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WHAT IS SPECIAL EDUCATION?

Special education is governed by federal law under the Individuals with Disabilities Education Act (IDEA)
IDEA grants children with disabilities the right to receive a “Free and Appropriate Public Education.” (FAPE)
It is defined as specially designed instruction, provided at no cost to the parents, to meet the unique needs of a child with a disability including adapting content, teaching methodology and delivery instruction to meet the appropriate needs of each child.
The range of special education support will vary based on a student’s need.

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SIX PRINCIPLES OF IDEA

Principles of IDEA	Requirement
Zero Reject	Locate, identify and provide services to all eligible students with disabilities.
Protection in Evaluation	Conduct an assessment to determine if a student has an IDEA related disability and if he/she needs special education services.
Free Appropriate Public Education (FAPE)	Develop and deliver an individualized education program of special education services that confers meaningful educational benefit.
Least Restrictive Environment (LRE)	Educate students with disabilities with nondisabled students to the maximum extent appropriate
Procedural Safeguards	Comply with procedural requirements
Parental Participation	Collaborate with parents in the development and delivery of their child’s special education program

THE PROCESS OF SPECIAL EDUCATION

Pre-Referral

Referral

Evaluation

IEP

Reevaluation

FOURTEEN DISABILITY CATEGORIES

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

The What, Where and How of the student’s educational program.
It is a map that lays out the program of special education instruction, supports and services students need to make progress and succeed in school.
With an IEP, a student receives individualized or specialized designed instruction that focuses on improving specific skills to meet their needs
Specialized Designed Instruction – refers to the teaching strategies and methods used by teachers to instruct students with disabilities.
It can also provide accommodations and modifications for classroom instruction and assessments.

IEP Team Consists of:
Special Education Teacher
Regular Education Teacher
Parent(s)
Local Education Agency (LEA) representative – Administration
Someone who can interpret results
Related Service Providers (if applicable)
Student (if appropriate)
If a student has an IEP, you should receive a copy of the student’s accommodations, modifications and behavior goals/plans from their exceptional teacher or case manager
Make sure you read and follow a student’s IEP.

ACCOMMODATIONS VERSUS�MODIFICATIONS

Accommodations allow students with a disability to learn, have access to and be tested on the same curriculum as students without disabilities.
Accommodations do not change what the students are expected to learn but rather how the student learns the curriculum.
Examples of Accommodations – read aloud, small group setting, or extended time

Modifications are changes in what the student is expected to learn that is different from the general education curriculum.
With modifications, the curriculum is adjusted or the achievement standard is lowered.
Examples of Modifications – complete fewer or different classwork/homework assignments, or modified grading.

SOME COMMON ACRONYMS

SPECIAL EDUCATION AND DISCIPLINE

Students that exhibit behaviors that interfere with their learning or the learning of others may need a Functional Behavioral Assessment (FBA) to help develop a Behavior Intervention Plan. (BIP)
FBA is a process that identifies specific target behaviors, the purpose of the behavior and what factors may be contributing to the behavior interfering with the student’s educational progress.
Use the information gathered from the FBA to develop the BIP which is a written plan that teaches and rewards appropriate behavior and tries to prevent bad behavior and not just punish the child.
The IEP team must convene to conduct a manifestation determination meeting with students are removed for disciplinary reasons for more than ten days.

WHAT ARE YOUR RESPONSIBILITIES?

Know your students
Know your district’s procedures and expectations (or who to go to)
Collect and present data regarding the student’s progress in the general education curriculum
Implementation of the IEP – be an active and effective member of IEP team

DON’T BE AFRAID OF WHAT COULD GO WRONG BUT FOCUS ON WHAT COULD GO RIGHT�

QUESTIONS, COMMENTS OR CONCERNS?