SPED ProgramsBy: Bea Quililan and Mary Alyssa Botin

Universal Design for Learning Guidelines

Universal Design for Learning Guidelines

Universal Design for Learning Guidelines

Universal Design for Learning Guidelines

Universal Design for Learning Guidelines

Universal Design for Learning Guidelines

This graphic organizer of the Universal Design for Learning Guidelines depicts the three main principles of UDL in three color-coded columns with numbered explanations and bulleted examples beneath each principle heading.

Principle I. Provide Multiple Means of Representation is shown on the left in dark pink and includes the following:

• 1. Provide options for perception: options that customize the display of information, options that provide alternatives for auditory information, options that provide alternatives for visual information.

• 2. Provide options for language and symbols: options that define vocabulary and symbols, options that clarify syntax and structure, options for decoding text or mathematical notation, options that promote cross-linguistic understanding, options that illustrate key concepts non-linguistically.

• 3. Provide options for comprehension: options that provide or activate background knowledge; options that highlight critical features, big ideas, and relationships; options that guide information processing; options that support memory and transfer.

Principle II. Provide Multiple Means of Action and Expression is shown in the center in blue and includes the following:

• 4. Provide options for physical action: options in the mode of physical response, options in the means of navigation, options for accessing tools and assistive technologies.

• 5. Provide options for expressive skills and fluency: options in the media for communication, options in the tools for composition and problem solving, options in the scaffolds for practice and performance.

• 6. Provide options for executive functions: options that guide effective goal-setting, options that support planning and strategy development, options that facilitate managing information and resources, options that enhance capacity for monitoring progress.

Principle III. Provide Multiple Means of Engagement is shown on the right in green and includes the following:

• 7. Provide options for recruiting interest: options that increase individual choice and autonomy; options that enhance relevance, value, and authenticity; options that reduce threats and distractions.

• 8. Provide options for sustaining effort and persistence: options that heighten salience of goals and objectives, options that vary levels of challenge and support, options that foster collaboration and communication, options that increase mastery-oriented feedback.

• 9. Provide options for self-regulation: options that guide personal goal-setting and expectations, options that scaffold coping skills and strategies, options that develop self-assessment and reflection.

Differentiated Instructions

Differentiated Instructions

IEP and IFSP

IFSPIndividual Family Service Plan

IEPIndividualized Education Plan

Target PopulationIn most states the IFSP is intended for children and their families from birth through age 2.

Target PopulationIn most states the IEP is intended for children ages 3 through 5.

FocusThe IFSP provides early intervention to meet the unique development needs of the child and family in the child’s natural environment, which typically means the child’s home

FocusThe IEP provides services and support for the child within the context of the school system. To the maximum extent possible the purpose of the IEP is to ensure that the child has the same opportunity to be educated as his or her non-disabled peers.

IFSPIndividual Family Service Plan

IEPIndividualized Education Plan

EligibilityBased on an evaluation for children from birth through age 2.

EligibilityBased on evaluation for children ages 3-5.

Development of the PlanThe plan is developed annually by an IFSP team, which includes the family as well as a group of child development experts (typically a pediatrician, an occupational therapist, a speech therapist, a social worker, and an early childhood special education teacher). The plan is based upon the evaluation of the needs of the child and family.

Development of the PlanThe plan is developed by the IEP team and takes into account strengths of the child, concerns of the parents for enhancing the education of their child, the results of the child ‘s initial and/or most recent evaluation of the child, and the academic, developmental and functional needs of the child

IFSPIndividual Family Service Plan

IEPIndividualized Education Plan

Review of PlanThe plan is typically reviewed every 6 months.

Review of PlanThe plan is reviewed periodically, but usually not less than annually.

Statement of PerformanceContains information about the child’s present levels of motor, cognitive, communication, social/emotional, and adaptive (self-help skills) development.

Statement of PerformanceContains information about the child’s present level of academic achievement and functional performance, including for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities.

IFSPIndividual Family Service Plan

IEPIndividualized Education Plan

ServicesServices are provided in the natural environment, which typically means within the home or at child care centers.

ServicesProvided, to the maximum extent appropriate within the school alongside children who are not disabled.

Goals and ObjectivesHelps the child to reach development goals.

Goals and ObjectivesPrepares the child to learn alongside his/her non-disabled peers in the school system.

Least Restrictive Environment

What are the least restrictive environment (LRE) requirements of Part B of IDEA 2004?

IDEA 2004 requires that public schools (districts and charters) serve students with disabilities with their nondisabled peers, to the maximum extent appropriate.

This requirement specifically includes students in public or private institutions or other care facilities. Additionally, schools must ensure that a student with a disability is removed from the general educational environment (including removal to separate schools or special classes) only when the nature or severity of the student’s disability is such that he/she cannot be educated in general education classes, even with the use of supplementary aids and services.

How often is LRE a consideration for student placement?

Placement is reviewed each year at a minimum.

General education should be the first consideration on an annual basis

What does “maximum extent appropriate” mean?

Placement decisions should begin with the least restrictive environment.

All possible placement alternatives should be considered to ensure that services are delivered in the LRE.

Least Restrictive Environment

LRE is part of the Individuals with Disabilities Education Act (IDEA). IDEA says that children who receive special education should learn in the least restrictive environment. This means they should spend as much time as possible with peers who do not receive special education.

IDEA says two things about LRE that are important to understand when working with the IEP team:

1. Your child should be with kids in general education to the “maximum extent that is appropriate.”

2. Special classes, separate schools or removal from the general education class should only happen when your child’s learning or attention issue—his “disability” under IDEA—is so severe that supplementary aids and services can’t provide him with an appropriate education.

A key word here is “appropriate.” It refers to what’s suitable or right for your child. Sometimes, putting a child in a general education classroom isn’t suitable because a specific service or program can’t be provided there.

Common LRE scenarios:

General education classroom with support. Your child spends the entire day in a general education class. He receives supports and services like a tutor or aide,assistive technology, related services, accommodations, modifications or any combination of these.

Partial mainstream/inclusion classroom. Your child spends part of the day in a general education class. He gets some individual or small-group instruction in a special education class, or is pulled out of class for some services

Special education class. This is a program with specialized instruction for kids with similar learning needs.

Specialized program outside of your school district. This includes private schools, residential programs and hospital programs.

Placement

For students whose needs cannot be met entirely in the regular classroom, a range of placement options is available. These options include:

• A regular class with indirect support where the student is placed in a regular class for the entire day, and the teacher receives specialized consultative services.

• A regular class with resource assistance where the student is placed in a regular class for most or all of the day and receives specialized instruction, individually or in a small group, within the regular classroom from a qualified special education teacher.

• A regular class with withdrawal assistance where the student is placed in a regular class and receives instruction outside the classroom, for less than 50 per cent of the school day, from a qualified special education teacher.

• A special education class with partial integration where the student is placed by the IPRC in a special education class in which the student-teacher ratio conforms to Regulation 298, section 31, for at least 50 per cent of the school day, but is integrated with a regular class for at least one instructional period daily.

• A full-time special education class where the student-teacher ratio conforms to Regulation 298, section 31, for the entire school day.

Who Decides Placement?

The group that determines the educational placement for a child with a disability must include individuals with specific expertise or knowledge:

the child’s parents; personnel who know the variety of placement options

available to meet the child’s needs, and individuals who understand the significance of the data

used to develop the child’s IEP.

How Does the Group Decide Placement?

A child’s placement:

• is determined each and every year;• is based on the child’s IEP;• is as close as possible to the child’s home;• places the child in the school he or she would normally

attend if not disabled (unless the child’s IEP requires some other arrangement).

HIGH QUALITY PROFESSIONAL DEVELOPMENT

DEFINE:• HQPD is a purposeful, structured, and continuous

process that occurs over time.• HQPD is informed by multiple sources of data.• HQPD is collaborative.• HQPD includes varied learning experiences that

accommodate individual educator’s knowledge and skills.

• HQPD is evaluated by its short- and long-term impact on professional practice and achievement of all students.

• HQPD results in the acquisition, enhancement or refinement of skills and knowledge

Inclusive Program

All children benefit from inclusive education. It allows them to:

• Develop individual strengths and gifts, with high and appropriate expectations for each child.

• Work on individual goals while participating in the life of the classroom with other students their own age.

• Involve their parents in their education and in the activities of their local schools.

• Foster a school culture of respect and belonging. Inclusive education provides opportunities to learn about and accept individual differences, lessening the impact of harassment and bullying.

• Develop friendships with a wide variety of other children, each with their own individual needs and abilities.

• Positively affect both their school and community to appreciate diversity and inclusion on a broader level.

References:1. http://www.edu.gov.on.ca/eng/general/elemsec/speced/identifi.html2. http://www.edu.gov.on.ca/eng/general/elemsec/speced/identifi.html3. http://www.parentcenterhub.org/repository/placement-lre/4. https://

www.understood.org/en/school-learning/special-services/special-education-basics/least-restrictive-environment-lre-what-you-need-to-know

5. http://www.inclusionbc.org/our-priority-areas/inclusive-education/what-inclusive-education

6. http://bctf.ca/issues/resources.aspx?id=105727. http://www.setbc.org8. http://

education.ohio.gov/Topics/Other-Resources/Gifted-Education/Teaching-Gifted-Students-in-Ohio/High-Quality-Professional-Development-HQPD-in-Gi

9. http://www.cast.org/our-work/about-udl.html#.VyUYvRfXLcs10. http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorgan

izer11. http://www.scholastic.com/teachers/article/what-differentiated-instruction12. http://www.readingrockets.org/reading-topics/differentiated-instruction