Sped Institute IDEA Disabilities FINAL

8/9/2019 Sped Institute IDEA Disabilities FINAL

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Educational Planning for

IDEA DisabilitiesLisa Bilton, Exceptional Education Coordinator

Tanuel Ford, Speech/Language Pathologist

Kimberly Mountjoy, Vision Teacher


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Objectives1. To present the most common 13 areas of disability

recognized by the State of Tennessee.

2. To describe characteristics of these 13 disabilitycategories.

3. To discuss the assessment strategies utilized in

identifying eligibility for each.

4. To identify common areas impacting educational

performance for each disability area.


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Format for Discussion Characteristics of the disabilities

Assessing for the Disabilities

Educational areas impacted by the Disabilities


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Foundation: Assessment Basics


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Primary Purpose of Assessment:Primary Purpose of Assessment is Two-Fold:

1. Determine the needs of a particular student

2. Identify instructional strategies and methodswhich will provide the most educational

benefit


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Other Purposes of Assessment To identify the nature of the problem

To target skills or identify content areas

To determine progress or response to instruction

To determine whether related services are needed

To assist in determining which factors support

student learning


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IDEA Mandates for Assessment Tests utilized must be free of bias and multi-

factored.

Tests must be administered in the studentsnative language.

Tests must be free of racial, cultural, or languagediscrimination.

Decisions relating to identification, placement,and programming must not be based solely onone test.


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Standardized Tests

These tests are

uniform incontent,

administration,

and scoring.

Norm-Referenced

Criterion-

Referenced

Diagnostic


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Uses of Standardized TestsStandardized tests are useful in comparing

results across students, classrooms, schools,

school districts, and states. The key word isstandardized. Everyone who takes the

particular test takes it the same way with the

same contentthus comparisons can bemade.


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Arguments for Standardized Testing Can be designed to

measure a variety ofvariables

Can be developed tomatch state standards

Can help drivecurricular decisions

Can show which skillsare lacking

Allow following a

student over time

Provide informationregarding whether

knowledge is being

applied

Can show how astudent is doing by

comparing to a

norm group


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Arguments Against Standardized

Testing Can narrow a

students learning

Tend to focus on

what is easilymeasured

Do not alwaysmatch state

standards Are better at

measuring rotelearning than

thinking skills

Can be culturallybiased

Sometimes measureonly what studentsknow rather thanwhat they understand

Students with poortest-taking skills maynot do as well assavvy testers


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Norm-Referenced TestsType of standardized test

that compares a

studentsperformance to the

performance of same-

age students in a

normative groupscoring is based on

performance of

normative group

IQ Tests

AcademicAchievement Tests

Behavioral Rating

Scales


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Intelligence Tests WISC-IV

Stanford-Binet-V

DAS-II

CAS

KABC-II

Leiter

Unit

Woodcock-Johnson Cognitive


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WISC-IV Mean score of 100

Standard deviation of

15 Provides a general

measure of overall

cognitive functioning

Another term used

for cognitive

functioning is

aptitude

Verbal

Comprehension

Perceptual

Reasoning

WorkingMemory

Processing Speed


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Stanford-Binet-V Mean score of 100

Standard deviationof 15

Provides an overallmeasure of cognitivefunctioning

An overall measureof cognitivefunctioning

Both Verbal andNonverbal measures

Fluid Reasoning

Knowledge

QuantitativeReasoning

WorkingMemory

Visual-Spatial


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Nonverbal IQ Tests Tests are given by

pantomimeno verbal

communication

Good for students with

language disorders or

hearing impairments

Provide an estimate ofcognitive functioning


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Academic Testing Mean score of 100

Standard deviation of15

Norms for age andgrade scores

Provide a way to

determine how a childis functioning in keyacademic areas

Basic Reading

Reading

Comprehension Math Calculation

Math Reasoning

Written Expression WIAT-II

WJ-TA-III


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Ranges69 and Below Extremely Low

70 79 Borderline

80 89 Low Average

90 109 Average

110 119 High Average

120 129 Superior

130 and Above Very Superior


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Low Scores Severe delays in

cognitive processing

Severe delays inacademic

functioning

Severe delays in

adaptive functioning Usually result in

certification ofMR


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Borderline Scores Limited cognitive

functioning

Slower to learn than peers

Global delays in

processing and reasoning

May or may not have

delayed adaptive

functioning These students most often

fall through the cracks


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Low Average Slightly slower

cognitive ability than

average Generally can do grade

level work but require

MUCH assistance

Will struggle in theclass for Cs

Are often referred for

LD but may not qualify


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Average Have the cognitive

capacity to succeedin school

A and B students,depending onmotivation

Most likely to

qualify for LD ifreferred

Students in the 90smay struggle for Cs


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High Average to Very Superior Students are considered

bright by teachers

Often work more

quickly than peers

A and B students,

depending on

motivation

May be seen as

Gifted

Rarely are they

referred for LD


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Types of Assessment Used for

Eligibility Determination Cognitive

WISC-IV, SB-V, WJTCA-III

Achievement WIAT-II, WJTA-III

Behavior

BASC-II, Connors-III, CARS-II, GARS-II, GADS

Speech

GFTA-2, PAT-3, AAPS-3


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Types of Assessment Used for

Eligibility Determination Fluency

SSI-4

LanguageCASL, CELF-4, TOLD-3,OWLS


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IDEA Disabilities


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Approved Disabilities in TN RegulationsFederal Disabilities

Autism

Deaf-Blindness

Deafness

Developmental Delay Emotional Disturbance

Hearing Impairment

Mental Retardation

Multiple Disabilities

Orthopedic Impairment OtherHealth Impairment

Specific Learning Disability

Speech/LanguageImpairment

Traumatic Brain Injury

Visual Impairment

State Disabilities

Functional Delay

Intellectually Gifted


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AutismCharacteristics:

Developmental Disability

Significantly affects a childs ability to communicateverbally and nonverbally

Difficulty relating to others and interacting in

socially appropriate manner

Unusual/Inconsistent responses to sensory stimuli

Repetitive body movements, persistent or unusual

preoccupations, and/or resistance to change


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Note: Autism is a wide spectrum that includes the

following:

Aspergers Disorder Pervasive Developmental Disorder NOS

Because of the wide range of the spectrum,

children with autism will have varying levelsof functioning.


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AutismAssessment:

Cognitive Measure

Academic Achievement Adaptive Measure

Social/Emotional Measure

i.e., CARS-II, GARS-II, or GADS

Speech/Language/Communication Assessment

Medical statement ruling out other disorders


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AutismAreas of Potential Educational Impact:

Social/Emotional

Social skills training, FBA/BIP, structured environment, controlled

transitions Academic

Remedial services, support in grade level classes, modifications toamount and type of work

Adaptive

Training in basic self-care areas Language/Communication

Services to improve pragmatic, social language or training tocommunicate needs


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Developmental DelayCharacteristics:

Children ages 3 through 9

Significant delays in one or more of the

following areas: physical, cognitive,

communication, social or emotional, or

adaptive development Initial eligibility for this category must be

determined before the childs 7thbirthday


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Developmental DelayAssessment:

Cognitive Measure

Adaptive Measure Social/Emotional Measure

Speech/Language Measure

Both Receptive and Expressive Motor Measure

Both Fine and Gross Motor


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Developmental DelayAreas of Potential Educational Impact:

Communication Language goals, remedial services with SLP, vocabulary development

Adaptive Training in basic self-care skills

Social/Emotional Social skills training, FBA/BIP, structured environment, controlled

transitions

Motor PT and/orOT as related services

Academic (depending on the age of the child) Remedial services, support in grade level classes, modifications to

type and length of assignments


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Emotional DisturbanceCharacteristics: Inability to learn which cannot be explained by limited school

experience, cultural differences, or intellectual, sensory, or

health factors; Inability to build or maintain satisfactory interpersonal

relationships with peers and school personnel;

Inappropriate types of behavior or feelings when no major orunusual stressors are evident;

General pervasive mood of unhappiness or depression; Tendency to develop physical symptoms or fears associated

with personal or school problems.

Above must be present to a significant degree and over andextended period of time.


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Note: Term may include other mental health diagnoses.

Term does not apply to children who are socially

maladjusted, unless it is determined that they havean Emotional Disturbance.

Social maladjustment includes, but is not limited to:

substance abuse related behaviors,

gang-related behaviors,

oppositional defiant behaviors, and/or

conduct behavior problems.


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Emotional DisturbanceAreas of Potential Educational Impact:

Social/Emotional

FBA/BIP, Safety Plan, Social Skills Training, counselingin severe cases, structured environment

Academic

Needs may be due to emotional issues that interfere with

learning but will still need to be addressed on the IEP.Some may require remedial services while others may

simply need supports in place in the general education

classroom along with modifications.


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Functional DelayCharacteristics:

Significant disability in intellectual functioning and

achievement IQ scores of 70 or below

Academic achievement at or below 4thpercentile in

two or more areas

Adaptive/Self Help skills are generally age-appropriate

Scores on adaptive measures must be above 70


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Functional DelayAssessment:

Cognitive Measure

Achievement Measure

Adaptive Measure


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Functional DelayAreas of Potential Educational Impact:

Academic

Remedial services, support in general educationclassroom, modifications of length and type of

classwork assignments


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Intellectual DisabilityIntellectual Disability (Formerly

Mental Retardation)Characteristics:

Significantly impaired intellectual functioning

IQ of 70 or below Deficits in adaptive/self help behavior

Adaptive scores 70 or below

Significant impairments in academic functioning

Students may show difficulty communicating and

processing spoken language


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Intellectual DisabilityAssessment:

Cognitive

Academic

Adaptive


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Intellectual DisabilityAreas of Potential Educational Impact:

Academic

Remedial services, support in general educationclassroom, modification of length and type of classwork

Adaptive

Training in self-care activities

Some may present with behavioral challengessimilar to autism. FBA/BIP, safety plans, structured

environment, controlled transitions


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Intellectually GiftedCharacteristics:

A child whose intellectual abilities and potential for

achievement are so outstanding the generalcurriculum alone is inadequate to appropriately meet

the students educational needs

Looks at three areas of performance:

Cognition Educational Performance

Creativity/Characteristics of Gifted


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Intellectually GiftedAssessment:

Cognitive

Achievement

Creativity


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Intellectually GiftedAreas of Potential Educational Impact:

Academic

Pre-testing/compacting curriculum, advancementof courses, acceleration, small-group instruction

with gifted peers, extending lessons in general

education classroom, Advanced Placement

courses, dual enrollment, early college entry


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Multiple DisabilitiesCharacteristics:

More than one category of disabilities

Intellectual Disability-Deafness

Intellectual Disability-Orthopedic Impairment

Other Health Impaired-Orthopedic Impairment-Deafness

The combination of disabilities causes such severe

educational needs that they cannot be accommodated by

addressing only one of the impairments

Often students who are medically fragile

Some may be in wheelchairs

Many may have medical plans


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Multiple DisabilitiesAssessment:

Evaluation procedures for each disability categoryunder consideration must be followed.

Typically:

Cognitive

Achievement

Adaptive Motor (OT/PT)

Medical Statement


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Multiple DisabilitiesAreas of Potential Educational Impact:

Can vary widely but usually:

Medical

Medical plan, health needs at school

Motor

Lifts, mobility issues, OT/PT

Academic

Remedial services, support in general ed classroom, modifications

Sensory

For students with deafness and visual impairments, may need supportfrom vision and hearing specialists


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Orthopedic Impairments

Characteristics:

Severe orthopedic impairment

Impairments caused by congenital anomaly (e.g. club foot,

absence of some member) impairments caused by disease (e.g., poliomyelitis, bone

tuberculosis)

Impairments from other causes (e.g. cerebral palsy,amputations, and fractures or burns that cause contractures)

Ability to move around will be affected

Some may be in wheelchairs

May require physical assistance


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Orthopedic Impairment

Assessment:

Medical evaluation

Adaptive Measure

Social

Physical

OT/PT


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Orthopedic Impairment

Areas of Potential Educational Impact:

Mobility

OT/PT services, modifications to classroomenvironment for accessibility, physical assistance,

lifts may be necessary

Adaptive Training in self-care skills may be necessary


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Other Health Impairment

Characteristics: Limited strength, vitality or alertness (including a heightened

alertness to environmental stimuli that results in limitedalertness with respect to the educational environment) that isdue to chronic or acute health problems such as asthma,Attention Deficit Hyperactivity Disorder, diabetes, epilepsy, aheart condition, hemophilia, lead poisoning, leukemia,nephritis, rheumatic fever, sickle cell anemia; and TourettesSyndrome

Students may have medical plans that need to beimplemented

Some may require behavior plans or safety plans


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Characteristics, continued:

Chronic or acute health problems that require

specially designed instruction due to:(1) impaired organizational or work skills;

(2) inability to manage or complete tasks;

(3) excessive health related absenteeism; or(4) medications that affect cognitive

functioning.


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Assessment:

An evaluation from a licensed health services provider that includes:

medical assessment and documentation of the students health;

any diagnoses and prognoses of the childs health impairments;

information, as applicable, regarding medications; and special health care procedures, special diet and/or activity restrictions.

Achievement Measure

Cognitive Measure

Motor Evaluation

Social-Emotional Measure

Adaptive Measure

Communication Measure


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Areas of Potential Educational Impact:

Academic Remedial services, support in general education classroom,

modifications of length and type of assignments

Medical Medical plan, medication given at school

Social-Emotional FBA/BIP, Safety Plan, structured environment, controlled transitions

Adaptive Training in self-care needs

Motor OT/PT services, accommodations for access to environment


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Specific Learning DisabilitiesCharacteristics:

A disorder in one or more of the basic psychological

processes involved in understanding or in usinglanguage, spoken or written, which may manifest

itself in the imperfect ability to listen, think, speak,

read, write, spell, or do mathematical calculations

Areas include basic reading, reading comprehension,math calculation, math reasoning, written

expression, listening comprehension, oral expression


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Specific Learning DisabilitiesAssessment:

Discrepancy Method:

Evidence that prior to, or as a part of, the referral process, the child wasprovided appropriate instruction in general education settings

Evidence that instruction was delivered by appropriately trained personnel Data-based documentation of repeated formal assessment of student

progress during instruction (progress monitoring data) that has beencollected and recorded frequently (a minimum of one data point per weekin each area of academic concern)

Evidence that progress monitoring data was provided to the childsparents at a minimum of once every four and one-half (4.5) weeks

Evidence that when provided with appropriate general educationinterventions, students are not progressing in accordance with grade-levelexpectations in one or more of the areas of SLD

Academic Measure

Cognitive Measure


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Specific Learning DisabilitiesAssessment:

Response to Intervention (RTI)

State-approved plan for best-practice RTI model

A State-approved RTI Method of Identification must include: high-quality instruction and positive behavioral supports provided by appropriately

trained personnel; scientifically-validated interventions appropriate for suspected area of disability;

frequent, ongoing progress monitoring to evaluate the effectiveness of theinterventions and inform instruction that includes: data-based documentation to illustrate the students response to the intervention(s);

data-based documentation of intervention integrity, fidelity to design, and intensity; and

periodic collaborative student support team review of student outcome data taking intoaccount Local Education Agency-determined decision points.

data demonstrating the students non-responsiveness to scientifically-validatedinterventions supported by comprehensive, curriculum-based data;

Psychoeducational evaluation to rule out exclusionary factors and other disabilityareas (i.e. academic achievement, cognitive measure, social-emotional measures ifappropriate, adaptive measures if appropriate)


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Specific Learning DisabilityAreas of Potential Educational Impact:

Academic

Remedial services, support in general educationclassroom, modification of amount and type of

class assignments


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Traumatic Brain InjuryCharacteristics: An acquired injury to the brain caused by an external physical force,

resulting in total or partial functional disability or psychosocialimpairment, or both

Open or closed head injuries resulting in impairments in one or moreareas, such as cognition; language; memory; attention; reasoning; abstractthinking; judgment; problem-solving; sensory, perceptual, and motorabilities; psychosocial behavior; physical functions; informationprocessing; and speech

Students may be aggressive and impulsive and require behavior plans orsafety plans

Some may have medical plans

Others may have communication difficulties


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Traumatic Brain InjuryCharacteristics, continued: The insult to the brain induces a partial or total functional disability and results in one or more of the

following:

Physical impairments such as, but not limited to:

i. speech, vision, hearing, and other sensory impairments, ii. headaches, iii. fatigue, iv. lackof coordination, v. spasticity of muscles, vi. paralysis of one or both sides, vii. seizure

disorder. Cognitive impairments such as, but not limited to:

i. attention or concentration, ii. ability to initiate, organize, or complete tasks, iii. ability tosequence, generalize, or plan, iv. flexibility in thinking, reasoning or problem solving, v.abstract thinking, vi. judgment or perception, vii. long-term or short term memory, includingconfabulation, viii. ability to acquire or retain new information, ix. ability to processinformation/processing speed.

Psychosocial impairments such as, but not limited to:

i. impaired ability to perceive, evaluate, or use social cues or context appropriately that affect

peer or adult relationships, ii. impaired ability to cope with over-stimulation environmentsand low frustration tolerance, iii. mood swings or emotional lability, iv. impaired ability toestablish or maintain self-esteem, v. lack of awareness of deficits affecting performance, vi.difficulties with emotional adjustment to injury (anxiety, depression, anger, withdrawal,egocentricity, or dependence), vii. impaired ability to demonstrate age-appropriate behavior,viii. difficulty in relating to others, ix. impaired self-control (verbal or physical aggression,impulsivity), x. inappropriate sexual behavior or disinhibition, xi. restlessness, limitedmotivation and initiation, xii. intensification of pre-existing maladaptive behaviors ordisabilities.


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Traumatic Brain InjuryAssessment:

Medical Statement documenting brain injury

Cognitive Measure Communication Measure

Adaptive Measure

Social Physical

Social-Emotional Measures if appropriate


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Traumatic Brain InjuryAreas of Potential Educational Impact:

Academic Remedial services, support in general education classroom,

modifications to amount and type of classroom assignments

Medical Medical Plan

Social-Emotional FBA/BIP, safety plan, structured environment, controlled transitions

Physical/Motor OT/PT services, modifications to allow access to general education

classroom

Adaptive Training in independent self-care may be needed


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Sensory and Communication

Disabilities


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Speech or Language Impairment A communication disorder, such as stuttering,

impaired articulation, a language impairment,

or voice impairment Can exist along with other disabilities

Students may have difficulty expressing

themselves and also may have difficultyfollowing oral directions


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Speech or Language ImpairmentSpeech Sound Production Impairment Characteristics:

Abnormal speech sound production resulting from

substitution, omission, distortion, and/or addition ofdevelopmentally appropriate sounds

Students may demonstrate errors with specific

sounds or speaking patterns.

Speech may appear oversimplified or extremelydifficult to understand.


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Speech or Language ImpairmentSpeech Fluency Impairment Characteristics:

Smooth forward flow of speech is interrupted bysound repetitions, prolongations, interjections,

and/or struggle behaviors. Often times students with dysfluent speech

demonstrate secondary behaviors such as eyeblinking, rocking, facial grimacing, or twitching.

Students with dysfluent speech may avoid pressurefilled situations as they commonly onset dysfluentbehaviors.


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Speech or Language ImpairmentVoice Impairment Characteristics:

Abnormal vocal pitch, intensity, and/or quality that

results from pathological conditions or inappropriateuse of the vocal mechanism.

Students with voice impairments may demonstrate

harsh, breathy, or hoarse vocal presentation.

Voice may appear unusual for age, sex, or gender.


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Speech or Language ImpairmentLanguage Impairment Characteristics:

Significant deficiency in expressive or receptivelanguage components based on a students

chronological age. Poor auditory processing abilities

Students may experience difficulty interpretingspoken language or in formulating meaningfulexpression.

Students may have a hard time following complexcommands and with using context clues to derivemeaning.


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Speech or Language ImpairmentSpeech Sound Production Assessment:

Formal or informal diagnostic measure whose resultsreveal:

Sound errors 1 year past the age of normal development Persistent presence of phonological processes that rate in

the moderate to severe range

Stimulability probe

Oral mechanism exam

Conversational speech sample analysis

Evidence of adverse academic affect


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Speech or Language ImpairmentSpeech Fluency Assessment:

Measure to obtain description of dysfluent

behaviors Hearing screening

Parent/teacher/student input via interview orchecklist

Oral mechanism exam



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Speech or Language ImpairmentVoice Impairment Assessment:

Measure to assess vocal quality

Hearing screening

Oral mechanism exam

Otolaryngologist exam report



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Speech or Language ImpairmentLanguage Impairment Assessment:

Standardized comprehensive language assessment whoseresults suggest language skills to be greater than 1.5 SD fromthe mean Expressive language Receptive language

Auditory perception

Supplemental assessment Functional communication assessment

Language sample Criterion or norm-referenced assessment

Hearing screening



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Speech or Language ImpairmentAreas of Potential Educational Impact:

Academic

Remedial services, support in general educationclassroom, modifications of length and type of

assignments

Communication

Language goals, remedial services with SLP,

vocabulary development


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Deaf-Blindness Hearing and visual impairments

Severe communication and other

developmental and educational needs Cannot be accommodated in special education

programs by addressing any one of the

impairments Students may need assistance on and off the

bus


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Visual Impairment Impairment in vision that, even with

correction, adversely affects a childs

educational performance Term includes both partial sight and blindness

Students may require assistance with mobility


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Visual ImpairmentState Eligibility Standard:

Student must meet at least one eligibility standard ANDthe definition of visual impairment.

Legal Blindness: Visual acuity in better eye with best possible correctionis 20/200 or less at distance and/or near. OR Visual field restriction inboth eyes of 20 degrees or less.

Visual Impairments: visual acuity in better eye with best possiblecorrection is 20/50 or less at distance and/or near. OR Visual fieldrestriction in both eyes of 60 degrees or less.

A medical and educational documentation of progressive loss of vision,

which may in the future, affect the students ability to learn visually. Other visual impairment, not perceptual in nature, resulting from a

medically documented condition.


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Visual ImpairmentCharacteristics: Limited ability to learn incidentally and independently

through observation of peers and adults and environment.

Wide variety of abilities, behaviors, and instructional needsbased on wide variety of eye conditions and implications ofthose conditions. Two students with same eye condition mayhave completely different instructional needs.

Sometimes, apparent high level of skills in one area butapparent, inconsistent delays in another. For example, a

student with blindness may have very developed languageskills but may not have concrete experiences to fullyunderstand vocabulary being used in grade-level reading


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Visual ImpairmentAssessment:

Medical Eye Report

Functional Vision Assessment Appearance of Eyes

Visual Behavioral Abnormalities

Peripheral Field

Color Discrimination

Light Sensitivity and Preference Learning Media

Assessment

Near and Distant Acuity and Discrimination


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Visual ImpairmentAssessment:

Learning Media Assessment

Current print functioning Oral and silent reading speeds in print, large print

and/or Braille

Near reading and writing

Distant reading and writing

Listening comprehension


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Visual ImpairmentAssessment

Expanded Core Curriculum Screening and

Assessment Visual Efficiency Compensatory Skills (tactile skills, organization, etc)

Technology (keyboarding, computer access, digital books, etc)

Orientation and Mobility

Social Interaction Skills Independent Living Skills

Recreation and Leisure Skills

Career Education

Self-Determination


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Visual Impairment

Areas of Potential Educational Impact: Academic

Direct instruction or pre-teaching of skills needed in general educationclassroom

Accommodations for length of assignments or format of assignments Social

Social Skills training

Mobility Direct instruction and pre-teaching to travel safely and independently in

buildings, on school grounds, in community, and on and off bus

Cane use

Adaptive Training in independent self-care may be needed

Pre-vocational/Career Education


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Visual ImpairmentAreas of Potential Educational Impact

Technology

Low vision devices such as hand-held magnifiers, hand-held

telescopes, video magnifiers Computer software applications such as screen readers, screen

enlargement software or audio graphic calculators

PDA with refreshable Braille and speech, use of printer or Braille

embosser

Digital books and book players

Braille writers, Braille paper, Braille graph paper

Large print texts, enlarged/bold-line graph paper

Talking scientific calculators


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Deafness A hearing impairment that is so severe that

the child is impaired in processing linguistic

information through hearing, with or withoutamplification

An inability to communicate effectively

Delayed speech and/or language development May require sign language interpreter


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Hearing Impairment An impairment in hearing, whether permanent

or fluctuating

Does not include Deafness Inability to communicate effectively

Delayed speech and/or language development

Students may not hear verbalcommunication if they are not looking atthe speaker and may need oral informationrepeated.


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For more information on

Hearing/DeafnessNancy McKinney, Compliance Facilitator, is

offering a session on the academic needs of

students who are deaf and hard of hearing.


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In addition to these areas: Dont forget about prevocational skills!!

All disability areas can be affected by poor

skills in prevocational issues. For some students, prevocational skills can

adversely impact other areas associated with

each disability and should be addressed on theIEP.


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Educational Planning for Disability

Areas


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F

irst andF

oremost

Decisions regarding educational placement onthe IEP are NEVER, EVER, EVER, EVER

made based on a childs disability category.


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Step 1:W

hat are the areas of concern? First, we must identify which areas are

exceptional and in need of support through

exceptional education services. To do this, we summarize the childs current

performance levels under Present Levels of

Performance on the IEP.

From there, we identify which of the areas are

exceptional.


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Step 2: Setting Annual Goals From the Present Levels of Performance, we

determine what the students needs are.

Next, we determine where we want the childto be within a years time on his/her

weaknesses or areas of exceptionality.

We then write Annual Goals for each area ofexceptionality.


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Step 3: Determining Placement Once we have developed our Annual Goals

from the Present Levels of Performance, we

must decidehow

to best implement thosegoals to insure success.

When considering placement, we must take

into account providing support in the Least

Restrictive Environment (LRE).


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Least Restrictive Environment IDEA states:

To the maximum extent appropriate, children with

disabilities, including children in public or private

institutions or other care facilities, are educated withchildren who are not disabled and that special classes,

separate schooling, or other removal of children with

disabilities from the regular education environment occurs

only when the nature or severity of the disability is such

that education in regular classes with the use of

supplementary aids and services cannot be achieved

satisfactorily.

(IDEA, 20 U.S.C. 1412)


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O

f Critical Importance:Other placement options on the continuum of

placement possibilities can be explored only

when success in the LRE cannot be achievedwithout making significant and substantial

alterations to that setting using supplementary

aids and services.


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Supplementary Aids and Services Interventions

Consultation

Behavior management plans Paraprofessionals

Itinerant teachers

Resource rooms

These are to be utilized to modify the general

education classroom to allow for participation by

students with disabilities.


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Note: Terms such as inclusion or mainstreaming are narrower

in scope than the intent of LRE.

They are NOT synonymous with LRE.

Placement within the general education classroom may be the

least restrictive environment for some students withdisabilities, but not all.

IDEA requires participation in the general classroom ONLYwhen such placement can provide an appropriate education.

Thus while IDEA promotes integration of students with

disabilities in the general classroom, it recognizes that somestudents may require a more restrictive or segregated settingforFAPE provision.

B f M R t i ti


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Before a More Restrictive

Environment is Considered Schools must make a good faith effort to

educate students with disabilities in the LRE.

Before moving a student to a more restrictiveplacement, schools must be able to

demonstrate that they have made every

reasonable effortto educate students in less

restrictive setting with the use of

supplementary aids and services.


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Continuum of Services IDEA requires a continuum of services of

alternative placement options to meet theneeds of students with disabilities.

This continuum represents a spectrum ofplacements where a students unique specialeducation program can be implemented.

The purpose of this continuum is to allow IEPTeams to choose from a number of optionswhen determining LRE appropriate to eachstudent.


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IDEA Regulations:a) Each [school district] shall ensure that a continuum of

alternative placements is available to meet the needs ofchildren with disabilities for special education and relatedservices.

b) The continuum requiredmust:

1) Include the alternative placements (instruction inregular classes, special classes, special schools, homeinstruction, and instruction in hospitals and institutions);and

2) Make provision for supplementary services (such asresource room or itinerant instruction) to be provided inconjunction with regular class placement.

(IDEA Regulations, 34 C.F.R. 300.551)

C ti f S i


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Continuum of Services

Resource/

Pull Out

Inclusion

ResidentialPlacements

Murrell

Johnson

Cora Howe

Life

Skills

MIS

One-on-

One Aid

Where are the following:

Resource?

Inclusion?

Residential?

Special Day Programs?

MIS?Life Skills?

One on One Aid?

Consultation?

Academic and social

Instruction occurs

Strictly in the

Special education settingInclusive services in general education

Activities with special education support, academic

Instruction occurs primarily in the special educationsetting

Inclusive services in one to three General

Education subjects and activities withSupport from the exceptional education teacher

Including pull-out services

Inclusive services in most General Education

subjects and activitieswith some support from the exceptional education teacher

Inclusive services in all General Education subjects and activities with no support

from the exceptional education teacher

Consultation


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LRE Determination Standards

Must be individualized based on unique student

needs

Must examine which setting will offer maximum

educational benefits to students

May consider effect of students disability on peer

learning (i.e. behavior) ONLY after good faith effort

has been made in LRE Must provide FAPE

Must integrate within general education to the

maximum extent possible


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In Conclusion:

Each IDEA disability has characteristics that willlead to educational needs.

The unique needs of each student must be considered

in describing the Present Levels of Performance and,from there, identifying the areas of exceptionality.

Annual Goals are developed based on each studentsneeds.

Placement is determined by the IEP Team to give thebest support to enable the student to achieveeducational benefit in the LRE.


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We are here to support you!

For tough cases, your Compliance Facilitator

is there to assist you.

Dont hesitate to contact him/her if you havequestions.


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Thank you for your attention!!

For More Information on IDEA


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For More Information on IDEA

Disabilities:

Visit the Tennessee Department of Education

website at

http://www.state.tn.us/education/speced/assessment.shtml

Sped Institute IDEA Disabilities FINAL

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