Who’s Who, IEPs, Who’s Who, IEPs, and Testing and Testing

ModificationsModifications

EDU 341/541 Inclusive EDU 341/541 Inclusive StrategiesStrategies

Dr. Marya GrandeDr. Marya Grande

Who’s Who in Who’s Who in Special Special

Education?Education?

See if you can See if you can guess the answers guess the answers before they appear. before they appear. Good luck!Good luck!

1. 1. SPECIAL EDUCATION SPECIAL EDUCATION TEACHERTEACHER

II teach students with disabilities teach students with disabilities as well as act as a liaison as well as act as a liaison between parents and the between parents and the school district. I am also school district. I am also responsible for supervising responsible for supervising and teaching and teaching paraprofessionals and paraprofessionals and coordinating a team of coordinating a team of professionals who provide professionals who provide related services.related services.

2. 2. TEACHER AIDETEACHER AIDE

I assist in conducting I assist in conducting educational activities as educational activities as directed directed byby the special the special education teacher.education teacher.

3. 3. PHYSICAL PHYSICAL THERAPISTTHERAPIST

I provide therapy to improve or I provide therapy to improve or maintain gross motor activity, maintain gross motor activity, positioning, range of motion, positioning, range of motion, postural control, sensory postural control, sensory processing, endurance, and processing, endurance, and functional movement.functional movement.

4. 4. OCCUPATIONAL OCCUPATIONAL THERAPISTTHERAPIST

I provide therapy I provide therapy to to develop, develop, remediate, or remediate, or maintain maintain functions and functions and skills needed for skills needed for daily living. I daily living. I may also design may also design and develop and develop adaptive devices adaptive devices and provide and provide instruction on instruction on how to use how to use those devices.those devices.

5. 5. SPEECH LANGUAGE SPEECH LANGUAGE PATHOLOGIST PATHOLOGIST

I assess communication abilities I assess communication abilities and provide communication and provide communication training.training.

6. 6. PARENT(S)PARENT(S)

We may participate in assessment We may participate in assessment activities and help develop activities and help develop goals and services for our child.goals and services for our child.

7. 7. SCHOOL SCHOOL PSYCHOLOGISTPSYCHOLOGIST

I evaluate the student’s I evaluate the student’s intellectual and adaptive intellectual and adaptive abilities. I may also design abilities. I may also design strategies to reduce excess strategies to reduce excess behavior and provide training behavior and provide training to staff to develop alternative, to staff to develop alternative, long-term adaptive behaviors.long-term adaptive behaviors.

8. 8. SCHOOL SOCIAL SCHOOL SOCIAL WORKERWORKER

I advocate for the student and I advocate for the student and family and facilitate access to family and facilitate access to services. I may also services. I may also coordinate services between coordinate services between school, home, and school, home, and community.community.

9. 9. SPECIAL EDUCATION SPECIAL EDUCATION ADMINISTRATORADMINISTRATOR

I make sure that my school I make sure that my school district is in compliance with district is in compliance with federal and state regulations federal and state regulations governing special education.governing special education.

10. 10. VISION SPECIALISTVISION SPECIALIST

I assess a I assess a student’s vision student’s vision and adapt and adapt activities and activities and materials for materials for residual vision. I residual vision. I will also provide will also provide orientation and orientation and mobility training mobility training as well as vital as well as vital information information related to related to alternative alternative communication communication systems.systems.

11. 11. AUDIOLOGISTAUDIOLOGIST

I identify types I identify types and degrees and degrees of hearing of hearing loss. I will loss. I will provide provide guidelines on guidelines on equipment equipment and and procedures to procedures to compensate compensate for the for the impairment.impairment.

..

12. 12. SCHOOL NURSESCHOOL NURSE

I provide routine (skin care, cast I provide routine (skin care, cast care) and specialized care) and specialized (catherization, tube feeding) to (catherization, tube feeding) to students with disabilities. I will students with disabilities. I will also train other members on also train other members on these procedures.these procedures.

Can you name the 13 Can you name the 13 classification categories?classification categories?

AutismAutism DeafnessDeafness Deaf-BlindnessDeaf-Blindness Emotional Emotional

DisturbanceDisturbance Hearing Hearing

ImpairmentImpairment Learning Learning

DisabilityDisability Mental Mental

RetardationRetardation

Multiple Multiple DisabilitiesDisabilities

Orthopedic Orthopedic ImpairmentImpairment

Other Health-Other Health-ImpairmentImpairment

Speech or Speech or language language impairmentimpairment

Traumatic Traumatic Brain InjuryBrain Injury

Visual Visual Impairment Impairment including including blindnessblindness

Transition ServicesTransition Services

A coordinated set of activities for a A coordinated set of activities for a student with a disability, designed student with a disability, designed within an outcome-oriented within an outcome-oriented process, that promotes movement process, that promotes movement from school to post-school from school to post-school activities, including, but not limited activities, including, but not limited to, post-secondary education, to, post-secondary education, vocational training, integrated vocational training, integrated competitive employment (including competitive employment (including supported employment), continuing supported employment), continuing and adult education, adult services, and adult education, adult services, independent living, or community independent living, or community participation. participation.

Transition Services, Transition Services, Cont.Cont.

based on the individual student's based on the individual student's needs, taking into account the needs, taking into account the student's preferences and interests, student's preferences and interests, and shall include needed activities and shall include needed activities in the following areas: in the following areas:

(1) instruction; (1) instruction; (2) related services; (2) related services; (3) community experiences; (3) community experiences; (4) the development of employment (4) the development of employment

and other post-school adult living and other post-school adult living objectives; and objectives; and

(5) if appropriate, acquisition of (5) if appropriate, acquisition of daily living skills and functional daily living skills and functional vocational evaluation. vocational evaluation.

Regular Ed Teacher’s Regular Ed Teacher’s ResponsibilitiesResponsibilities

The regular education teacher of the The regular education teacher of the student with a disability must, to the student with a disability must, to the extent appropriate, participate in extent appropriate, participate in the development, review and the development, review and revision of a student's IEP, revision of a student's IEP, including assisting in the including assisting in the determination of determination of

(1) appropriate positive behavioral (1) appropriate positive behavioral interventions and strategies for the interventions and strategies for the student; and student; and

(2) supplementary aids and (2) supplementary aids and services, program modifications or services, program modifications or supports for school personnel that supports for school personnel that will be provided for the student, will be provided for the student, consistent with section 200.4(d) of consistent with section 200.4(d) of this Part. this Part.

Referrals to Special EdReferrals to Special Ed

Made be made byMade be made by a student's parent or person in a student's parent or person in

parental relationship; parental relationship; a professional staff member of the a professional staff member of the

school district in which the student school district in which the student resides, or the public or private resides, or the public or private school the student legally attends; school the student legally attends;

a licensed physician; a licensed physician; a judicial officer; a judicial officer; the commissioner or designee of a the commissioner or designee of a

public agency with responsibility for public agency with responsibility for welfare, health or education of welfare, health or education of children; or children; or

or purposes of referring one's self, or purposes of referring one's self, a student who is over 18 years of a student who is over 18 years of age or older, or an emancipated age or older, or an emancipated minor, who is eligible to attend the minor, who is eligible to attend the public schools of the district. public schools of the district.

When Writing a When Writing a Referral, You Must…Referral, You Must…

state the reasons for the referral state the reasons for the referral and include any test results, and include any test results, records or reports upon which the records or reports upon which the referral is based that may be in the referral is based that may be in the possession of the person possession of the person submitting the referral; submitting the referral;

describe in writing, intervention describe in writing, intervention services, programs or instructional services, programs or instructional methodologies used to remediate methodologies used to remediate the student's performance prior to the student's performance prior to referral, including any referral, including any supplementary aids or support supplementary aids or support services provided for this purpose, services provided for this purpose, or state the reasons why no such or state the reasons why no such attempts were made; and attempts were made; and

describe the extent of parental describe the extent of parental contact or involvement prior to the contact or involvement prior to the referral. referral.

Considerations for the Considerations for the LRELRE

Placement shall be based on the Placement shall be based on the student’s individualized education student’s individualized education program and determined at least program and determined at least annually. annually.

Placement shall be as close as possible Placement shall be as close as possible to the student’s home, and unless the to the student’s home, and unless the student’s individualized education student’s individualized education program requires some other program requires some other arrangement, the student shall be arrangement, the student shall be educated in the school he or she would educated in the school he or she would have attended if not disabled. have attended if not disabled.

In selecting the least restrictive In selecting the least restrictive environment, consideration must be given environment, consideration must be given to any potential harmful effect on the to any potential harmful effect on the student or on the quality of services that student or on the quality of services that he or she needs; and he or she needs; and

A student with a disability must not be A student with a disability must not be removed from education in age-removed from education in age-appropriate regular classrooms solely appropriate regular classrooms solely because of needed modifications in the because of needed modifications in the general curriculum. general curriculum.

Testing Accommodations Testing Accommodations (Schad, 2001)(Schad, 2001)

Provides an equal opportunity Provides an equal opportunity to participateto participate

Provides an equal opportunity Provides an equal opportunity to demonstrate to demonstrate knowledge/abilityknowledge/ability

Level the playing fieldLevel the playing field Should be used to the least Should be used to the least

extent possible.extent possible.

Decision MakingDecision Making (Schad, 2001)(Schad, 2001)

Based on individual needs, Based on individual needs, characteristics and abilitiescharacteristics and abilities

Based on evaluative Based on evaluative information (recent tests, information (recent tests, school records, previous IEP, school records, previous IEP, observation, parent observation, parent information, experience on information, experience on previous testsprevious tests

Multidisciplinary Multidisciplinary team decision team decision

Student EligibilityStudent Eligibility (Schad, 2001)(Schad, 2001)

Students with disabilities with Students with disabilities with IEPsIEPs

Students who are declassifiedStudents who are declassified Students with disabilities with Students with disabilities with

Section 504 Accommodation Section 504 Accommodation PlansPlans

Students who acquire Students who acquire disabilities shortly before disabilities shortly before testingtesting

Document Testing Document Testing AccommodationsAccommodations

(Schad, 2001)(Schad, 2001)

Document in IEP or Section Document in IEP or Section 504 Accommodation Plan504 Accommodation Plan

Document in clear mannerDocument in clear manner Can indicate conditions or Can indicate conditions or

types of teststypes of tests Cannot say “as appropriate”, Cannot say “as appropriate”,

“when necessary” or “when “when necessary” or “when asked for”asked for”

Cannot indicate in a test-Cannot indicate in a test-specific mannerspecific manner

Key to Testing Key to Testing Accommodation: Consistent Accommodation: Consistent

ImplementationImplementation (Schad, 2001)(Schad, 2001)

Implemented by trained ro Implemented by trained ro qualified personqualified person

Throughout school programThroughout school program All situations indicated on the All situations indicated on the

IEP/504 planIEP/504 plan Exception – Individualized Exception – Individualized

diagnostic assessment diagnostic assessment (evaluator discretion)(evaluator discretion)

Student refusal – counsel, Student refusal – counsel, document, revisedocument, revise