chapter 11 referring and evaluating for special education
TRANSCRIPT
Chapter 11
Referring and Evaluating for Special Education
Pre-Referral and Pre-Intervention
ECE/ECSE Settings & Providers
• Illinois –Regulatory Oversight– http://
faculty.kendall.edu/hweiman/Regulatory_Oversight.sdr
• Private
• Public– Including public programs subcontracted to private
facilities
• Child & Family Connections (0-3)
Team Members• Varies according to setting, resources and needs of
child– Private
• May have limited resources
– Public• Guidance Counselor
• Social Worker
• Psychologist
• School Nurse
• General Ed Teacher
• Special Ed Teacher
• Parents
• Other Specialists –OT, PT, Vision, Hearing, TBI, etc.
• School Administrator –Principal or VP
Team Leaders
• IFSP Service Coordinator
• IEP Team Leader
Pre-Intervention
• Begin building reliable alliances between school, community and family
• Implementing pre-referral intervention– Teacher Assistance Teams or School-Based
Problem-Solving– http://www.cps.k12.il.us/AboutCPS/Departmen
ts/OSS/SBPS-Service_Delivery_System.pdf
Pre-Intervention Models• Teacher Assistance Teams
– Guidance & support for implementing pre-intervention strategies
• School-Based Problem-Solving –Levels of support and team problem-solving– Level 1: Coordination with family/community –for
consistency and support across settings: interactive journaling, contracting, reward program, etc.
– Level 2: Consultative support --collaboration with other teachers, administrators and specialists
– Level 3: Shared group problem-solving –Includes some direct intervention from specialists
– Level 4: Specialized Services
Pre-Intervention Strategies
• Informal assessment –Systematic observations– Anecdotal records, time/event samplings, FBA, student
portfolio, etc.– Formative and summative measures
• Pre-intervention strategies– Move from less to more supports, accommodations &
modifications– Depend on strengths and needs of child
• Cultivate strengths and remediate weaknesses– Direct instruction in specific skill areas– Basic Behavioral Intervention Plan
Coordinating the Referral and Evaluation Process
• Reviewing pre-intervention successes and failures• Initiating and reviewing the referral• Providing notice and obtaining consent• Collecting evaluation information
– Conducting assessments and constructing portfolios
– Sharing of family story
– Expressing preferences, expectations, strengths & needs
Discussing Evaluation Results with Parents
• Notifying parents
• Taking the families’ perspective
• Fostering a reliable alliance
• Considering the student’s role in discussing evaluation results
• Following an agenda for discussing results
Chapter 12
Individualizing for Appropriate Education
Legal Requirements
Considerations in the IEP/IFSP• Identify:
– Current level of performance based on evaluation data
– Goals, objectives & benchmarks– All necessary services, including transportation
and extended school year– Time needed for specialized services– Least restrictive environment
IEP/IFSP Planning with Partners• Identifying appropriate
goals/objectives/benchmarks– Goals: Long-range, broadly stated, based on
standards– Objectives: Short-range, observable and
measurable, based on instructional level– Benchmarks: Performance expected at end of
each marking period
• Determining appropriate placement– Based on child’s needs and objectives, not
based on label
Chapter 13
Extending Learning into Home and Community
Incorporating Person-Centered Planning
• A process
• Listen to the “great expectations” of individuals with disabilities and their families
• Tailor lifestyle support to actualize those great expectations
Five Components of the Group Action Planning Process
1. Invite support
2. Create connections
3. Share great expectations
4. Solve problems
5. Celebrate success
Fostering Homework Collaboration
• Family concerns about homework
• Suggestions for homework collaboration
• Create options to minimize family responsibility for homework
• Provide ideas to improve practice
Behavioral Support
• Positive guidance and discipline • A problem solving, data-based, and
proactive orientation to maximizing students’ successful behavioral outcomes
• Consistency across settings• School-wide positive behavioral support• Individualized behavioral intervention plans
–Based on Functional Behavioral Analysis (ABCs: identified antecedents to behavior and consequences)
Current Discipline Challenges
Would you agree or add to this list? (p. 307)
• High rate of office referrals
• Suspensions/Expulsions/Drop-outs
• School violence
• Lack of motivation
Integrating Services
• How available to parents are services in your community?
• Do you have a full-service school? What steps would you need to take to have a single point of delivery?
Chapter 14
Attending and volunteering at School
Attending/Volunteering at School Events
• Attending general school events• Attending extracurricular activity events• Contributing to classroom instruction• Contributing to other school tasks• Attending classes for parents• Participating in the Parent-Teacher organization• Participating in family resource centers