Chapter OneBrenna Cloos

Now referred to as the Individuals with Disabilities Education Act or IDEA

Originally gave funding to schools to assist with the development, expansion, and improvement of special education programs

Ensured that all children would get an education no matter what their situation was

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Puts a major emphasis on the access to the general education curriculum for all students identified under this law

Key Components ◦ Requires schools to help students transition from

school to postschool◦ Transition planning begins no later than age 14◦ Initiation of transition services start no later than

age 16◦ Children ages 3-5 can get services◦ Schools must provide behavior intervention plans

for students who have behavior problems

IDEA

Students who qualify have a physical or mental impairment that substantially limits one or more major life activities

Greatest importance of this law is that it protects those that may not be covered under IDEA but who need certain accommodations and are entitled to protection under law

Section 504

Americans with Disabilities Act Represents broad civil rights coverage for

all individuals with disabilities Establishes guidelines for employment,

public accommodations, transportation, state and local governmental operations, and telecommunications systems

ADA

Standards based movement Key Provisions

◦ Increased Accountability Based on state standards in reading and

mathematics Annual testing fro all students in grades 3-8 Annual statewide progress objectives that all

students must reach by 2013 Adequate yearly progress (AYP) of school districts

and individual schools

NCLB

◦ Parent and Student Choice Parents and students have the choice to attend any

school they wish◦ Greater Flexibility

Federal education funds can be used wherever they are needed

◦ Reading First Ensures that every student can read by the end of

third grade◦ Highly Qualified Teachers

Set a goal of having fully qualified teachers by 2006

States that what is taught must be tied to the state wide standards in the subjects of language arts/English, mathematics, social studies, and science

Two features of standards◦ Content Standards

Knowledge, skills, and understanding that students obtain in academic subjects

◦ Performance Standards Levels of achievement that students must meet to

demonstrate their ability in subjects

Standard-Based Education

Since the implementation of the NCLB Act there is less need for student accountability in schools.

NCLB tests students grades 3-8 annually Most students with disabilities will take the

general district wide test like other students A certain percentage will take these tests with a

special accommadation Students with more specific needs will be

exempt from this test and will be given an alternative assessment. This must be documented in the students IEP

Student Accountability

Provides students with disabilities the opportunity to have a place in society

Inclusion means to accommodate all learning types in the classroom

In 1999-2000 it is estimated that 47.32% of all students with disabilities are served in a regular class for at least 80% of the day. 28.32% in resource rooms

Inclusion

RTI

Tier 1◦ Students receive quality instruction and achiever

expected academic and behavioral goals in the general education setting

Tier 2◦ Move to tier 2 if student does not meet general

class expectations◦ Students receive more targeted instruction in the

general education classroom or in other settings in the school

Tier 3◦ Can me found eligible for special education

services◦ Provides students with more significant disabilities

and more intensive evidence-based interventions

Universal Design for Learning Provides students with many different

learning options that will best suit their learning style

Helps include students with disabilities Capitalizes on new technologies and

electronic resources Challenges all students Materials, methods, and assesment are

flexible

UDL

Approach teaching and learning for students of differing abilities in the same class

Intent is to maximize each student’s growth and individual success by meeting each student where he or she is

Allows teacher to target many different learning styles in one classroom and help all students do their best

Differentiated Instruction

Means that teachers need to use practices that have been studies and proven

Teachers can utilize the evidence behind these practices to determine if they would be useful in their classrooms

Teachers sometimes have trouble knowing what practices to use to one important thing to remember is

“If it sound to good to be true, it probably is.”

Evidence-Based Practices

Teachers must acquire specific knowledge about diverse students and develop skills to address the needs that these students present in the classroom

Diversity Consideration

Polloway, A. Edward. Strategies For Teaching Learners With Special Needs. (2008). Pearson Education Inc.

Works Cited