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Chapter 4Identification and Planning for
Students with Special Needs
Based on: Special Education for Today’s Teachers: An Introduction, by Rosenberg, Westling, and McLeskey (second edition)
Chapter 4 Questions What is the process through which students’
eligibility for special education services is determined?
How are infants and toddlers, preschoolers, and school-age children with special needs identified?
What types of plans are made for students with special needs?
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
IDEA Part C: Ages 0-2
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Programs for families with children, birth to 3, with disabilities and developmental delays.
Provides services to families to help children reach their potential.
State and federally funded through IDEA.
In Texas, the lead agency is the:
Early Childhood Intervention
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Eligibility for ECI Services Developmental Delay
Atypical Development
Medical Diagnosis
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Steps in the ECI Process Child Find
Referral (2 day rule)
Intake/Screening
Evaluation
IFSP meeting
Service Delivery
Review
Transition
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Array of ECI Services Assistive Technology Audiology Developmental Services Early Identification,
Screening & Assessment Family Counseling Family Education Medical Services Nursing Services
Nutrition Services Occupational Therapy Physical Therapy Psychological Services Service Coordination Social Work Services Speech-Language Therapy Vision Services
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Location of ECI Services Services are provided in homes and
community settings. Young children learn best when taught in
natural and familiar environments.
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
IDEA Part B: Ages 3-21
Preschool (ages 3-5)Eligible children exhibit developmental delays in:
communication gross and fine motor skills cognitive skills social or emotional behavior adaptive behavior (self-help)
Children can be labeled “developmentally delayed” rather than with a specific disability category label.
Use same identification process as that used for school-aged children.
Services provided by public school system (PPCD class, speech therapy, etc.).
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Effectiveness of Early Intervention
Reduces or eliminates developmental delays
Results in fewer children being retained in later grades
Reduces educational costs to school programs Improves the quality of parent, child, and family
relationships
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Multi-Tier System of Supports or Response to Intervention
http://www.rti4success.org/
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Multi-Level “Tiered” Intervention
Early Intervening Services in
General Education
Special Education &/or Additional Early
Intervening Services
1
2
3
Progress Monitorin
g
3 Tiers
80% should be making acceptable progress.
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Purpose of MTSS/RTI Limit academic failure by providing timely
assistance Provide information about instructional needs Provide data for potential special education
evaluation Eliminate inadequate instruction as possible
cause of low achievement Reduce the number of referrals for special
education Accurately identify children with true disabilities
Identification Process (after RTI)
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
ReferralCan be submitted by anyone (teacher, parent,
other school personnel, etc.)Describes concerns (observations) about
academic and/or behavioral performance Identifies interventions attempted and results
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
Evaluation Individual evaluation in all areas related to suspected
disability Can include RTI data Includes more than one test Use validated, unbiased tests Administered by qualified persons Given individually, in students’ native language Must have parents’ consent
Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.All Rights Reserved
ARD/IEP Meeting Participants: general education teacher, special
education teacher, administrator, evaluator, specialists/therapists, parent, and possibly others (student, advocate, doctor, etc.)
Review evaluation data Decide whether child has disability Identify needs of the child Determine placement and services
Individualized Education Program (IEP)
Present level of performance Annual measureable goals How progress measured and reported Statement of special education and related services Extent of participation in general education Dates, frequency, location, and duration of services
Other Special Education Plans Individualized Family Service Plan (ISFP) 504 Plan Behavior Intervention Plan Transition Plan