Special Education Process

The following is a two-part project designed to help me understand the IEP Goal development process. It includes an interview with a current special education teacher and her role in the IEP goal development process. The second part is an analysis of case study. It requires writing IEP goals for it using the Common Core Standards, developing an PBS for the student and creating an accommodation analysis based on the students needs in the case study. When completed, I should have a better feel for the IEP process for students physical disabilities and health

After four weeks a PST meeting will be held, discussing what was document in the first two tires. If the parent accepted that their child needs special help, tire three will start. After completing all three tiers a MEDC will take place if needed. For behavior problems there are also three tiers to RtI. And like academic RtI, tier I of a behavior RtI the teacher will document the student in whole group instruction.

Over the last 30 years, establishing appropriate academic taxonomy disciplines for children with disabilities has been a challenge. However, the laws governing how we teach our students with disabilities and how we instruct them throughout the day is constructed by different legislations that have shaped the very existence of Special Education programs. All laws, in general, are to protect the student and family in the public school system by providing guidelines and legal aspects of the law are upheld through the child’s Individual Education Plan/Program (IEP), and policy and procedural safeguards. These safeguards outline the very essence of situational outcomes, compliance, and the necessary procedures in place for the parent to take action against the school district

The third component of IDEA is individualized education program known, as IEP. The IEP is an educational plan created by the student 's parents and by professional educators consisting of specific criteria for students in the special education program. A comprehensive assessment tool furnishes academic or behavioral growth measure that aligns with IEP goals, content area objectives, and national standards; and it enables teachers to identify trends toward meeting these expectations and monitor them. (Olson,

For example, in children between the ages of birth to two, the amount of kids receiving disability services in education, under part C of the IDEA, which deals with early intervention programs, has close to doubled from 177,281 in 1995 to 321,198 in 2007. Also, for children ages three to five, the amount of children obtaining services under part B of IDEA, which deals with services for children who are school-aged, increased by 23% between 1995 and 2007 according to IDEA reports (U.S. Department of Education, 2010). These numbers are significant because they support the importance of IDEA. The earlier that children begin to experience intervention programs the more likely there are to not need the special services as they grow older, as proven by a Pre-Elementary Education Longitudinal Study in which it was concluded that nearly 16% of children, who were receiving special services in 2003-2004, stopped receiving special education services each year (U.S. Department of Education, 2010). This study helps to show the importance of special education even from a young

ECE 280 Inclusion of Children with Special Needs Learning Module 2 Engage and Learn Requirements: 1. For this assignment you will interview someone who assesses the development of infants or toddlers ( birth through 3 years of age) This could be a pediatrician, an occupational therapist, a speech and language pathologists, an early interventionist ( someone who works for the Division of Developmental Disabilities or AzEIP), a social worker or family support specialist(someone who works for the Department of Economic Security(DES), Child Protective Services (CPS), etc) , a nurse or early childhood teacher. Ask them to respond to the following questions: • What is your role? Explain the work that you do.

Evidence #4: was an IEP assignment from the following course, SES 641, Assessment of Individuals with Special Needs, which I completed during the fall semester of 2013. Describe: This assignment required the preparation of an initial Individualized Educational Program (IEP) for a five year old boy in kindergarten who had just been diagnosed with a specific learning disability (SLD)

Moreover, in 2002, The President’s Commission on Excellence in special -education recommended that special educators stop focusing on process and start emphasizing on outcomes. The Individuals with Disabilities Education Improvement Act (IDEIA) was reauthorized by Congress in 2004; the revised language introduced an alternative means of identifying a disability- “Response to Intervention”

They evaluate each child individually and look for several abilities and coping skills as they decide if your child is ready to transition from an autism

The student assessed, AJ Jordan, is a fourth grade student. He was referred to special education mid-second grade due to an increase in behavioral difficulties. These behaviors significantly impacted his ability to access the academic curriculum, interrupted the learning of others and, he was hospitalized due to an increase of unsafety in the home. AJ was assessed by the special education team and, it was determined that he met the requirements of Emotionally Disturbed, one of the thirteen recognized, academic disabilities. It was then determined that the regular education classroom was not the least restrictive environment and, AJ was referred to a self-contained behavior program housed in the same school.

M.L. v. New York City and C.F. v. New York City Individuals with Disabilities Education Act (IDEA) protects the rights of students with disabilities. Stader continues to explain, “Zero reject is a rule against exclusion of special education students, regardless of the nature or degree of their disabilities” (2013, p. 166). There are many regulations that constitute this act and failure to comply with them can possibly result in due process. When a student has a disability and it impacts their learning, an individualized plan is written to support the student in an academic setting. Failure to comply with this plan is in violation of Special Education law.

An Individualized Education Plan or IEP is a legal document that is designed to meet a child’s individual needs. The IEP makes certain the child is receiving a “free and appropriate education”; in addition, it is make up of certain information such as: current performance, annual goals, special education and related services, participation with students without disabilities, participation in state and districtwide tests, dates and setting, transition service needs, and discipline. I had to wonderful opportunity to speak with Miss Tiffany Woodruff and Miss Angelica Sanchez about the insides of special education in a real school setting. Woodruff and Sanchez are both second year special education teachers in a middle school. Besides the fact

and developmentally, therefore are considered candidates for special education. Possible racial bias among school staff and administrators may also exist; which leads to a greater incidence of self-fulfilling prophecy of failure. State and local agencies are developing policies and procedures to help prevent the over identification of students with learning disabilities and other special educational needs. The Wisconsin Department of Public Instruction is attempting to address the disproportionate issue by developing a checklist of questions directed to a focus group of special education teachers, school psychologists and other support staff.

The second is that the student needs special education and related services because of their disability. 2. Protection in Evaluation The second principle is protection in evaluation. When beginning the evaluations, the Local Education Agency (LEA) conducts the proper evaluations before providing special education services to a student who has a disability.

However, close to thirty years later after this law passed and is (known as the Individuals with Disabilities Education Act, or IDEA), numerous students that have inabilities stay in settings that isolate them from their non-incapacitated associates. Also, African-American students are excessively represented in nine of 13 handicap classifications and they are more probable than their White companions to be put in highly restrictive (isolated) settings in the school. (Losen, & Orfield,