“Special Education 101”

Dr. Kaye TindellSpecial Education Director

2

Special Education Processes and Programming

Child Find Procedural Safeguards Evaluation Eligibility IEP Meeting Placement/Services Transition

3

Child Find The State Education Agency and

local school districts must identify, locate and evaluate all children with disabilities in the state who need special education and related services. A referral for evaluation can be made by a parent, teacher or a third party.

RTI

4

5

Procedural Safeguards The term refers to the rights and

privileges afforded to students with disabilities and their parents. The notice of procedural safeguards must be given to a parent: At initial referral for evaluation When re-evaluation is proposed When requesting a due process hearing

6

Procedural Safeguards(continued)

The notice of rights must include information about: Independent educational evaluations Prior written notice Parent consent Access to educational records Right to complain and file for a due

process hearing

7

Procedural Safeguards(continued)

Placement during due process hearings

Procedures for placement in an interim alternative educational setting

Parent’s unilateral placement in private school at public expense

Mediation Attorney’s fees State complaint procedures Due process hearings

8

Notice Written notice to parents must be 5

school days before the school proposes or refuses to initiate or change a student’s: Identification Evaluation Educational placement Reception of a free, appropriate,

public education

9

Evaluation The evaluation must assess the child in

all areas related to the child’s suspected disability and may include: Tests of intelligence Tests of achievement level Tests of speech/language abilities Medical tests Work samples Information from parents, teachers and

others

10

Evaluation(continued)

Parents are asked to give consent to initial testing and to participate in utilizing evaluation results to determine the student’s eligibility and need for special education placement and services.

11

Eligibility In Texas, the committee that

reviews the evaluation and determines the child’s eligibility and need for special education services is known as the Admission, Review and Dismissal (ARD) Committee.

The ABC’s of it all LD – Learning Disability MR – Mentally Retarded ED – Emotionally Disturbed AU – Autistic SI – Speech Impairment VI – Visual Impairment AI – Auditory Impairment OHI – Other Health Impairment

More Disability Areas TBI – Traumatic Brain Injury OI – Orthopedically Impaired DB – Deaf Blind MD – Multiple Disabilities NCEC – Non-categorical Early

Childhood PDD-NOS – Pervasive

Developmental Disorder not otherwise specified

Learning Disabilities Assess in the areas of:

Basic Reading Reading Comprehension Reading fluency Math Calculation Math Reasoning Written Expression Listening Comprehension Oral Expression

LD Difficulty in any of these areas

must be tied to weakness in assessment and lack of response to interventions in those areas.

LD Misconceptions Learning Disabilities are common

and easy to diagnose Children outgrow their learning

disability Accommodations provided give the

LD student an unfair advantage over students without disabilities

The LD child does not try hard enough

Mental Retardation Below 70 Intellectual Ability level Far below grade level achievement

ability Below 70 on an Adaptive behavior

scale Communication Daily Living Socialization Motor Skills

Emotionally Disturbed ED and the brain

Emotional signals are processed and interpreted in the limbic area and frontal lobe

These signals for survival and emotions guide an individuals behavior, attention and learning

Emotional response to a situation without the cognitive function of thinking, reasoning and consciousness

Disorders not following under ED Anxiety Disorders

Phobias (social and specific) Generalized Anxiety Panic Disorder Obsessive Compulsive Disorder Post Traumatic Stress

Conduct Disorder Depressive Disorders

Depression Bipolar disorder

ASD – Autism Spectrum Disorder A spectrum – A range of difference in all

children on the spectrum. There are varying degrees of

impairment in communication, social skills, and behavior.

The disorder is life long and runs the gamut from mild to severe.

ASD usually refers to 3 disorders: PDD, Autism and Aspergers

ASD – Autism Spectrum Disorder A spectrum – A range of difference in all

children on the spectrum. There are varying degrees of

impairment in communication, social skills, and behavior.

The disorder is life long and runs the gamut from mild to severe.

ASD usually refers to 3 disorders: PDD, Autism and Aspergers

Speech Impairment

Receptive Language

Expressive Language

Developed and Provided by Region IV ESC July 2001 22

LD – Learning Disability MR – Mentally Retarded ED – Emotionally Disturbed AU – Autistic SI – Speech Impairment VI – Visual Impairment AI – Auditory Impairment OHI – Other Health Impairment TBI – Traumatic Brain Injury OI – Orthopedically Impaired DB – Deaf Blind MD – Multiple Disabilities NCEC – Non-categorical Early Childhood

24

ARD Committee Members

A parent or surrogate parent A student’s general education

teacher or one representing general education

A special education teacher A person knowledgeable about

evaluation and the implications for instruction

Administrator

25

Required Elements of the IEP

Present levels of educational performance

Annual goals and short term objectives

Special education and related services

Supplementary aids and services Program modifications and

supports

26

Required Elements of the IEP

(continued)

Extent of participation with nondisabled students

Modifications or exemptions to state and district tests

Dates and frequency, duration and location of services

How progress will be measured and parents informed

27

Transition Services Transition refers to activities meant to

prepare students with disabilities for adult life. This can include: Developing post secondary education and

career goals Getting work experience while still in school Setting up linkages with adult service

providers Other options appropriate given his/her

interests, preferences, skills, and needs.

28

At the End of the Meeting You will be asked to sign “agree” or

“disagree” If you disagree, explain why 10-day recess