copyright © allyn & bacon 2008 chapter 2: the personnel and procedures of special education...

Copyright © Allyn & Bacon 2008Chapter 2: The Personnel and Procedures of Special Education

The Personnel and Procedures of Special

Education

Chapter 2

Copyright © Allyn & Bacon 2008


Professionals in Special EducationSpecial education teachersEarly childhood special educatorsSpeech/language pathologistSchool psychologistSchool counselorSchool social workerSchool nurse

Can you think of anyone else?


Others in Special Education

General education teacherNutritionistParent counselor Para educatorsPhysical or occupational therapist


Decision-Making Process for Special Education


Intervention Assistance

“Evaluation [assessment] is the gateway to special education, but referral charts the course to the

evaluation process.” Turnbull, et al. 2006

Team of professionalsHelps general education teacher to problem solveTeam generates new ideas and may gather more dataProcess may be called prereferral.


Response to Intervention (RTI)

Alternative systems based on student’s lack of response to instructional intervention

Ensures research based interventions are used as soon as child’s academic difficulties are identified

Ensures that professionals gather data on effectiveness of new remedial strategies used to address child’s needs

These data may be used as “continuous progress monitoring.”


Identification and Assessment of Individual Differences

ReferralThe first step in a long journeyA written request to evaluate a student

to determine whether or not the child has a disability and is eligible for a special education

Only about 75% of referrals actually result in placement

Forms vary in their format


Identification and Assessment of Individual Differences

Assessment“A generic term that refers to the process of gathering information for the purpose of decision making” McLean, et al, 2004

To obtain a complete profile of the student’s strengths and weaknesses

Uses a multidisciplinary team of professionals

Uses both formal and informal assessment tools


Special Education ReferralMultidisciplinary team convenes to consider special educationParents are full team membersParents informed of their rightsParents must give permission for initial individual assessment See page 49 for of parental

rights


Assessment ComponentsAssessment typically includes:

Vision and hearing screening Intelligence testingAchievement testingSocial and behavioral functioningSocial history


Assessment Procedures

Must be nondiscriminatory on a racial, cultural, and linguistic basisInstruments must be valid and reliableInstruments administered by trained professionalsTesting must be in the primary languageA variety of assessment tools are used


Decision-Making for Special Education

Does student have a disability?

Does the disability adversely affect educational performance?

Can student’s needs be addressed through special education?


When Student is Eligible for Special Education

Individualized education program (IEP) is developed

Placement decision is made after IEP is developed


Monitoring Student Progress

Annual review of IEPUpdate information on student’s functioning

Review student’s progressSet goals for the next yearMay amend IEP as needed during the year

Three-year reevaluationDoes student need to be re-assessed?

Does student still need special education?

Parent permission not required for reevaluation


Required Components of the IEP

Present levels of performance

Annual goals and short term objectives

Special education and related services

Supplementary aids and services

Assistive technology

Participation with nondisabled peers

Participation in state/district testing


Section 504 Accommodation Plans

Section 504 plans should be simple, inexpensive and easy to use.

Many of the accommodations are common sense and will vary

depending on the learner. Preferential seating Oral testing options Extended test time Peer note taker Tape recorded lessons Textbooks kept at home Rest periods during the day Outlines and study guides Modified attendance policies


Additional IEP Components

Dates and locations of service (Placement decision)Transition services needed at age 16Age of majorityHow progress will be measured and reported to parents


Five Special Factors to Consider When Developing an IEP

• If a child’s behavior impedes learning, the team must consider the use of positive behavioral interventions and supports

• If a child has limited English proficiency, the team must consider language needs

• If the child is blind/visually impaired or deaf/hearing impaired, the team must provide instruction in Braille and the use of Braille or an interpreter must be available

• The team must consider the child’s communication needs

• The team must consider whether a child needs assistive technology devices and services


Continuum of Placement Options

Time spent inside a regular class• 80 to 100% time: 60.5% of students

with disabilities• 40 to 79% time: 20.6% of students

with disabilities• Less than 39% time: 14.24% of

students with disabilities• Time spent in separate settings• (residential, separate school, private

school, hospital, home, correctional facility)

• ~5% of students with disabilities


The Continuum of Placements

General EducationResource ClassSeparate ClassSeparate SchoolResidential FacilityHome or Hospital


Copyright © Allyn & Bacon 2006

How are Disagreements Resolved?

Mediation Impartial professional meets with each party to try to resolve the dispute

Due process hearingFormal procedure often resembling a trial

Impartial hearing officer makes decision

Decision may be appealed


Issues Related to Special Education Professionals and Procedures

Shortage of special education teachers98% of urban school districts have immediate openings for special education teachers

Special education paperwork

copyright © allyn & bacon 2008 chapter 2: the personnel and procedures of special education...

Documents

special education parents

copyright allyn bacon

format slide

parental rights slide

occupational therapist

team members parents

data process

trained professionals