Introduction
Knowledge of Foundations of Exceptional Student Education
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Children with disabilities who need specially designed instruction and related services are called exceptional students.
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Educational programs and services are designed to meet the needs of children with exceptionalities who cannot profit from general education.
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The purpose of Exceptional Student Education (ESE) is to help each child with an exceptionality to progress in public school and prepare for life after school.
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This competency includes recognizing state and federal legislation that governs exceptional student education, categorizing the characteristics of students with exceptionalities, comparing the common and uncommon development of K-12 students, using appropriate coaching methods for paraprofessionals, tutors, and volunteers, and applying the requirements for creating IEPs, EPs, and transitional IEPs.
Task
Being able to identify children with Exceptionalities and offer them all of the resources they need to reach their maximum potential is a very important task. Below are state and federal legislation that govern the education of students with exceptionalities:
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Legislations |
What the law is: |
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Individuals with Disabilities Education Act (IDEA) |
Ensures that all exceptional children have access to a free, adequate public education that meets the individual requirements and prepares them for future education, employment, and independent living. |
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Vocational Rehabilitation Act |
Aids people with exceptionalities who are eligible to achieve post-secondary education, employment, and independent living. Counseling, medical and psychiatric services, job training, and other services may be provided, depending on the individual's needs. |
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Americans with Disabilities Act (ADA) |
Prohibits discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications. |
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Family Educational Rights and Privacy Act (FERPA) |
Gives parents specific rights, privacy, and protection of their child's educational records, such as IEPs, report cards, transcripts, disciplinary records, contact and family information, and class schedules, among other things. |
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No Child Left Behind Act (NCLB) |
Ensures that students in every public school achieve important learning goals while being educated in safe classrooms by well-prepared teachers. |
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Every Student Success Act (ESSA) |
Ensures that all children receive a high-quality education in public schools. It empowers states to have a greater say in how schools track student progress. States, districts, and schools determine what support and interventions are implemented. |
The Characteristics of Students With Exceptionalities in K-12 educational programs:
- Autism
- Deaf-Blindness
- Deafness
- Emotional Disturbance
- Multiple Disabilities
- Orthopedic Impairment
- Health Impairment
- Specific Learning Disability
- Traumatic Brain Injury
- Visual Impairment
Principles and Practices of Education for Students with Exceptionalities
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Free Appropriate Public Education (FAPE)- An individualized educational program that is designed to a child's specific needs and provides educational benefits while also preparing the child for higher education, employment, and independence.
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Appropriate Evaluation- Before receiving special education services, a student must be evaluated to determine whether the student qualifies as a child with an exceptionality under the IDEA definition and if so, to determine the student's educational needs.
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Individualized Education Plan (IEP) - A written statement for each child with an exceptionality that is produced, evaluated, and changed at least once a year by a team of educators, parents, and anyone with information or skills essential for the development of the student's special education program.
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Least Restrictive Environment (LRE)- The requirement in federal law that students with disabilities receive their education with non-disabled peers to the maximum extent possible, and that special education students are not removed from regular classes unless education in regular classes cannot be achieved satisfactorily even with supplemental aids and services.
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Parent and Student Participation- Schools must take steps to ensure that parents are able to participate actively in every phase of the special education process. The preparation, review, and revision of the IEP, educational placement decisions, establishing what data is needed to be collected during evaluation, analyzing evaluation results, transition planning, and services starting at the age of 14.
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Procedural Safeguards- The rights and interests of parents and their children with exceptionalities are protected by a set of rules and procedures.
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Due Process: A formal procedure for resolving disagreements with a school over the child's education. Only special education conflicts are eligible for a due process complaint; general education issues are not. At the due process hearing, parents have the right to an impartial hearing officer as well as the opportunity to submit evidence and witnesses.
Process
The Eligibility For Exceptional Student Education (ESE):
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Students are evaluated by a group known as a multidisciplinary team.
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The multidisciplinary team must include at least one teacher or specialist who is knowledgeable in the area of the child's alleged disability, as well as a speech and language pathologist, occupational or physical therapist, medical specialists, and a school psychologist.
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Students are eligible for ESE services if the team determines that the child has one of the disabilities listed in the previous slide and that the disability has a negative impact on the child's educational achievement.
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Children who are considered eligible for ESE services must be reevaluated every three years, if not more frequently.
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A parent can request a hearing to challenge the eligibility determination.
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Each state has the option of considering developmental delays, as well as the need for special education and related services.
Typical and Atypical development of physical, cognitive, linguistic, social, and emotional stages of students in the K–12 educational system.
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Typical development gives generic progress of the child compared to peers of the same age.
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Atypical development occurs when the child appears to lag behind or is way ahead of same-age peers in any of the different skills.
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Development differences:
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Delay: Not necessarily abnormal, implies child may catch up.
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Dissociation: A difference between rates of change of development in different domains of development.
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Deviance: Always abnormal. For example, an autistic 3-year- old child who has no interest in social or imaginary play.
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Atypical development can be obvious at the first months of life or regression might occur after a period of normal development.
Regression is when a child loses previously acquired skills or milestones.
Depending on the problem all developmental areas or only a few areas might be affected.
Evaluation
How To Access Atypical Behavior as a Teacher:
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Determine whether a child's development is unusual – either advanced or delayed – as compared to the average child of the same age.
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Examine whether a child's behavior patterns represent his or her personality, are culturally influenced, or suggest a problem.
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Record the age at which skills emerge, the order in which skills emerge, the quality of skill level, and how these factors affect a child's capacity to operate. Note the dates and times of occurrences to detect patterns, duration, and frequency of the behavior, types of activities, setting, peer relationships, or other effects.
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Share the information and concerns you've gathered with the child’s parents, and invite them to share any observations or thoughts they have about the behavior.
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Adapt the learning program or environment to complement the child's strengths and limitations while also providing outside resources or ideas that may be useful to parents.
The Role and Function of System-Wide models of Support Assisting all Students to Achieve High Expectations:
Pre-Referral:
The purpose of the pre-referral procedure is to ensure that the child has tried acceptable accommodations and adjustments before being referred for a special education evaluation.
A change in the classroom can sometimes improve the child's performance and eliminate the need for special education services.
Evaluation Consists of:
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Reviewing the referral.
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Reviewing the background information of the child.
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Developing an evaluation plan indicating tests and other forms of assessment that will be used to evaluate the child.
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Sharing the evaluation plan with parents and obtain consent.
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Administering assessments to the student.
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Using the assessment results and other available information to decide whether the child has a disability, and if so, what kind of special education and services are required.
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Generating a written report of findings.
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Meeting with the parents to determine eligibility.
Requirements for developing individual educational plans (IEPs), educational plans (EPs), and transition IEPs.
Individual Educational Plans (IEPs) contains:
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A statement of the child's current academic attainment and functional performance, as well as how the child's disability affects his or her participation and advancement in the general education curriculum.
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A statement of measurable annual goals, including academic and functional goals.
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A description of how the child's progress toward achieving the annual goals will be measured, as well as when progress reports will be issued on a regular basis.
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A statement of the special education and related services, as well as extra aids and services, will be provided to the child, or on their behalf.
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A statement of the program modifications or supports for school personnel will be provided to enable the child to progress appropriately toward the annual goals
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A description of how much, if any, the child will not engage in normal class with non-disabled children, as well as extracurricular and non-academic activities.
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A list of any specific accommodations required to assess the child's academic success and functional performance on state and district-wide exams.
Individualized Family Service Plan (IFSP) contains:
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Written document that includes thorough information about the child's current level of functioning, a statement of goals, and a synopsis of how those goals will be achieved.
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Describes the services that will be delivered to families in their homes by representatives from one or more agencies.
Transition IEPs contains:
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List of courses the child must take to achieve post-graduation goals.
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Transition services are needed to prepare the child for leaving school.
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Indicates who besides the school will provide transition support.
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Post-graduation goals that are measurable.
Conclusion
Effective Methods of Communication, Consultation, and Collaboration with Students and Their Family
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Recognize that all families are different.
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Understand and respect cultural differences and socioeconomic status.
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Parents should feel welcome, valued, and respected.
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Accept parents’ statements and respect parents’ points of view.
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Listen actively and answer the parent’s questions.
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Communicate clearly and ask open-ended questions.
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Demonstrate to the parents how their child's performance is improving.
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Focus on the goal and development of a child's educational program.
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Recognize that the feelings expressed by parents of children with disabilities about their children are complex and varied.
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Communicate with the family on a frequent basis and in a variety of methods.
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Understand that emotions exhibited by parents of children with disabilities regarding the child are complicated and carried.
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Be compassionate and keep in mind that the educational system may be intimidating to the family.
Credits
References
Berkell Zager, D. (2005). Autism Spectrum Disorders : Identification, Education, and Treatment: Vol. 3rd ed. Routledge.
James K. Luiselli, Dennis C. Russo, Walter P. Christian, & Susan M. Wilcyznski. (2008). Effective Practices for Children with Autism : Educational and Behavior Support Interventions That Work. Oxford University Press.
Mcloughlin, C., & Noltemeyer, A. (2012). Disproportionality in Education and Special Education : A Guide to Creating More Equitable Learning Environment. Charles C Thomas. http://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=nlebk&AN=474981&site=ehost-live&custid=mdcc&ebv=EB&ppid=pp_Cover
Teacher Page
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