Special Education is a service, not a place IDEA and NCLB have changed the focus on access to the...
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![Page 1: Special Education is a service, not a place IDEA and NCLB have changed the focus on access to the general curriculum from WHERE to: WHAT, a focus on what.](https://reader036.fdocuments.net/reader036/viewer/2022062407/56649f585503460f94c7d5d0/html5/thumbnails/1.jpg)
Special Education is a service, not a place
• IDEA and NCLB have changed the focus on access to the general curriculum from WHERE to:
• WHAT, a focus on what the student is taught (curriculum mastery)
AND
• HOW, a focus on methods and pedagogy
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Required Components of Every Individualized Education Program
The students present level of performance
Measurable annual goals
How will progress be measured
Special education services, related and supplementary services
An explanation of the extent to which the student will not participate in the general education setting
Individual, appropriate accommodations used to measure the student’s outcomes on state and district assessments
The projected beginning date for services
When a child turns 14, a transition plan
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IEP Hunt
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Chapter 3Today’s Multicultural, Bilingual, and Diverse
Schools
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What is Culture?
• Culture is the customary beliefs, social forms, and material traits of a racial, religious, or social group; a shared way of life
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Factors Associated with Disproportionate Representation
and Educational Equality• Racial/Ethnic Considerations
• Language Considerations
• Poverty Considerations
• Relationships Among Race/Ethnicity, Language, and Poverty• Majority Values• State/federal Policy Factors• Community Factors• School Factors• Family Factors• Student Factors
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Becoming a Culturally Responsive Teacher and
Advocate
• Enhancing your Self-awareness
• Increasing your knowledge and Experiences of Other Cultures
• Advocating for Systems Change
• Implementing Culturally Responsive Instruction• Use the Adapted Posture of Cultural
Reciprocity• Incorporate Five Components for Delivering
Culturally Responsive Instruction• Capitalize Upon Instructional Consultation
Teams• Implement Response to Intervention
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Chapter 4Today’s Families and Their
Partnerships with Professionals
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Who Are Today’s Families?
• Similarities among families with and without disabilities
• Differences among families with and without disabilities• Income • Education level• Household composition
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What Are Partnerships and
Why Are They Important?
• Partnerships are important because they:• Foster trust• Stimulate student achievement • Enhance families’ quality of life
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How Do Children with Exceptionalities Affect Their
Families’ Quality of Life?
• Mothers’ stress and depression when raising a child with a disability
• Emotional well-being• Parenting• Family interaction• Physical/material well-being•Disability-related support
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Emotional Well-Being
• Encourage parents to be involved with other parents
• Be available to parents outside of regular school hours
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Parenting
• Parenting is strong when families can help their child:• Learn to be independent• With schoolwork and activities• Get along with others• With individual needs
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Family Interaction
• Families who have high levels of family interaction:
• Enjoy spending time together• Talk openly with each other• Solve problems together• Show they love and care for each other
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Physical/Material Well-Being
• This can include the ability of families to:
• Access transportation • Pay expenses• Feel safe at home, work, school, and in the neighborhood•Obtain medical and dental help when needed
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Disability-Related Support
• Some aspects of disability-related support help the student to:• Achieve goals at school or work• Make progress at home• Make friends• Have a good relationships between family and
service providers
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How Can You Form Partnerships with
Families?Seven principles of partnerships:• Communication• Professional Competence• Respect• Commitment• Equality• Advocacy• Trust
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Communication
• Five practices for effective communication:• Be friendly• Listen• Be clear• Be honest• Provide and coordinate information
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Professional Competence
• Three practices associated with professional competence:
• Provide a quality education• Continue to learn• Set high expectations
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Respect
• Professionals who demonstrate respect:
•Honor cultural diversity• Affirm strengths• Treat students and families with dignity
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Commitment
• A committed professional will:
• Be available and accessible•Go “above and beyond”• Be sensitive to emotional needs
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Equity
• Professionals who seek equality in partnerships:
• Share power• Foster empowerment • Provide options
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Advocacy
• To be an effective advocate, professionals will:• Seek win-win solutions
• Use skilled dialogue• Prevent problems• Keep one’s conscience primed• Pinpoint and document challenges• Form alliances
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Trust
• Four practices associated with being a trusted partner:
• Be reliable•Use sound judgment•Maintain confidentiality• Trust yourself