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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