Contemporary Issues

December 1, 2010

Do Schools Kill Creativity?

Homework

Remainder of the semester readings:• Part 9, Diversity and Social Issues Ryan • Chapters 8, 9, 10, 11 Ramirez FINAL written assignment before final:

Find an article that discussing strategies to use when teaching students with disabilities. Write a one page paper. Summarize the article and include your opinion/view point.

LEARNING MORE ABOUT

SPECIAL EDUCATION

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Understanding Special Education Terms

Strategies for teaching special education students

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Special Education Laws

The Individuals with Disabilities Education Act -- also known as IDEA. Sometimes referred to

as IDEA-97.

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When is a student eligible for Special Education?

A student is eligible if all three of the following are true:

• The student has one or more disabilities.

• The student is not making effective progress in school as a result of the disability(ies).

• The student requires special education in order to make effective progress.

Special Education• Federal and state laws provide certain

services, free of charge, to preschool and school-age children with disabilities– Ages 3 – 21

• Eligibility– Child must have a disability that interferes

with educational progress

– Disability must fit in one of the 13 eligibility categories

Special Education Categories

• Autistic• Behaviorally-Emotionally

Disabled• Deaf-Blind• Hearing impaired• Multi-handicapped• Mentally Disabled• Orthopedically Impaired

• Other health impaired (includes ADHD)

• Specific learning disabled (includes dyslexia)

• Speech/language disabled

• Traumatic brain injured• Visually Impaired

Early intervention services• Federal and state laws

provide certain services, free of charge, to infants and toddlers with disabilities

–Birth to age 3

Early intervention services• Eligibility

– Developmental delay• Cognitive development• Physical development• Communication development• Social-emotional development• Adaptive development

– 2.0 standard deviations below the mean on one or 1.5 SD below on two; or

– 30% delay on one, or 25% delay on two (when scores are in months)

“Other health impaired”• A disability category that includes any –

– Chronic or acute health problem that

– Results in limited strength, vitality, or alertness OR a heightened alertness to environmental stimuli, and

– Adversely affects a child’s educational performance

• Examples: attention deficit hyperactivity disorder, asthma, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, Tourette syndrome

– A medical evaluation is needed for determination of eligibility for this category

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Referring a student for an evaluation to determine eligibility

• Parents, or other adults involved with the student can make a referral for an evaluation.

• A referral can be made at any time.

• A district may not refuse a referral in order to try other supportive services.

Special Education

Special Education - is • specially designed

instruction to meet the unique needs of an eligible student, and/or

• related services necessary to access and make progress in the general curriculum.

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The Six Principles

1. Parent and Student Participation2. Free and Appropriate Public Education (FAPE)3. Appropriate Evaluation4. Individualized Education Program (IEP)5. Least Restrictive Environment (LRE)6. Procedural Safeguards

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Principle #1 - Parent and Student Participation

• Parents have the right to participate in all special education planning and decision-making activities.

• Students are the focus of special education and, as they grow older, students are expected to participate in planning for their own future as much as possible.

• It is the obligation of the school district to make strong efforts, in multiple ways, to ensure parental and student participation.

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Free and Appropriate Public Education.• Free = At no cost to the parent.• Appropriate = Services sufficient to enable the student to

appropriately progress in education and advance toward achieving the IEP goals.

• Public = Provided by the public school district or under the direction of the public school district.

• Education = Preschool, elementary and secondary education, including extra-curricular and non-academic school activities.

Principle #2 - FAPE

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Principle #2 - FAPE (continued)

What is the General Curriculum?

• The same curriculum as students without disabilities receive.

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Principle #3 - Appropriate Evaluation

• Initial evaluation• 3 year re-evaluation• Individualized assessments• Non-discriminatory assessments• Includes a variety of tools and

strategies, including information provided by the parent

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• Written information on the parent’s concerns and the student’s skills.

• A written explanation of how the disability affects the student’s ability to learn and to demonstrate his or her learning.

• An identification of specific, measurable goals which can be reached in a year’s time.

• A listing of the services to be provided to the student.

Principle #4 - Individualized Education Program (IEP)

What is an IEP?

• IEP is “blueprint” for the child’s special education– Contains annual goals– Specifies how much/what kind of special

education student will get– Specifies the setting in which the services will

be delivered– Specifies accommodations

• IEP must be written by a team of persons knowledgeable about the child and the child’s needs, including parents

• IEP must be revised at least once a year

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• Before the school can begin IEP services, the school must obtain the parent’s consent.

• The parent has the right to accept or reject the proposed IEP in part or in full.

• The completed IEP is signed by both the school district and the parent and serves as a contract between the school and the parent.

• The parents can withdraw their consent at any time in relation to any service or program.

Rights Associated with the IEP

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Principle #5 - Least Restrictive Environment (LRE)

LRE means that to the maximum extent appropriate, students with disabilities have the right to be educated in the general education environment & in the classroom they would have attended if they did not have disabilities.

LRE means the student cannot be removed from the general education classroom solely because of needed curriculum modifications.

LRE means that removal from the general education program occurs only if the nature or severity of the disability is such that education in general education classes with the use of supplementary aids and services cannot be satisfactorily achieved.

What is the “least restrictive environment”?

• The LRE is the setting in which children with disabilities may be educated with typical children to the maximum extent possible

Case examples– Jeremy – age 9 – fourth grade– average intelligence– Asperger’s syndrome– regular behavioral problems; “meltdowns” – Can function in a regular classroom with an aide available to interpret

for him, calm him– New classroom – no aide– He spirals down, both behavior and academic performance worsen

• Jeremy has a legal problem: he is not getting appropriate services in school that allow him to make educational progress. Advocacy can help him get the classroom aide that will allow him to make progress.

Case examples

– Denise, age 13, – severely visually impaired secondary to albinism– Been in special ed since kindergarten– Academic level is 1st-2nd grade level, and has been for the last

several years; she can barely read or do even elementary math

• Denise has a legal problem. She needs new evaluations to determine why she isn’t learning, and specialized services to allow her to make reasonable academic progress

Twice Exceptional

What’s a “504 Plan”?

• A plan for students with disabilities that don’t qualify for special education– Child doesn’t need “specialized

instruction”– Child does need accommodations in

regular classroom and for testing, such as --

• Preferential seating• Testing in separate room• Accommodations for physical

disabilities

“504 Plans”

• Based on federal anti-discrimination law

• Guarantees students full access to the educational facilities and programs

• Tend to be less formal and less structured than IEP’s

COMMON QUESTIONSTEACHERS ASK

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Is a regular teacher required to ‘pass’

all special educationstudents?

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Which one of the child’s regular

education teachers must attend the IEP

meeting?

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Do all the child’s regular education teachers have to

attend the IEP meeting?

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Does the IEP team have to get input from the regular education teachers

who do not physically attend the IEP meeting?

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Questions every Regular Education Teacher must

• Which students in my class have an IEP ?

• Have I personally reviewed each IEP?

• Do I remember what these documents say?• Am I making a ‘good faith effort’ to implement each

IEP ?

• Do I have any proof that I am implementing the IEP?

5ANSWER

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Legal Consequences for Failure to Comply

with the Law

Regular education teachers who willfully fail to implement a

child’s IEP plan may be at risk of personal liability, including

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by Regular Educators for failing to Implement a Child’s IEP

• “It’s not fair to my other students.”• “I don’t have time.”• “He doesn’t want my help anyway.”• “I didn’t sign on for this.”• I don’t get paid enough for this.”• “The parents are the real problems.”

The 10 TOP EXCUSES

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• “The parents are the REAL problem.”

• “He’s just lazy.”• “No one told me I was

supposed to do anything.”• “I am ready to retire

anyway.”• “I think this law is STUPID.”

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• Never utter the word ‘Fair’ with regard to a special education student! Remember, it ‘s not a “fair appropriate public education”- we’re required to provide a “free appropriate public education” to students with disabilities who are in need of special education and related services.

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MANIFESTATION DETERMINATION HEARING “Standards”

IEP Team may determine that the behavior was not a manifestation of the disability only if:

• The IEP and placement are appropriate;

• The IEP services and behavior intervention strategies were implemented; if needed

• The disability did not impair the ability of the child to understand the impact and consequences of the behavior;

• The disability did not impair the student’s ability to control the behavior

• NJ Law: 10 day suspension / manifestation hearing– (example: M.L. / L.G.)

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You WILL encounterthe following…

Autism: General Information “Autism is a life-long, low incidence

developmental disability which occurs the first three years of life. It is a behaviorally defined syndrome characterized by an uneven developmental profile and disturbances in:1) Social interaction2) Communication3) Perceptual organization”

(Rudrud, Elizabeth, “Autism”, National Association of School Psychologist )

Autism: Characteristics(A typical autistic child’s behavior may include some of the following:)

• Insistence on sameness; resistance to change • Difficulty in expressing needs; uses gestures or pointing

instead of words • Repeating words or phrases in place of normal, responsive

language • Laughing, crying, showing distress for reasons not apparent to

others • Prefers to be alone; aloof manner • Tantrums • Difficulty in mixing with others • May not want to cuddle or be cuddled (Continue to next slide for more characteristics.)

Autism: Characteristics(A typical autistic child’s behavior may include some of the following:)

•Little or no eye contact •Unresponsive to normal teaching methods •Sustained odd play •Spins objects •Inappropriate attachments to objects •Apparent over-sensitivity or under-sensitivity to pain •No real fears of danger •Noticeable physical over-activity or extreme under-activity •Uneven gross/fine motor skills •Not responsive to verbal cues; acts as if deaf although hearing tests in normal range. (Autism Society of America)

Asperger’s Syndrome:General Information

“Asperger Syndrome or (Asperger's Disorder) is a neurobiological disorder named for a Viennese physician, Hans Asperger, who in 1944 published a paper which described a pattern of behaviors in several young boys who had normal intelligence and language development, but who also exhibited autistic-like behaviors and marked deficiencies in social and communication skills.” Barbara L. Kirby of O.A.S.I.S.

(For more information click on the following website: http://www.udel.edu/bkirby/asperger/)

Asperger’s Syndrome: Characteristics (A typical Asperger’s syndrome child’s behavior may include some of the following:)

• Inability to understand social interactions• Clumsy & uncoordinated motor movements• Obtuseness• Limited interests or unusual preoccupations• Repetitive routines or rituals speech • Non-verbal communication problems

The National Institute of Neurological Disorders and Stroke National Institutes of Health Bethesda, MD 20892 Website: NINDS Asperger Syndrome Information Page

LD: General Information

“LD is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways--as specific difficulties with spoken and written language, coordination, self-control, or attention.”

National Institute of Mental Health (NIMH)

LD: Characteristics• Slower reading rate

• Poor read comprehension

• Difficulty in sentence structure

• Limited use of phonics

• Letter and/or number reversal

• Difficulty in operational processes

(For a more complete list of characteristic behaviors click on the following website: Southern Maine Technical College)

ADHD: General Information

“ADHD refers to a family of related chronic neurobiological disorders that interfere with an individual's capacity to regulate activity level (hyperactivity), inhibit behavior (impulsivity), and attend to tasks (inattention) in developmentally appropriate ways.”National Institute of Mental Health (NIMH)

ADHD: Characteristics Inattention include:

– becoming easily distracted – failing to pay attention to details – rarely following instructions– losing or forgetting things

Hyperactivity and impulsivity are: – feeling restless– blurting out answers – having difficulty waiting

National Institute of Mental Health (NIMH)

Emotional Disabilities (ED) Menu• General Information o

n ED • Bipolar Disorder• Obsessive Compulsive

Disorder• Teaching Tips• References and Resou

rces Bipolar Disorder is a condition in

which the student "swings" between

different types of mood episodes.Photo: www.schoolbehavior.com

“Defining the disability of emotional disturbance to certain standards is difficult because of the changing and revised criteria for determining eligibility.

General Information on ED

(continue to next slide)

(P. Buckley Moss Foundation for Children's Education)

". . . a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance –

(P. Buckley Moss Foundation for Children's Education)

(continue to next slide)

1. An inability to learn that cannot be explained by intellectual, sensory, or health factors;

2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;

(P. Buckley Moss Foundation for Children's Education) (continue to next slide)

3. Inappropriate types of behavior or feelings under normal circumstances;

4. A general pervasive mood of unhappiness or depression; or

5. A tendency to develop physical symptoms or fears associated with personal or school problems."

(P. Buckley Moss Foundation for Children's Education) ED Menu

Bi-Polar Disorder

“Bipolar disorder, also known as manic-depressive illness, is a brain disorder that causes unusual shifts in a person's mood, energy, and ability to function.

National Institute of Mental Health (NIMH)

(continue to next slide)

Different from the normal ups and downs that everyone goes through, the symptoms of bipolar disorder are severe.”

National Institute of Mental Health (NIMH)

ED Menu

Obsessive-Compulsive Disorder

National Institute of Mental Health (NIMH) (continue to next slide)

People with OBSESSIVE-COMPULSIVE DISORDER (OCD), an anxiety disorder, suffer intensely from recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions) that they feel they cannot control. Repetitive behaviors such as hand washing, counting, checking, or cleaning are often performed with the hope of preventing obsessive thoughts or making them go away.

Performing these so-called "rituals," however, provides only temporary relief, and not performing them markedly increases anxiety. Left untreated, obsessions and the need to carry out rituals can take over a person's life. Both adults and children can develop OCD.

National Institute of Mental Health (NIMH)

ED Menu

ED: Teaching Tips

• Do not get into a power struggle with ED kids.

• Always give choices. • When there is a problem try not to yell,

pull the student aside to talk with them.

(continue to next slide)

ED: Teaching Tips

• If there is a problem give student a cooling off period. Do not expect them to make a “good” decision on the spot.

• Seat an ED student next to a strong student or have them work in strong groups.

(continue to next slide)

ED: Teaching Tips

• Take time in your day or week to talk to the student about things other than school.

• Make sure you pick your battles. Try not to be nit picky about things that really are not that important.

(Keri Brown, HSE emotional disability teacher)

Tips menuED menu

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Foundational Concepts

• Supports vary depending upon the classroom activity/routine and the individual student’s strengths and challenges

• Supports can be provided by people working directly with students in the general education classroom

• Supports can also be provided on behalf of a student through consultation services to general education teachers and teacher aides

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Foundational Concepts

The type and intensity of supports should be evaluated on a regular basis

• The type and/or intensity of supports may change over time based on:– Student’s skill level– Curricular/instructional demands– Environmental factors

• Criteria for selecting and evaluating the effectiveness of supports should be identified

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Support

Curricular/Instructional Modifications or Specialized Instructional

Strategies

MODIFICATIONS• Changes in tests or course

presentation, location, student response, time requirements or other attributes that are necessary to ensure success for a student with disabilities to participate but do not fundamentally alter or lower the standard or expectations or invalidate the test.

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Regulations

• N.J.A.C. 6A:14-1.3 defines special education as specially designed instruction, at no cost to the parents to meet the unique needs of a child with a disability.

• IDEA 300.39(b)(3) defines specially designed instruction as adapting the content, methodology, or delivery of instruction to address the unique needs of the child and to ensure access to the general education curriculum ….

REGARDLESS OF PLACEMENT

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Modifications to the General Education Curriculum

• Modifications to the general education curriculum to address the unique needs of a child and ensure access to the general education curriculum [IDEA 300.39(b)(3)] can include:

– Modifications to content (goals and objectives)

– Modifications to methodology or delivery of instruction (modifications and supplementary aids and services)

– Modifications to meet the student’s other educational needs (goals and objectives and/or modifications and supplementary aids and services)

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Modifications to the General Education Curriculum

• A student with a disability is not removed from the age appropriate general education classroom solely based on needed modifications to the general education curriculum [N.J.A.C.6A:14-4.2(a)9]

LEAST RESTRICTIVE ENVIRONMENT

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Curricular/Instructional Modifications or Specialized Instructional Strategies

Classroom Organization

CurricularDemands

Instruction

Monitoring& Assessment

EnvironmentalConditions

Materials &Equipment

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Curricular/Instructional Modifications or Specialized Instructional Strategies

Curricular Demands• Modify learning expectations through IEP goals and

objectives• Modify the nature/complexity of assignments or tests

Instruction• Preparation – previewing information and materials;

advanced organizers; KWL strategies; preteaching• Prompts – mnemonics, graphic organizers, color coding,

cue cards, pictures• Applications – hands-on activities, prompts,

manipulatives, dramatization, illustrations

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Curricular/Instructional Modifications or Specialized Instructional Strategies

Classroom Organization• Instructional Groups (e.g., peer partners, buddy systems)• Classroom Routines (e.g., individual class schedule, daily

planner)• Transition Prompts

Materials & Equipment• Materials for a range of readability levels• Computers and software• E-books• Audio books• Adjusted formats• FM system

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Curricular/Instructional Modifications or Specialized Instructional Strategies

Environmental Conditions• Privacy workspaces• Variety of seating arrangements• Organizational tools (bins/cabinets)• Classical background music to enhance concentration• Temperature adjustments• Safety rules and procedures and safe use of equipment• Modeling/demonstrating• Labeling

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Curricular/Instructional Modifications or Specialized Instructional Strategies

Monitoring & Assessment• Response Format and Procedures

– Use of preferred mode (e.g., dictation to a peer/adult/PC, use of illustrations, posters, diagram)

– Adjusted format– Extended time– Fewer items

• Teacher Instruction of Student Self-management– Goal setting– Self-monitoring strategies– Strategies for organizing time, tasks and materials– Visual representations of progress (e.g., graphs)

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Support

Behavior Supports

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Behavior Supports

IEP Considerations• In the case of a student whose behavior

impedes his or her learning or that of others, consider, when appropriate, strategies, including positive behavioral interventions and supports to address that behavior.

[N.J.A.C. 6A:14-3.7(c)4]

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Behavior Supports

Behavior serves a function…• All behavior serves a purpose for the individual• Most behaviors serve one of two functions

– To get something (obtain) • Attention, objects, sensory regulation

– To get out/ away from something (escape)• Tasks, embarrassment, people

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Behavior Supports

Antecedents are events that occur prior to the behavior

Behavior must be observable, measurable, and describe what the student says or does

What is said and done in response to the occurrence of the behavior

The ABCs of Problem Behavior

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Positive Behavior Supports (PBS)

• Positive Behavior Supports (PBS) are proactive and focus on:– Understanding the reason for challenging behavior– Student strengths and needs– Teaching alternative skills – Improvement in the student’s quality of life

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Positive Behavior Supports (PBS)

• PBS supports a collaborative team approach

• PBS can range from a simple assessment of behavior and intervention to a multifaceted assessment and intervention planning for students with significant behavioral needs

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Behavior Intervention Strategies

Examples of Antecedent/Setting Events• Change sequence of daily routine• Provide choice• Increase access to preferred activities• Modify task • Modify/adapt materials• Change interactions• Visual supports• Sensory strategies• Advanced preparation/rehearsal for difficult/unusual events

(discussion, role play, social story)

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Behavior Intervention Strategies

Examples of Replacement Behaviors/Skills Training• Teach a replacement skill to meet student’s needs

(e.g., asking for a break, asking for help, asking for attention)

• Teach skills to increase general competence (e.g., communication, social skills, self-management, play skills)

• Teach coping skills for times of stress– Trigger identification– Anger management– Relaxation/calming strategies– Conflict resolution

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Behavior Intervention Strategies

Examples of Consequence Strategies• Use positive consequences

– Reinforce use of alternative skills– Redirect to new activity – Provide feedback regarding challenging behavior

• Use corrective feedback strategically – (5 positives to 1 correction)

• Design a crisis management plan to protect the student and others that all personnel implement consistently– Be alert to triggers and phases of escalating behavior– Try to redirect proactively– Stay calm and follow the plan

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Behavior Intervention Strategies

Examples of Long Term Prevention Strategies• Teach self management skills• Provide students with appropriate academic supports,

as needed • Provide direct social skills training and facilitate

opportunities to develop friendships with peers

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Support

Assistive Technology

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Assistive Technology Device

• Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device. [N.J.A.C. 6A:14-1.3, Appendix F]

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Assistive Technology Services

• Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes: – The evaluation of the needs of a student with a disability,

including a functional evaluation of the student in his or her customary environment;

– Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by students with disabilities;

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Assistive Technology Services

– Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;

– Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;

– Training or technical assistance for a student with a disability or, if appropriate, that student’s family; and

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Assistive Technology Services

– Training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of such students with disabilities.

[N.J.A.C. 6A:14-1.3, Appendix G]

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Assistive TechnologyCategories

Communication Mobility

Manipulation & Control

SensoryFunctions

Access toLearning

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Example of Communication Technologies

Low Tech High Tech

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Examples of Mobility Technologies

Mid Tech High Tech

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Examples ofSensory Technologies

Low Tech High Tech

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Examples of Access to Learning Technologies

Low Tech Mid Tech

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Support

Consultation Services

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Consultation Services

• Consultation as a service…– Is provided on behalf of a student with disabilities or a

group of students with disabilities

– May be provided by a related services provider, a teacher of students with disabilities or a child study team member to the general education teacher and/or the teacher aide

– Shall be specified in each student’s IEP, including frequency and duration

[N.J.A.C. 6A:14-4.5(e)]

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Consultation Services

• Consultation may include, but is not limited to the following:-The development and demonstration of techniques and strategies-Data collection on the effectiveness of the techniques and strategies-Development of positive behavior supports [N.J.A.C. 6A:14-4.5.(e)]

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Consultation Services

Development and Demonstration of Techniques and Strategies

• Examining lesson plans to identify where modifications are needed

• Adapting instruction and materials• Increasing student participation in whole group/small

group activities• Infusing learning strategy instruction into content

instruction

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Consultation Services

Data Collection• Methods and formats for collecting data on the

effectiveness of instructional strategies and techniques

• Methods and formats for collecting data on the effectiveness of behavior interventions

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Consultation Services

Positive Behavior Supports• Identifying and defining behavioral expectations• Developing the plan for directly teaching the

behavioral expectations• Designing an incentives/recognition system• Evaluating the effectiveness of behavior interventions

and recommending modifications, as needed

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Support

Teacher Aides

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Teacher Aides

• A teacher aide may provide supplementary support to a student or students in the general education classroom

• The teacher aide works under the guidance and support of the general education teacher

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Teacher Aides

• The general education teacher is responsible for curriculum and instruction of all students:– Managing the overall classroom– Preparing lesson plans– Designing whole group, small group, and individual student

activities and – Providing initial instruction– Monitoring, assessing, and reporting student progress and

performance– Collaborating in the planning, implementation, and evaluation

of supports for IEP students– Guiding and supporting the work of the teacher aide within the

classroom on a daily basis

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Teacher Aides

• The teacher aide may provide supplementary support in areas including, but not limited to:– Prompting, cueing, redirecting student participation– Reinforcement of personal, social, behavioral, and

academic learning goals– Organizing and managing materials and activities– Implementing teacher-directed follow-up and

practice activities [N.J.A.C. 6A:14-4.5(b)]

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Teacher Aides

• The district board of education shall provide the teacher aide and the appropriate general or special education teaching staff time for consultation on a regular basis, which shall be set forth in policies adopted by the district BOE

[N.J.A.C. 6A:14-4.5(d)]

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Teacher Aides

• Best practice suggests that supplementary support is most effectively implemented when both the teacher aide and the general education teacher receive consultative services from a special educator (i.e. child study team member, inclusion facilitator, behavior specialist, special education teacher, related service provider) on a regular basis

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Teacher Aides

• Potential consultative services from the special educator may include, but are not limited to:– Planning– Problem solving– Modeling– Guiding, coaching, and providing feedback– Monitoring and assessing effectiveness of supports

and accommodations– Reporting on student progress

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Support

In-class Resource Programs

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In-class Resource Programs• Provided by an appropriately certified teacher of students with

disabilities• Specified in the student’s IEP• Provided in the general education class at the same time as the

rest of the class• In-class resource teachers may provide support and

replacement instruction at the same time• General education teacher has primary instructional

responsibility, unless otherwise specified in the IEP [N.J.A.C. 6A:14-4.6(d),(e),(i)]

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In-class Resource Programs

Supportive Parallel

Team Complementary

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In-class Resource Programs

• The resource program teacher shall be provided time on a regular basis for consultation with appropriate general education teaching staff [N.J.A.C. 6A:14-4.6(g)]

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Support

Supplementary Instruction

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Supplementary Instruction

• Provided by a teacher who is appropriately certified either for the subject or level in which instruction is given

• Provided in addition to the primary instruction for the subject being taught

• Specified in the student’s IEP• May be provided individually or in groups• May be provided in the general education class or in a

pull-out classroom [N.J.A.C. 6A:14-4.6(a), (b), (c)]

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Supplementary Instruction

• A teacher of supplementary instruction shall be provided time on a regular basis for consultation with appropriate general education teaching staff [N.J.A.C. 6A:14-4.6(g)]

!

Maintain the Confidentiality of the

Students Records. The IDEA

and the Family Education Rights and Privacy Act

(FERPA) require all school personnel to obtain parent consent prior to releasing information concerning a

student’s “educational records.”

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NEVER BASE AN IEP ON COST CONSIDERATIONS:

A COMMON MISTAKE MADE BY IEP Team members

is to tell parents that a particular service is

• appropriate for their child but that the school or special education does not have enough money to pay for the services.

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