copyright © allyn & bacon 2008 chapter 2: the personnel and procedures of special education...
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Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
The Personnel and Procedures of Special
Education
Chapter 2
Copyright © Allyn & Bacon 2008
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Professionals in Special EducationSpecial education teachersEarly childhood special educatorsSpeech/language pathologistSchool psychologistSchool counselorSchool social workerSchool nurse
Can you think of anyone else?
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Others in Special Education
General education teacherNutritionistParent counselor Para educatorsPhysical or occupational therapist
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Decision-Making Process for Special Education
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Intervention Assistance
“Evaluation [assessment] is the gateway to special education, but referral charts the course to the
evaluation process.” Turnbull, et al. 2006
Team of professionalsHelps general education teacher to problem solveTeam generates new ideas and may gather more dataProcess may be called prereferral.
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Response to Intervention (RTI)
Alternative systems based on student’s lack of response to instructional intervention
Ensures research based interventions are used as soon as child’s academic difficulties are identified
Ensures that professionals gather data on effectiveness of new remedial strategies used to address child’s needs
These data may be used as “continuous progress monitoring.”
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Identification and Assessment of Individual Differences
ReferralThe first step in a long journeyA written request to evaluate a student
to determine whether or not the child has a disability and is eligible for a special education
Only about 75% of referrals actually result in placement
Forms vary in their format
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Identification and Assessment of Individual Differences
Assessment“A generic term that refers to the process of gathering information for the purpose of decision making” McLean, et al, 2004
To obtain a complete profile of the student’s strengths and weaknesses
Uses a multidisciplinary team of professionals
Uses both formal and informal assessment tools
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Special Education ReferralMultidisciplinary team convenes to consider special educationParents are full team membersParents informed of their rightsParents must give permission for initial individual assessment See page 49 for of parental
rights
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Assessment ComponentsAssessment typically includes:
Vision and hearing screening Intelligence testingAchievement testingSocial and behavioral functioningSocial history
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Assessment Procedures
Must be nondiscriminatory on a racial, cultural, and linguistic basisInstruments must be valid and reliableInstruments administered by trained professionalsTesting must be in the primary languageA variety of assessment tools are used
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Decision-Making for Special Education
Does student have a disability?
Does the disability adversely affect educational performance?
Can student’s needs be addressed through special education?
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
When Student is Eligible for Special Education
Individualized education program (IEP) is developed
Placement decision is made after IEP is developed
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Monitoring Student Progress
Annual review of IEPUpdate information on student’s functioning
Review student’s progressSet goals for the next yearMay amend IEP as needed during the year
Three-year reevaluationDoes student need to be re-assessed?
Does student still need special education?
Parent permission not required for reevaluation
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Required Components of the IEP
Present levels of performance
Annual goals and short term objectives
Special education and related services
Supplementary aids and services
Assistive technology
Participation with nondisabled peers
Participation in state/district testing
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Section 504 Accommodation Plans
Section 504 plans should be simple, inexpensive and easy to use.
Many of the accommodations are common sense and will vary
depending on the learner. Preferential seating Oral testing options Extended test time Peer note taker Tape recorded lessons Textbooks kept at home Rest periods during the day Outlines and study guides Modified attendance policies
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Additional IEP Components
Dates and locations of service (Placement decision)Transition services needed at age 16Age of majorityHow progress will be measured and reported to parents
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Five Special Factors to Consider When Developing an IEP
• If a child’s behavior impedes learning, the team must consider the use of positive behavioral interventions and supports
• If a child has limited English proficiency, the team must consider language needs
• If the child is blind/visually impaired or deaf/hearing impaired, the team must provide instruction in Braille and the use of Braille or an interpreter must be available
• The team must consider the child’s communication needs
• The team must consider whether a child needs assistive technology devices and services
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Continuum of Placement Options
Time spent inside a regular class• 80 to 100% time: 60.5% of students
with disabilities• 40 to 79% time: 20.6% of students
with disabilities• Less than 39% time: 14.24% of
students with disabilities• Time spent in separate settings• (residential, separate school, private
school, hospital, home, correctional facility)
• ~5% of students with disabilities
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
The Continuum of Placements
General EducationResource ClassSeparate ClassSeparate SchoolResidential FacilityHome or Hospital
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
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How are Disagreements Resolved?
Mediation Impartial professional meets with each party to try to resolve the dispute
Due process hearingFormal procedure often resembling a trial
Impartial hearing officer makes decision
Decision may be appealed
Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education
Issues Related to Special Education Professionals and Procedures
Shortage of special education teachers98% of urban school districts have immediate openings for special education teachers
Special education paperwork