2. Critical Legislation Education for All Handicapped Children Act (EHA) Public Law 94-142 Passed in 1975 Initially authorized funding to the states to assist in the development, expansion and improvement of Special Ed. Programs States had to adhere to provisions in order to receive federal funds Goal was to provide an appropriate education for special needs students Name changed to IDEA in 2004
3. Critical Legislation Individuals with Disabilities Act (IDEA) in 2004 Key Components added: Schools must provide a Free Appropriate Public Education (FAPE) for special needs students If unable to furnish, must provide transportation and related services when necessary Special needs students are required to have an IEP (Individual Education Program) IEP is a Legal written document formed by the multidisciplinary team, parents and student: Establish learning goals, determine the services the school district must provide to meet those learning goals, and to enhance communication among parents and professional about the student’s program Transition Planning – Must begin before the student reaches the age of 16 (IEP) Coordinated set of activities to help the student for a life after high school based on the student’s needs Transition to postsecondary school, vocational training, employment, adult education, adult services, independent living, community participation Assistive Technology - Schools must assume maintenance or replacement responsibilities for family-owned assistive technologies
4. IDEA Key Components Cont. LRE (Least Restrictive Environment)-Schools must education disabled students in the general education setting as much as possible; explained in the IEP Parent and Student Participation: Parental Consent must accompany every decision that affects a child with a disability Parents must consent to the evaluation of a students education abilities and needs, determination of necessary services, and the placement of their child in special ed. Procedural Safeguards: Parents have the right to educational records, Obtain in IEE (Independent Educational Evaluation), Request a Due Process Hearing, Appeal decisions
5. Section 504 Part of the Rehabilitation Act Any student who has a physical or mental impartment that substantially limits one or more major life activity can qualify Can be short term or long term disabilities Students are able to receive a FAPE
6. ADA Americans with Disabilities Act passes in 1990 Law establishes guidelines for employment, public accommodations, transportation, state and local governmental operations, and telecommunication systems Individuals with disabilities are protected against discrimination
7. NCLB No Child Left Behind passed in 2001 Was the reauthorization of the Elementary and Secondary Education Act (ESEA) Intent to better serve special needs students and hold schools more accountable using scientifically based instruction Annual state standards in language arts and mathematics for ALL STUDENTS Schools must pass AYP (Annual Yearly Progress) in order to receive federal funds. If they do not meet AYP, schools are punished and considered “failing” Funds available for parents to move their children who attend a “failing” school to a better one in order to receive appropriate special educational services Goal was to 100% of all students graduate from high school! Set a goal of having all teachers fully qualified by 2006
8. Standard Based Education What is taught in public schools, must be tied to the state-derived content and performance standard that now exist in core subject areas of language arts, mathematics, and science Purpose to have a common set of goals and mileposts of all schools in states Began in 2001 with passage of NCLB
9. Student Accountability Due to passage of NCLB in 2001, ALL public school students must take state standard tests Most students with disabilities will take the regular statewide tests Some students will take the tests using some type of accommodation Some students with more severe needs will be exempt from the regular statewide tests and will take an alternative assessment Must be documented in their IEP BEFORE they take the standard tests
10. Inclusion Not just a physical place, time SENSE OF BELONGING for ALL CHILDREN BE YOURSELF Accepting Differences Disabled students are not judged Adults are role models: Children see adults accept everyone, they will do the same
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12. UDL Universal Design for Learning Goals to provide an appropriate challenge for ALL students Materials have a flexible format, supporting transformation between media and multiple representations of content to support all students Methods are flexible and diverse enough to provide appropriate learning experience, challenges, and support for ALL students Assessment is flexible to provide accurate, ongoing information that helps teachers adjust instruction and maximize learning
13. Differentiated Instruction Intent to maximize each student’s growth and individual success by meeting each students where he/she is, and assisting them in the learning process Allows special needs students to spend more time in general educational settings
14. Evidence Based Practice Due to NCLB and IDEA: Teacher Accountability Require teachers to use interventions that have evidence that they work with the populations with whom they are being used
15. Diversity Considerations Not all students are the same Teachers must be sensitive to the diverse needs of their students in order for them to excel in school Teachers must be knowledgeable about diversity and develop skills to address the needs of every student
16. Diversity Considerations Dimensions of Diversity: Cultural Racial-Ethnic Setting (Urban, Migrant) ELL Economic Sexual Orientation Intellectual/Cognitive Behavioral Physical/Sensory * ONLY 3 align with disabilities
17. IMPORTANCE Disabilities are not always visible. No matter what kind of disability a student has (physical, learning, behavioral) they may need help. In the short time frame students are in school; parents, educators, staff and students must all work together to help every student accomplish their goals while meeting their individual needs.
