Edc 353

Week 1 & 2

Newest revision of PL94-142 (IDEA) is called IDEIA – 2004 (Individuals with Disabilities Education Improvement Act of 2004)

            Note major changes

PL 94-142 (also known as Education for Handicapped Children Act) First piece of legislation passed to provide a Free Appropriate Public Education.

Signed 1975

 

Prior to 1975 little or no services for students with disabilities. Students with “more severe” disabilities were often institutionalized or simply stayed home.

Students with mild disabilities were placed in the general education classroom with little or no services.

 

PL 94-142 requires school districts to invite parents to be part of a team that will develop an educational program or plan. This plan is the Individualized Educational Program/Plan (IEP).

 

This IEP requires the IEPT (IEP TEAM) to place the student in the Least Restrictive Environment  (LRE).

 

When placing the student in the LRE, you should always look at the full-time general education placement first and work toward a more restrictive environment as APPROPRIATE. Note the graphic of a typical continuum.

Know the continuum of placement options (use mine if you wish – easier than the one in the text p. 18). 

Most Restrictive                                                                                Least Restrictive

 

 

 

 

 

 

Read the inset on P.12 and be prepared to respond in class.

            Know what “people first language” is. P.20 Test items based on “For your information” inset.

Who is typically the FIRST person to identify that a student has special needs? P.21 The elementary general education teacher

 

Page 9 – Read the “For Your Information” inset.  Identify seven components of EHA

 (PL 94-142)

1.      FAPE

2.      IEP

3.      Parent Input

4.      LRE

5.      Test cannot discriminate

6.      Due Process

7.       Some $

 

How many students (with disabilities) could you expect in a “typical” classroom? P. 7

 At LEAST 10% more typical is 12%

 

Where are MOST students with disabilities/special needs placed ( where do they receive educational programming)? P.10  Most students are included in the general education classroom.

 

The text identifies four types of students with special needs – identify the four “types” of students. P.4 students with disabilities,   Culturally and linguistically diverse,   Gifted and Talented,   Students who are At-Risk for failure

 

If a student is labeled “Learning Disabled” (LD), He/She must have at least average intelligence.

 

“Average” range is 70-130

 

50 – 69 Mild Cognitive Impairment

35 – 49 Moderate Cognitive Impairment

20 – 34 Severe Cognitive Impairment

20 and below – Profound Cognitive Impairment

 

 

 

20	20-34	35-49	50-69	70-89	90-109	110-129	130+
Profound learning difficulty	Severe learning difficulty	Moderate learning difficulty	Mild learning difficulty	Low normal	Normal	High normal	“Genius”

 

 

 

If a student is labeled C.I. (cognitively impaired) they must have a deficit in what two areas? I. Q. and adaptive behavior.

 

What is adaptive behavior? The ability to make day-to-day common sense decisions AND the ability to adapt to various social situations.

 

 

Give some examples of Ancillary Services?  School Social Worker (SSW), School Psychologist, Speech and Language Pathologist, Physical Therapist, Occupational Therapist, Teacher Consultant.

 

Are Gifted and talented students covered under federal school legislation (providing funding and services)? No but Gifted and Talented students have special needs!

 

What school official does testing on students to determine eligibility for special education services? School Psychologist – but they need WRITTEN parental permission!

 

How often does the IEP get reviewed? Reviewed ANNUALLY – EVALUATED every three years (new Michigan law permits parents to waive testing)

 

 

 

AI	Autistic Impaired
EI	Emotionally Impaired
EMI	Educationally Mentally Impaired
TMI	Trainable Mentally Impaired
SMI	Severely Mentally Impaired
SXI	Severely Multiply Impaired
LRE	Least Restrictive Environment
POHI	Physical or Otherwise Health Impaired
*CI	Cognitively Impaired – New “Label” in Michigan, covers ALL mental impairments
VI	Visually Impaired
PLEP	Present Level of Educational Performance
CBI	Community Based Instruction
ITP	Individualized Transition Plan
*OHI	Otherwise Health Impaired – New “Label” in Michigan covers “health” impairments
IEPT	Individualized Educational Planning TEAM
G & T	Gifted and Talented
STO	Short Term Objectives
ADHD	Attention Deficit Hyperactivity Disorder
CP	Cerebral Palsy
*IDEA-97	Individuals with Disabilities Educational  Act – re-authorized –
IDEA – 2004	CURRENT Legislation
*EHA PL-94142	Education for Handicapped Children Act –PL 94-142 FIRST PIECE of Legislation sp. Ed.
LD	Learning Disabled
PI	Physically Impaired
504	Section 504 of Voc. Rehab. Act 1973 – Civil Rights Legislation for handicapped
TBI	Traumatic Brain Injury
*ADA	Americans with Disabilities Act 1990 – Ramps, Bathroom stalls, doorways – ACCESS
AG	Annual Goal

 

 

Referral and testing procedures –

Once a teacher has collected sufficient DATA and has requested (from the appropriate administrator) that a student be tested, the school psychologist must get WRITTEN parental permission to complete testing.

 

A Multi-disciplinary evaluation team (MET TEAM) will be developed that will include the following:  Parents, teacher(s), school social worker if appropriate, ancillary services if appropriate, the school psychologist and “other appropriate individuals” (i.e., advocate)

Largest special education category is Learning Disabled (52%)