (IEP) includes: o Students present level of achievement o Measurable annual goals & objectives o How progress will be measured o Special education and services o Testing accommodations o Transition planning (at age 16) Individualized Education for Students with Disabilities (contd)- (14) Individualized Family Service Plan (IFSP) o Early identification for infants and toddlers (0-3 yrs.) o Special education o Physical therapy o Speech and language therapy www.nichcy.org/babies/ifsp www.dars.state.tx.us/ecis/eligibility.shtml Transition Plans o Adolescents (at age 16) o Vocational training o Higher education o Independent living Inclusion In Schools Full Inclusion

SPE 3603 2-4 o All students with disabilities attend general education classrooms in their neighborhood schools for the entire day and general education teachers have the primary responsibility for all students with disabilities Least restrictive environment (Law) o Think normalization Continuum of alternate placements Placement of Exceptional Learners (16) Provides that to the maximum extent possible, children with disabilities are to be educated with non-disabled peers Ensures a continuum of alternative placements Provides for supplementary services in conjunction with general education Is individually determined and is based on evaluations at least annually Is based on the childs IEP Is as close to the childs home as possible, and whenever possible is at the childs neighborhood Continuum of Placement Options (18) Options in order from more to less severe o Residential school o Homebound or hospital instruction o Special school o Self-contained (Special class) o Resource room o Itinerant teacher o Regular classroom with co-teaching o Regular (general ed.) classroom

Placement (contd)- (20) Levels of integration How do we decide? How and how much the student differs from average students Resources available in the school and community

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Inclusion in Schools (21) For Labeling people may be harmful Special education pull-out programs have been ineffective People with disabilities should be viewed as a minority group Ethics are more important than empirical evidence

Against Educators and parents are satisfied with the continuum of placements General educators are unable or unwilling to teach students with disabilities Available empirical evidence does not support full inclusion Unwillingness to consider empirical evidence is professionally irresponsible

Implementing Inclusive Teaching Practices (22) Models of Collaboration o Collaborative consultation o Cooperative teaching and other team arrangements o Curricula and instructional strategies Cooperative learning Peer-mediated instruction Peer tutoring Partial participation Models of Collaboration (contd)- (23) Accommodations and adaptations o Modifications o Accommodations o Adaptations o Tiered assignments Training general education teachers to accommodate diversity Teachers Roles (24) Relationship between general and special education teachers o Should special education, as a separate part of education, be eliminated? Making clear distinctions o Students at risk o Students with disabilities Transition to Adulthood and Employment (26) Transition services include: o Outcome-oriented activities that promote movement from school to postsecondary education

SPE 3603 2-6 o Vocational training o Integrated employment o Continuing adult education o Adult services o Independent living o Community participation Must take into account the kind of disability o High or low-incidence Integration into Society (27) Self-determination o Person-centered planning o Decision making o Promoting abilities Universal Design for Learning (UDL) o Making things accessible or usable o Modification of: Representation Expression Engagement Assistive Technology o www.washington.edu/accessit/articles?109 o www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm Integration into Society (contd)- (28) Technology o Medical treatment o Human reproduction o Communication Controversies regarding technology o May impose further restrictions o Limitations outweigh benefits

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Appendix Sample IEP

Expectations for all educators

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