Special Education 101

Oklahoma State Department of Education: Special Education Services

Session Overview

Additional Resources

Students with disabilities may have one of the following documents:

• 504 plan

• Individualized Education Program (IEP)

What is Section 504?• Part of the Rehabilitation Act of 1973, a national civil

rights law

• Prohibits discrimination on the basis of disability by any program (including public or private schools) that receive federal funds

• Section 504 defines “disability” as a person who (1) has an impairment that (2) substantially limits the student’s ability to perform (3) one or more major life activities.

The Individuals with Disabilities Education Act (IDEA) of 2004

A federal law which created and governs special education. Entitles eligible children with disabilities to the specially

designed instruction and individualized services and supports they need to benefit from a free public education.

The six principles of IDEA include:1. A Free Appropriate Public Education (FAPE)2. Appropriate Evaluation3. An Individualized Education Program (IEP)4. Least Restrictive Environment (LRE)5. Parent and Student Participation in Decision Making6. Procedural Safeguards

1. Student has a disability

2. The disability has an adverse impact on the student’s education

3. The student has a need for special education services

*Note: Upon eligibility determination an Individual Education Program (IEP) can be developed.

Eligibility for Special Education Services under the IDEA

• Addresses the students’ unique needs and individual strengths

• Student specific goals (Academic, life-skills, speech, etc.)

• Provides students with a disability access to the general education curriculum.

• Accommodations

• Supports (Assistive Technology, Personnel)

• Special Education Services

What is an IEP?

Side-by-Side Comparison

Section 504 IDEA

Eligibility Determination

General disability definition

Disability categories & need for special education and related services

Plan 504 Plan Individualized Education Program

Enforcement Office for Civil Rights Office of Special Education Programs (Federal)Oklahoma State Department of Education

Video: Emiliann’s IEP Team

http://www.readingrockets.org/helping Helping Struggling Readers

Present levels serves as a foundation for other components in the IEP:

•Evaluation/assessment data•Educational needs identified•Goals•Services•Accommodations

Strengths and needs are identified through:

•Initial Evaluation•Reevaluation Data•Existing Data

Measurable Annual Goals:

•Provide basis for instruction

•Educational needs related to the disability

•Related to present levels of Academic performance

•Meaningful and measurable

Services/Accommodations

IEP Services Page:

•Type of Service•Person Responsible•Duration•Frequency•Accommodations and Supports

Examples of Types of Services

Special Education

•Monitoring

•Consultation

•Collaboration

•Co-Teaching

•Lab/Resource classes(Direct Instruction)

Related Services

•Speech/language

•Occupational Therapy

•Physical Therapy

•Orientation and Mobility

Training

•Transportation

Eligibility for Special Education Services• Request made for evaluation

• Review of Existing Data (RED)

• Determination:• If the student qualifies for special education services under a

disability category;

• The present levels of performance and educational needs of the student; and

• Whether the student needs special education and/or related services.

Eligibility for Special Education Services

• Multidisciplinary Evaluation and Eligibility Group Summary (MEEGS)

• Student determined eligible• + Disability + Need = IEP developed

• Student determined not eligible• + Disability – Need = Consider Section 504 Eligibility

• - Disability + Need = Consider Educational Needs

(i) To the maximum extent appropriate, children with disabilities are educated with children who are not disabled; and

(ii) special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

34 C.F.R. §300.114(a).

• LRE decisions are made individually for each student.

• The LRE is the appropriate balance of settings and services to meet the student’s individual needs.

• The district should have an array of services and a continuum of educational setting options available to meet the individual LRE needs of each student.

Placement Decisions

Educational Setting

• Regular Classes (full time) special education and related services for less than 21% of the day

• Special Class (part-time) special education and related services for 21 to 60 % of the

day.• Special Class (full time)

special education for more than 60% of the day.• Home bound services• Instruction in other settings

Hospital, institutions or residential facilitiesSpecial Schools

MonitoringThe special education teacher monitors the child in general

education classroom.ConsultationThe special education teachers meets with the regular

education teacher on a regular basis.Collaborative TeachingCo-teaching. Two teachers of equal licensure provide

instruction.Direct InstructionThe special education teacher provides direct instruction.

Types of Services

InclusionStudents with disabilities are supported in

chronologically age-appropriate general education classes in their home schools and receive specialized instruction delineated by their individualized education programs (IEP's) within the context of the core curriculum and general class activities.

Halvorsen, A.T. & Neary, T. (2001). Building inclusive schools: Tools and strategies for success. Needham Heights, MA: Allyn & Bacon.

Inclusion Planning

The Co-Teach Model as defined by the Council for Exceptional Children

Co-teaching is a service delivery option. Students with IEPs receive some or all of their specialized instruction and related services in the context of the general education classroom.

Co-Teach

•Both professionals participate fully, although differently, in the instructional process.

•General educators maintain primary responsibility for the content of the instruction.

•Special educators hold primary responsibility for facilitating the learning process.

Co-Teach Clarification:

•It is NOT a pullout special education program that has been relocated to the corner of a general education classroom.

•It is NOT a general education classroom with one “real” teacher and one who serves as “the help” or “an extra set of hands.”

Co-Teachers

Two or more professionals with equivalent licensure are co-teachers:

• One general educator

• One special educator or specialist

• Paraprofessionals are NOT considered a co-teacher

Types of Co–Teaching http://www.teachhub.com/effective-co-teaching-strategies

Supportive Co-teaching – One member of the team takes the lead role and the other member rotates among students to provide support.

Parallel Co-teaching - Both teachers instruct different heterogeneous groups of students.

Types of Co-teaching (continued)

Complementary Co-teaching – A member of the co-teaching team does something to supplement or complement the instruction provided by the other member of the team (e.g., models note taking on a transparency, paraphrases the other co-teacher’s statements).

Team Teaching - The members of the team co-teach alongside one another and share responsibility for planning, teaching, and assessing the progress of all students in the class.

Co-Teachers Planning Time• Shared: daily or weekly mutual time

• Macro: period high quality meetings to plan 2-3 weeks at a time

• Compensatory time: after hours

• Use of substitute teachers

• Collaboration: working as a staff to build common time

• Schedules: such as common specials schedules

Co-Teachers Responsibilities

General Education Teacher comes prepared with themes, projects, student expectations and ideas about division of duties and co-teaching approaches

Special Education Teacher is responsible for collaborating about teaching responsibilities, completing significant adaptations and/or accommodations to the assignments for student success and discussing student expectations and desired outcomes

What is an Accommodation?Discuss with a table partner:

•What is the definition of an accommodation?

•Who might benefit from an accommodation?

• practices and procedures that provide equitable access during instruction and assessment for students with disabilities

• intended to reduce or even eliminate the effects of a

student’s disability

• do not reduce learning expectations

• must be consistent for classroom instruction, classroom assessments, district-wide assessments, and statewide assessments

Accommodations and Modifications

• Accommodations- do NOT reduce learning expectations, but rather provide a student with access to the general curriculum and assessments.

• Modifications- change, lower, or reduce learning expectations. In addition, they increase the gap between achievement of students with disabilities and expectations for proficiency at grade-level.

Practices and procedures in the areas of:

- Presentation - Response- Setting - Timing/Scheduling

Provide equitable access during instruction and assessments for students with disabilities.

Guide: http://ok.gov/sde/documents/2014-08-07/oklahoma-accommodations-guide

Synopsis: http://ok.gov/sde/documents/2014-11-12/accommodations-synopsis

• Present Levels of Academic Achievement and Functional Performance (PLAAFP)

• Annual Goals

• Accommodations to the General Curriculum• Previous accommodations• Classroom barriers• Available resources

Select accommodations for instruction and assessment for individual students.

• Accommodations must be selected on the basis of:

• the individual student’s needs, and • used consistently for instruction and assessment as

documented in their IEP or 504 plan.

Select accommodations for instruction and assessment for individual students.

Specific accommodations for each student are addressed on the Service page of the IEP under accommodations (or on the Assessment pages of the IEP) addressing the accommodations in each subject area.

http://ok.gov/sde/documents/2014-08-11/ostp-accommodations-placeholder

Oklahoma Approved Accommodations

• A change the location in which a student receives instruction, participates in an assessment, or the conditions of an instructional or assessment setting.

• Examples:• Individual administration• Small group administration

• Provides additional time to complete assignments and/or assessments or the way time is organized

• Examples:• Extra time

• Frequent breaks

• Time of day

• Multiple test sessions

• Helpful for students who need time to process written text (slow readability), write (due to a physical limitation), use an assistive technology device, have limited attention, or low energy level

• An alternate method of responding from a typical pencil/paper format.

• Examples:• marking answers in the test booklet (grades 3-8) for later

transfer by a Test Administrator to an Answer Document;

• assistive technology communication device(s);

• pencil grip; and

• utilize typewriter, word processor, or computer without the use of “help” features (spell check) (English II and writing test only).

• Instructional or test materials presented in a different manner than standard print.

• Examples:• large print or Braille;

• magnifier;

• auditory amplification devices, such as hearing aids or noise buffers; and

• read or sign test items if the test is not a reading test.

Universal Design (UD)

UD originated in architecture and urban planning, as part of a movement to begin designing building and other structures that would accommodate the widest spectrum of users, including those with disabilities, right from the start.

http://www.architizer.com/en_us/projects/pictures/coeh-greensburg-prairie-ramp-house/3927/27147/#.UbYW1flqmrQ

Universal Design for Learning

Choose one & discuss

How can designing for specific individuals benefit others?

How does the item address a specific need?

Definition• Universal Design for Learning (UDL) is a

scientifically valid framework for guiding educational practice that:

(a) provides flexibility in the ways information is presented, in the ways students respond

or demonstrate knowledge and skills, and in the ways students are engaged; and

(b) reduces barriers in instruction, provides appropriate accommodations, supports,

and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.

(Higher Education Opportunity Act)

Universal Design for Learning

Universal Design for Learning is a proactive design of curricula (educational goals, methods, materials, and assessments) that enable all individuals to gain knowledge, skills, and enthusiasm for learning.

http://www.cast.org

Differentiation: For specific learners in the classroom based on knowledge of who those learners are.

Differentiation & UDL

http://www.gpb.org/education/common-core/udl-part-1

UDL: Planning for all students at the beginning, even though

future students are unknown.

Universal Design for Learning

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&docid=pkIDBxOnUqXlRM&tbnid=m8kZrpcc3NbIrM:&ved=0CAUQjRw&url=http%3A%2F%2Fbergman-udl.blogspot.com%2F2011_09_01_archive.html&ei=jyW2UeG7K9O1qQGe-oGoCg&bvm=bv.47534661,d.aWM&psig=AFQjCNFM9DaecqIDeEFJssrBKI-2jAQ1AA&ust=1370978044735105

Universal Design for Learning

Brain ResearchRecognition Strategic Affective

What of learningSee, hear, read

How of learningTask performance

Why of learningMotivation to learn

Center for Applied Special Technology (CAST)

http://www.cast.org/library/video/udl_guidelines/index.html 0:00-6:22

Three Principles of UDL

UDL Principles

http://www.cast.org

• All 3 UDL principles are not intended to be incorporated into every lesson plan. Rather, they guide instruction over time.

• Some students may need additional support to meet an individual needs. Accommodations are still appropriate (i.e. Braille text).

Universal Design for Learning

• Universal Design for Learning: choices of content delivery (oral, sight, listening, hands-on), choices of demonstrating knowledge of skill

• Utilizing available resources: leveled text, personnel, small grouping, variety of activities, small manageable steps, clear directions, re-teaching

• Differentiated instruction based on student’s needs

• Accommodations including assistive technology

• Leveled text

• Activate student’s prior knowledge

• Small grouping

• Variety of activities

• Small, manageable steps

• Clear directions

• Re-teaching

• Focus core instruction on Academic Standards

• Ensure that students are working toward grade-level standards by using a range of instructional strategies based on varied strengths and student needs.

• http://ok.gov/sde/oklahoma-academic-standards

Expect students with disabilities to achieve grade-level academic content standards

Reading

• Get Ready to Read http://www.getreadytoread.org/

• Reading A-Z http://www.readinga-z.com/

• Florida Center for Reading Research http://www.fcrr.org/for-educators/

Mathematics

• AplusMath http://www.aplusmath.com/

• Math Fact Café http://www.mathfactcafe.com/

• Khan Academy https://www.khanacademy.org/

• Functional Behavior Assessment (FBA)

• Evaluation tool to identify behavior, triggers/causes, frequency and nature of behavior

• Used to establish appropriate goals to address specific areas of concern.

• Used as basis for establishing a Behavior Intervention Plan (BIP)

• Available upon request at any point during the year for student with an IEP.

Functional Behavioral Assessment process

1. Describe and verify the seriousness of the target behavior.

2. Refine the definition of the target behavior.

3. Collect information on possible functions of the target behavior.

4. Analyze information.

5. Generate a hypothesis statement regarding probable function of target behavior.

6. Test the hypothesis statement regarding the function of the target behavior.

Information provided by the Center for Effective Collaboration and Practice

Behavior Intervention Plan (BIP)Addressing the changes within the educational setting to improve the behavioral success of students. Changes include:

• how the environment will be changed to prevent occurrences of targeted behavior.

• describes the teaching that will occur to give the student alternative ways of behaving.

• describes the consequences that will be provided to (a) encourage positive behavior, (b) limit inadvertent reward of problem behavior, and (c) where appropriate, discourage targeted behavior.

Manifestation Determination (MD)

A process in which school district personnel, relevant members of a student’s Individualized Education Program (IEP) team, and a student’s parents meet to determine if a student’s misconduct, which led to a disciplinary change of placement, was caused by, or had a direct and substantial relationship, to a student disability.

Manifestation Determination:Legal Basics• Long-term suspensions, suspensions over

10 consecutive days, and expulsions are changes in placement and, therefore, can not be used for disciplinary purposes unless the procedural safeguards of the IDEA are followed.

• A Manifestation Determination is a required procedural safeguard under the IDEA when a student’s placement is changed because of disciplinary actions.

• The No Child Left Behind Act of 2001 (NCLB) prohibits schools from excluding students with disabilities from the educational accountability system.

• Excluding students with disabilities from testing is also a violation of the Individuals with Disabilities Education Act (IDEA).

• OCCT Oklahoma Core Curriculum Test

• With accommodations

• Without accommodations

• OMAAP Oklahoma Modified Alternate Assessment Program (EOI End of Instruction 2nd time test takers only)

• OAAP Oklahoma Alternate Assessment Program and Dynamic Learning Maps

Providing Access to Assessment• To ensure successful participation we must:

• Understand the needs of students with disabilities

• Select appropriate accommodations that improve access

• Focus core instruction on the Oklahoma Academic Standards

• Utilize the principles of Universal Design for Learning

• Consider access to the curriculum when determining LRE

• Utilize formative assessments

• Make better use of technology in assessments

Alternative Routes to a Diploma

• Modified Proficiency Score

• Alternative Tests

• End of Course Projects

Modified Proficiency Score

Alternate Tests• A Few Examples:

• CLEP

• Work Keys

• ACT/PLAN

• PSAT

• These tests may not be given in lieu of End-of-Instruction (EOI) exams.

End–of–Course Projects

•Categories A, B, and C

•Memo Regarding Category Options:http://ok.gov/sde/sites/ok.gov.sde/files/Additional%20ACE%20EOC%20Projects.pdf

•These projects may not be used in lieu of End-of-Instruction (EOI) exams.

• Four projects for Algebra I

• One project for Algebra II • One project for Geometry

• One project for Biology I

• Four projects for U.S. History

• One project with many options for English II

• 14 projects for English III

• http://ok.gov/sde/documents-forms

• http://www.cec.sped.org/

• http://iris.peabody.vanderbilt.edu/

• http://www.ok.gov/sde/special-education

Additional Resources

Questions/Comments

Oklahoma State Department of EducationSpecial Education Services

2500 N. Lincoln Blvd.Oklahoma City, OK 73105

405-521-3351