Shawboro Elementarys

Exceptional Childrens
Newsletter
October, 2017
 Laws and Regulations
Every student who gets special education is covered by the Individuals with
Disabilities Education Act (IDEA). That federal law spells out what all states must
do to meet the needs of students with disabilities. But in many areas, IDEA
leaves room for states to interpret the rules and pass their own laws on how to
apply them.

State laws cannot contradict IDEA, and they cant provide less than the federal
law requires. But they can offer more protections to kids and parents. This table
shows examples of what IDEA provides for, and how states can add their own
special education laws to meet students needs.
https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-rights/special-education
-federal-law-vs-state-law
 Behavior
Serious Emotional Disturbance Federal Definition

CFR 300.8 (c) (4)

Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of
time and to a marked degree that adversely affects a child's educational performance

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors;
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
(C) Inappropriate types of behavior or feelings under normal circumstances;
(D) A general pervasive mood of unhappiness or depression; or
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
(ii) Emotional Disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted,
unless it is determined that they have an emotional disturbance.

Screening and Evaluation for Serious Emotional Disability

 Behavior continued:
Serious Emotional Disability State Definition
.1500-2.4 (b) (5) Procedures Governing Programs and Services for Students with Special Needs

Serious emotional disability (hereafter referred to as emotional disability)

(i) means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree
that adversely affects a child's educational performance:

(A) An inability to make educational progress that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

(ii) Serious emotional disability includes schizophrenia. The term does not apply to children who are socially maladjusted,
unless it is determined that they have an emotional disturbance under paragraph (b)(5)(i) of this section.

Screening and Evaluation for Serious Emotional Disability

Visually Impaired
Visually impaired is a broad spectrum. From the student who has no sight to the student who
has functional vision but may require adaptation to the environment, the materials they work
with, and/or close observation of environments in which they are most productive.

For a student who has no vision, it can be vital that those who instruct be aware of which
senses work best for the student to be able to know the subject, item, context of what is
being taught. If you cannot see your space, it is important that it is vividly described. The
description of the brown plastic bin on the shelf in the corner of the room is useless to this
child. It all must be show and tell by touch and listen.

For the student who has functional vision, each is drastically different in their needs. Bigger
font is not always required or even helpful. For the very young student it often is about the
instructor helping them to find the right color of print or background, the best positioning and
light, and/or a combination of other or no adaptations for vision.

Sandie Neal-Occupational Therapist

 What Can Teachers Do?

Teachers must provide variation of

strategies to meet the needs of the
visually impaired student.

Courtesy Strategies
Speak to the class when entering or
leaving the room.
When communicating identify yourself
and let the student know of others
present.
Orally let the student know if you must
leave or end a conversation.
Tactually familiarize the student to the
classroom.
 Teaching Strategies for Visually
Impaired

When possible provide materials in

Braille. (If you have lesson planned 1
week prior, you may give to Mrs.
Hill/Sanders and they will give to VI
teacher to braille).
Have 3D models or raised drawings
available.
Whenever possible use actual
objects.
Use audio books or read alouds,
provide tactile object that relates to
story or lesson being taught.
 Reading Interventions
Intervention Websites you can use: Make sure you are using the form to record all your data.
When you find an intervention place it on your data sheet and make a copy. You can use that
intervention again for another student that is having the same difficulties.

READING INTERVENTIONS:
http://www.intensiveintervention.org/sites/default/files/K_PhonemicAwareness_Blending_508.pdf
http://www.intensiveintervention.org/sites/default/files/Kindergarten_PA_First_Sound_508.pdf
http://www.intensiveintervention.org/sites/default/files/First_Sound_Supplemental_Materials.pdf
http://www.intensiveintervention.org/sites/default/files/Kindergarten_PA_SyllabIsol_508.pdf
http://www.intensiveintervention.org/sites/default/files/Phoneme_Segmentation_508.pdf
http://www.intensiveintervention.org/sites/default/files/Word_Lists_Segmenting.pdf
http://www.intensiveintervention.org/sites/default/files/ConsonantBlends-508.pdf
http://www.intensiveintervention.org/sites/default/files/Change_one_letter_508.pdf
http://www.intensiveintervention.org/sites/default/files/LetterSoundID-508.pdf
http://www.intensiveintervention.org/sites/default/files/Vocab_Base_words_affixes_508.pdf
http://www.intensiveintervention.org/sites/default/files/BaseWordsPrefixes-508.pdf
http://www.intensiveintervention.org/sites/default/files/New-Vocab-508.pdf
 Math Interventions

Intervention Websites you can use: Make sure you are using the form to record all your data.
When you find an intervention place it on your data sheet and make a copy. You can use that
intervention again for another student that is having the same difficulties.

MATH INTERVENTIONS:

http://ebi.missouri.edu/?page_id=805
http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/6581/MATH_I_DO_WE_DO_YOU_DO_Final.pdf
http://www.intensiveintervention.org/sites/default/files/PlaceValueComp_508.pdf
http://www.intensiveintervention.org/sites/default/files/Computation_of_Fractions_508.pdf
http://www.intensiveintervention.org/sites/default/files/Fractions_as_Numbers_508.pdf
http://www.intensiveintervention.org/sites/default/files/Place_Value_Concepts_508.pdf
http://www.intensiveintervention.org/sites/default/files/Basic_Math_Guide_508.pdf
http://www.intensiveintervention.org/sites/default/files/Counting_Guide_508.pdf
 Writing Interventions
Intervention Websites you can use: Make sure you are using the form to record all your
data. When you find an intervention place it on your data sheet and make a copy. You can
use that intervention again for another student that is having the same difficulties.

Writing Interventions:
CASL Writing program Level: 1st grade: Click on the link CASL HANDWRITING PROGRAM document (PDF download)

Rti Intervention manual: Click on the link: RtI Intervention Manual - ESU #1
On the left hand side click on the area you are looking for which in this case would be writing. It will give you all the
different interventions you can use. The pdf also has reading and math interventions as well.
 Special Education Labels
Simply Prove; All Children
Learn Differently
Labels Were Never Intended To Define The Lives Of

Children. They Were Simply Created To Help Allocate

Resources And Teach Children In The Way THEY Learn.

#SpecialEducation #ThinkDifferently

https://specialedresource.com/special-education-labels-prove-chil
dren-learn-differently: Suzie Dalien, M.Ed.