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Section 504 of the Rehabilitation Act
-What year?
-What does it do?
- 1973Guranatees basic civil rights to people w/ diabilities cannot discriminate
- requires accomodations in schools and in society
- Child must benefit from the smae kinds of educational experiences in the classroom as their typically developing peers to the fullest extent possible
- This includes modification and accommodations to the curriculum or the way it is taught
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PL 94-142 Education of all Handicapped Children Act (EHA)
-Year?
-What does it guarantee?
- 1975
- a free appropriate public ed in the least restrictive environment to all children with disabilities
-
PL 99-457 EHA (reauthorized)
-Year?
-Guarantee?
- 1986
- Added indants and toddlers and provided IFSP (Individualized Family Service Plan)
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PL 101-476 Individuals with Disabilities Ed Act (IDEA)
-YEAR
-WHAT
- 1990
- Changed the name to IDEA
- added transition plans (ITPs)
- added autism and traumatic brain injury as special ed categories
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PL 101-336 Americans With Disabilities Act (ADA)
-YEAR
-WHAT
- 1990
- Barred discriminationin employment, tansportattion, public accommodations, and telecommunications
- implements the concept of normalization across American life
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PL 105-17 IDEA (Reauthorized)
-YEAR
-WHAT
- 1997
- added ADHD to the other health impariments category
- added functional behavior assessments and behavior intervention plans
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PL 107-110 Elementary and Secondary Ed Act (ESEA)
-YEAR
-WHAT
- 2001
- NO CHILD LEFT BEHIND (NCLB)-Bush and Teddy Kennedy
- Required that all schoolchildren participate in stat and district testing
- called for the 100 percent proficiency of all students in reading and math by 2012
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PL 108-446 IDEA (Reauthorized)
-YEAR
-WHAT
- 2004
- Modified procedures (ie evaluation, discipline, IEP, and learning disability eligibility)
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EI
- Early Intervention
- 0-3
- Regional centers, home where we help
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FAPE
Free Appropriate Public Ed
-
LRE
- Least Restrictive Environment
- to the max extent possible, children w/ disabilities are
- educated with nondisabled peers
- ensures a continuum of alternative placements
- provides for supplementary services (resouce room or
- itinerant instruction) in conjuction w/ general ed
- is idividually determined and is based on evaluations of the
- student
- is evaluated at least annually
- is based on the child's IEP
- is as close to the child's home as possible, and whenerve possible is at that child's neighborhood school
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IEP
Individualized Ed Program (was once Plan)
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IFSP
Individualized Family Service Plan
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ITP
- Individualized Transition Plan
- address what high school child should be able to do when graduate
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HQT
NCLB requires that students must be taught core academic subjects by a Highly Qualified Teacher
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Title 1
- part of the NCLB
- supports programs in the schools and school districts to imporve the learning of children from low-income families
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RTI
- Response to Intervention (or Instruction)
- usually a Three tiered approach
- one major goal is to eliminate the high number of students placed in specail education (over identified)
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Elements of the IFSP
-what needs to be taken into consideration
-what is the families role
- Family active in learning
- Child's current level of functioning in all relevant areas
- -physical development
- -cognitive development
- -speech and language development
- -pyschosocial development
- -self help skills
- the families strengths and needs, to assist thme in enhancing the development of their child
- the major outcomes expected, including criteria, procedures and a time line, so that progress can be evaluated (progress monitoring)
- the services necessary and a schedule for theri delivery-supports the family will need to help the child at home
- projected dates for initiation of services
- name of the service manager
- a biannual review with the child's family of progress made and of any need for modifications in the IFSP
- Statement of methods for transitioning the child to services available for children 3-5
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Elements of the IEP
- Individualized Ed Program
- a management tool designed to ensure that schoolchildren with special needs receive the special ed and related services appropriate to their needs
- -the student's present levels of ed performance
- -indications about ways in which the student's disability
- influences participation and progress in the general ed
- curriculum
- -statement of measurable annual goals, including academic
- and functional goals that enable participation in the
- general ed curric, as well as to meeting other ed needs
- resulting from the diability
- -specific ed services to be provided, including program
- modifications or support that will allow participation in
- the general ed curric and in extracurricular activities
- -explanation of the extent to which the child will not
- participate in general ed classes and extracurricular
- activities with nondisabled peers
- -description of accommodations in statewide or district
- wide assessments (if the student will not be
- participating, a statement of the reasons for that non
- participation and how the student will be assessed must
- be included)
- -projected date for initiation of services
- -expected frequency, location, duration of those services
- -at age 16, postsecondary goals in the areas of training,
- ed, empolyment, an independent living skills: transition
- services and coursework needed to help the student
- reach those goalsand include (at least 1 year prior to
- the age of majority) info on the child's rights that will
- transfer upon reaching the age of majority, must be
- updated annually
- -statement of how the student's progress will be measured
- and how parents will be informed about the progress
- for at least the same grade-reporting periods as apply
- to nondiabled peers, as well as how parents will be
- informed about annual porgress made on the IEP
-
What does an IEP team consist of?
- One general ed teacher (if student in gen ed)
- One special ed or related service provider
- A rep of the school district
- Someone to interpret the instructional implications of the assessment results
- The parents
- Student if appropriate
- Other people whom the school or parents invite
- One member explains the process to the parents
- Annual review to assure that the student is meeting goals and objectives
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Development of the IEP
- Remember, specail ed is intended only for those students with disabilities
- -For those students with disabilities , the next step is to make decisions about appropriate ed, services and placement as indicated from the results of assessment
- -IEP Team sets goals and objectives
- -Establishes benchmarks for students taking alternate assessments
- -Determine what services are necessary to meet the needs of the child
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What MUST happen in an IEP?
- ALL needs must be met-cannont just select a few
- Wherether services are available does not determine
- whether they are included on the IEP-the district will need
- to find a way to provide them
- The services that the IEP indicates must be provided
- become legally binding-cannont be denied w/o another
- meeting and approval by the family and the school district
- The contents of the IEP should be communicated to
- everyone who works w/ the students. for ex: mnay teachers
- at the high school level to not know about the IEP states
- therefore do not know the accommodations and
- modifications that should be made
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Continuum of LRE
13 Major special ed categories from IDEA
- Autism
- deaf-blindness
- deafness
- emotional distrubance
- hearing impairment
- mental retardation
- multiple diabilities
- orthopedic impairment
- other health impairment
- specific learning disability
- speech or language impairment
- traumatic brain injury
- visual impairment
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