special education in the united states susie fahey and mario martinez
TRANSCRIPT
![Page 1: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/1.jpg)
Special Education in the United States
Susie Fahey and Mario Martinez
![Page 2: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/2.jpg)
Today
More than 200,000 infants and toddlers receive services
More than 6.5 million children and youth ages 3-21 receive special education and related services to meet individual needs.
![Page 3: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/3.jpg)
Access to Public Education Education of All Handicapped Children’s Act, EHA (1975)
The right of all handicapped children to receive a free, appropriate public education.
Funds provided to enable states and local education agencies to comply with the requirements.
Individuals with Disabilities Education Act, IDEA(1997)
Reauthorization of EHA
Requirements for states to provide special education that is aligned with federal standards as a condition for receiving federal funds
Entitled every student to a free and appropriate public education in the least restrictive environment
![Page 4: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/4.jpg)
Reauthorization of IDEA – 2004Current Status
Reauthorized several times with the 2004 alignment with 2001’sNo Child Left Behind Act: Established parameters for highly qualified teachers
and assessment requirements
Amended disciplinary procedure
Individuals Education Program procedures and eligibility criteria for learning disabilities to include the use of general education interventions and progress monitoring.
Create procedures for educating children with disabilities in private schools located within a school district’s boundaries
![Page 5: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/5.jpg)
Funding
Cooperative federalism model- State and Federal funding Federal Regulations and Mandates
established Statutes and regulations occur at the
local level by school districts under the supervision of their State government.
Subject to judicial review
![Page 6: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/6.jpg)
Funding IDEA authorized Congress to
contribute up to 40% of the national average per pupil expenditure for each student Have failed to implement the original
authorization Creates financial pressure for the local
school district States provide 45% - Local Districts 46%
9% through Federal IDEA funding
![Page 7: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/7.jpg)
Qualifying- 13 Specific categories Autism
Developmental disability
Specific learning disability
Intellectual impairment
Emotional and/or behavioral disability
Speech and language disability
Deaf-blind
Visual impairment
Hearing impairment
Orthopedic or physical impairment
Other health impaired (attention deficit disorder, multiple disabilities, traumatic brain injury)
![Page 8: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/8.jpg)
Evaluation Process – Comprehensive school evaluation Parent and/or teacher identification Parent approval Provided at no cost to family Comprehensive – any area of need In native language of child Administered by a team of professionals Administered one-to-one Prior interventions must have taken place before
evaluation Observation by person other than classroom teacher Evaluation then determines eligibility – one of 13
categories identified.
![Page 9: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/9.jpg)
Individual Education Program (IEP) Developed by team – at least one parent Statement of the child’s present levels of educational
performance Describes the effects of the child’s disability on the
affected areas of the child’s academic and non-academic school performance
Statement of the annual goals, including short term goals
Specific special education and related services to be provided to the child and the extent to which the child will participate in regular education program.
Dates for initiation of services Annual review of IEP 3 year Review
![Page 10: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/10.jpg)
Transition Services Transitions services are designed to focus on
improving academic and functional achievement for children. These types of services help develop a person’s ability to gain employment and independent living skills. The goal of transitional services is to prepare students with disabilities for adult living. In most states these services extend to age 21 or when the student meets his/her goals and objectives, which will be designated in their IEP (Center on Education Policy, 2005).
![Page 11: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/11.jpg)
Current Legislation “Blueprint” The Blueprint sets a goal that, by 2020, all graduating high
school students will be college and career ready regardless of their disability status.
Achieving this goal will likely include:
Inclusion of students with disabilities in general education classrooms.
Professional development for principals and teachers to improve the effectiveness of instruction.
Equitable allocation of effective educators to provide high-poverty, high minority schools.
Support of school principals and special and general education teachers to effectively address the academic and socio-economic issues faced by students with disabilities.
![Page 12: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/12.jpg)
“Blueprint” Enhancement of early intervention programs, including Response to
Intervention and Positive Behavioral Supports.
Identification and implementation of drop-out factors that disaproportionately impact students with disabilities.
Increase the rate of high school graduation for special education students with a standard high school diploma.
Continued use of accountability systems.
Greater use of technology to improve instruction.
Effective use of student data to monitor student progress
More effective collaboration between schools and parents.
![Page 13: Special Education in the United States Susie Fahey and Mario Martinez](https://reader034.vdocuments.us/reader034/viewer/2022042718/56649e455503460f94b397cf/html5/thumbnails/13.jpg)
Not only equity but quality!