Planning and Providing Special Education Services

Exceptional Children: An Introduction to Special Education,9th EditionISBN 013514454X

© 2009 Pearson Education, Inc.All rights reserved.

Chapter 2Planning and Providing

Special Education Services

Exceptional Children: An Introduction to Special Education, 9th EditionHewardISBN 013514454X

© 2009 Pearson Education, Inc.All Rights Reserved.2

Focus QuestionsWhy must the planning and provision of special education be so carefully sequenced and evaluated?

What are the intended functions of pre-referral intervention?

What does the disproportionate representation of students from diverse cultural and linguistic groups in special education say about the field?How do collaboration and teaming impact the effectiveness of special education?



Focus Questions continuedHow should the quality of a student’s individualized education program (IEP) be judged?Is the least restrictive environment always the general education classroom? Why?What elements must be in place for a student with disabilities to receive an appropriate education in inclusive classrooms?In what ways has special education been most successful? What are the field’s greatest shortcomings and challenges?

Key Terms and Concepts Interventions: Various types and when used (pre-referral,

remedial, etc.) RTI – what is it, when is it used, steps Multi-Factored Evaluation IEP (what goes into the various sections, annual goals, age of majority,

IEP ages, , who attends meetings, student participation, who is required to attend meetings, measurable goals). When must it be completed?

IFSP (purpose, ages, etc.) Types of teams (multidisciplinary, transdisciplinary, interdisciplinary,

intradisciplinary.) Problems, how to make successful Types of collaboration (teaming, coordination, consultation) Transition Plans (Age of student, purpose) Co-teaching models and practices (parallel, station, alternative,

etc) LRE. Proper placement. Continuum of Services Inclusion, Mainstreaming Group learning. Heterogeneous groups. Teacher and peer expectations



Process of Special Education – Overview p 46-47

Pre-referral Intervention: Reduces the chances of identifying a child for special education who is not disabled

Provide immediate instructional and/or behavioral assistance Responsiveness to intervention Evaluation and Identification (Multi-factored evaluation) All children suspected of having a disability must receive a nondiscriminatory

multi-factored evaluation administered by a multidisciplinary team, which must include the child’s parents. Must be completed within 60 days of parent consent.

Eligibility Determination Program Planning An individualized education program must be developed for children identified as

having a disability Placement The IEP team must determine the least restrictive educational (LRE)

environment that meets the student’s needs Special Education and related Services Progress Monitoring, Review, and Evaluation The IEP must be thoroughly and formally reviewed on an annual basis



The Process of Special Education Pre-referral Intervention

Teacher or parent reports concern with child’s learning, behavior or development, or results of a screening test indicate a possible disability

Parents are notified Intervention assistance team (Intervention and Referral Services

Committee) work with the general education teacher to plan and help implement modifications in curriculum and instruction in an attempt to solve the problem

Some school districts use an early intervention process called responsiveness to intervention (RTI) to identify children for referral for special education

Pre-referral intervention is not required by IDEA and may not be used to delay referral and evaluation of an eligible student

If pre-referral interventions are successful the process stops. Interventions and ongoing instruction must be evidence

based practices – scientific research



Responsiveness to Intervention (RTI) Provides immediate instructional and/or behavior management

assistance to the child and teacher Reduce the frequency of identifying children for special education

whose learning/behavior problems are the result of not receiving appropriate education

Prevent relatively minor problems from worsening to a degree that would eventually require special education

Strengthens teachers’ capacity to effectively intervene with a greater diversity of problems, thereby reducing the number of future referrals for special education

Prevent the costly and time-consuming process of assessment for special education eligibility by solving the problems that originally caused the teachers or parents to be concerned about the child

Provide IEP teams with valuable baseline data for planning and evaluating special education and related services, for students who are referred and found eligible for special education



Multifactored Evaluation (MFE) Parent consent for testing and evaluation must be obtained MFE must consider all areas related to suspected disability (academic

performance, general intelligence, social behavior, vision, hearing, general health)

MFE must use a variety of assessment tools and strategies (formal tests, direct observation in the classroom, parent input)

MFE must not discriminate based on race, culture, language or gender MFE should provide information to help determine if the child has a

disability, what kinds of related services may be needed, and how the child can participate in the general education curriculum



Eligibility Determination Evaluation team reviews MFE results and all relevant information to

determine if child meets the identification criteria for one of IDEA’s 13 disability categories and is therefore eligible for special education and related services

In NJ there are 14 disability categories listed in New Jersey Administrative Code 6A:14 (page 54)

http://www.nj.gofv/education/code/current/title6a/chap14.pdf Parents participate in interpretation of MFE results and the eligibility decision Child is not considered disabled and eligible for special education if learning

problems are the result of lack of instruction in reading, math or limited English proficiency

If eligible go on to program planning. If not, student may be referred back to the I&RS team (Intervention and

Referral Services Committee) or 504 committee

http://www.nj.gov/education/code/current/title6a/chap14.pdf



Eligibility Determination Eligibility Categories in New Jersey Administrative Code 6A:14

Auditorily Impaired Autistic Cognitively Impaired Communication Impaired Emotionally Disturbed Multiply Disabled Deaf/Blindness Orthopedically Impaired Preschool Child with a Disability Social Maladjusted Specific Learning Disability Traumatic Brain Injury Visually Impaired



Disproportionate RepresentationConcernsDisproportionate representation of students from culturally and linguistically diverse groups in special education

• Are children wrongly placed in special education programs resulting in being denied appropriate educational interventions?

• Are children overlooked because of their membership in specific ethnic groups resulting in being denied access to needed special education?

CausesAre students from some ethnic groups more likely to have a disability?Do inherent problems in the referral and placement process bias the identification of “minority” children?



Disproportionate RepresentationFactors that Contribute to DisproportionalityIncongruity between teachers and culturally and linguistically diverse students and families, which may lead to biased referralsInaccurate assessment of culturally diverse studentsIneffective curriculum and instructional practices for culturally diverse students



Individualized Education Program (IEP) IDEA requires that an IEP be developed and implemented for every

student with disabilities between the ages of 3 and 21 Individualized family service plans are developed for infants and

toddlers from birth to age 3 – Defines early intervention services.

The IEP team must include the following members: Parents (MANDATORY) Regular education teachers Special education teachers LEA representative An individual who can interpret evaluation results Others at the discretion of the parent or school (such at speech therapist,

physical therapist, counselor). Not mandatory The student (age 14 or older must be invited)

Branchburg Child Study Team http://www.branchburg.k12.nj.us/cms/lib6/NJ01000050/Centricity/Domain/10/A_Guide_to_student_Services.pdf

http://www.branchburg.k12.nj.us/cms/lib6/NJ01000050/Centricity/Domain/10/A_Guide_to_student_Services.pdf





Program Planning Individualized Education Program An IEP team is formed to develop and individually tailored

program of specially designed instruction, related services, assistive technology, and supplementary aids and services to meet the child’s needs that result from the disability

Parents participate as equal partners; the student participates when appropriate

Special instruction and related services needed by child must be identified without regard to cost or availability in district

Students can help monitor their progress, indicate preferences for goals and objectives, conduct IEP meetings. They do not determine eligibility for services.



IEP ComponentsThe IEP must include: A statement of present levels of educational performance

A statement of annual goals in every area adversely affected by the disability. MEASUREABLE

A statement of the extent to which the student will participate in state and district wide testing programs. If not taking state and district wide testing, then what is the alternative assessment.

A statement of individual assessment accommodations A statement of special education and related services

An explanation of the extent to which the student will not participate with non-disabled children. Justification.

Ways to measure Progress



IEP Components continued A statement of services that will enable the student to access and

make progress in the general academic curriculum and extracurricular actives.

Individual modifications

The projected date for the beginning and duration of services

Beginning at age 16, an individual transition plan must be developed. In NJ – this is age 14, mainly for educational versus job planning purposes.

A positive behavior intervention plan if necessary (BIP) 3 years before the child turns 18, TRANSFER OF RIGHTS AT

AGE OF MAJORITY : “a statement that the student and the parent(s) have been informed of the rights that will transfer to the student on reaching the age of majority unless the parent(s) obtain guardianship [N.J.A.C. 6A:14-3.7(e)14]. “ Age of Majority is 18.



Implement Special Education (FAPE)

The IEP is implemented in the LRE The child participates in the school’s

general education curriculum and extracurricular activities to the maximum extent possible

Child participates in state and district wide testing (IEP specifies modifications and accommodations)

Parents can request a change of program and placement



IEP Functions and Formats IEP formats vary widely across school

districts

The IEP is a measure of accountability for teachers and schools

The IEP is not the same as curriculum; IEP objectives are not comprehensive enough to cover the entire scope and sequence of what a student is to learn



Least Restrictive Environment LRE is the setting that is closest to a

regular school program that meets the child’s special educational needs

The IEP team must determine if the annual goals and short-term objectives can be achieved in the regular classroom Removal from the regular classroom should take place

when the severity of the disability is such that an appropriate education cannot be achieved

Placement must not be regarded as permanent. It can change over time.



Placement in Least Restrictive Environment

IEP Team determines placement after the child’s education needs and the services needed to meet have been identified

Placement must not be based on the disability category IDEA presupposes the general education classroom as

the starting point for the LRE IEP must explain the extent, if any, to which child will be

removed from the general education classroom School cannot substitute a policy of “full inclusion” for a full

continuum of alternative placements Parents participate in and must consent to placement

decisions



A Continuum of Services (range of placement and service options)

Least Need for Specially Designed Instruction & SupportsMany Number of Students

General education classroomStudent receives a prescribed program under the direction of the general education classroom teacherGeneral education classroom with consultationStudent receives a prescribed program under the direction of the general education classroom teacher, who is supported by ongoing consultation from the special educator(s).

General education classroom with supplementary instruction and servicesStudent receives a prescribed program under the direction of the general education classroom teacher and also receives instruction and related services within the general education classroom from the special educator and/or a paraeducator.Resource roomStudent is in the general education classroom for the majority of the school day but goes to the special education resource room for specialized instruction for part of each school day.



A Continuum of Services Most Need for Specially Designed Instruction & Supports

Few Number of Students Homebound or hospitalStudent receives special education and related services at home or in a hospital programResidential schoolStudent receives special education and related services from specially trained staff in a residential facility in which children receive care or services 24 hours a day.Separate schoolStudent receives special education and related services under the direction of a specially trained staff in a specially designed facility (day program).Separate classroomStudent attends a special class for most or all of the school day and receives special education and related services under the direction of a special education teacher.



A Continuum of Services



Progress Monitoring, Annual Review and Reevaluation Parents must be provided with periodic reports on the child’s

progress toward meeting annual IEP goals (quarterly reports with report cards)

The IEP must be reviewed periodically, but not less than annually The IEP team revises the IEP to address any lack of expected

progress in meeting annual goals or changes in the child’s needs A least once every 3 years, an MFE of each child with a disability

must be conducted, unless the parent and school agree it is unnecessary) to determine if the child still needs special education

The IEP team may decide that a disability is no longer present or that the child’s education is no longer adversely affected by the disability. If so the student is declassified and special education is discontinued.



Inclusive Education Inclusion means educating students with disabilities in

regular classrooms 100% of the time Placement in a special education setting does not

guarantee that a child will receive the specialized instruction he or she needs

Cooperative learning activities provide a strategic approach for integrating students with disabilities in both the academic curriculum and the social fabric of the classroom

Mainstreaming – including students with disabilities in the regular classroom for as much of the school day as possible.

Teacher and classmate expectations towards students with disabilities have the greatest impact on student achievement



Promoting Inclusion with Cooperative Learning

Cooperative learning activities provide a strategic approach for differentiating instruction and integrating students with disabilities into both the academic and social fabric of the classroom.

Cooperative learning arrangements should includeGroup goalsIndividual accountabilityRecognition of group success

Class-wide Peer Tutoring is a research-based form of cooperative learning

Cooperative learning groups have students with different abilities and disabilities within the group. HETEROGENEOUS



GROUPING Homogeneous groups: Students have

very similar abilities and disabilities. Ex: All students in the group have a reading disability. No student reads at or above grade level.

Heterogeneous groups: Students have different abilities and disabilities. Ex: One student has a reading disability and is a great internet video researcher. Another student reads 3 grades above grade level but doesn’t like to write, and a third student hopes to create Broadway plays.



Arguments For and Against Full Inclusion Pro

LRE legitimates restrictive environments Confuses segregation and integration with intensity of

services Is based on a readiness model Sanctions infringements on people’s rights Implies that people must move as they develop and change Directs attention to physical settings rather than to the

services and supports people need Con

Placing a child in a general education setting is no guarantee he will learn or be accepted

General education teachers are often not sufficiently trained System of supports often not available No clear definition of what inclusion means



Collaboration and Teaming Collaboration

Teachers are better able to diagnose and solve problems in the classroom when they work together

Coordination - ongoing communication and cooperation to ensure that services are provided in a timely and systematic fashion

Consultation - team members provide information and expertise to one another (related service provider, specialist)

Teaming Multidisciplinary team - composed of professionals from different

disciplines who work independently of one another; each member conducts assessments, plans interventions, and delivers services

Interdisciplinary team - characterized by formal channels of communication between members; although each professional usually conducts discipline-specific assessments, the interdisciplinary team meets to share information and develop intervention plans

Transdisciplinary teams - Members seek to provide services in a uniform and integrated fashion by conducting joints assessments, sharing information and expertise across discipline boundaries, and selecting goals and interventions that are discipline-free



Coordination Coordination - ongoing communication and cooperation to

ensure that services are provided in a timely and systematic fashion

Examples: Special and general education teachers work out schedules and

support schedules Therapists and general education teachers work out schedules

for therapy intervention Special education and general education teachers work out

grading procedures and policies Special education teachers work with job coaches and transition

teachers to set community-based experience schedules for students



Consultation Team members provide information and expertise to one another Unidirectional-expert provides assistance and advice to the

novice

Examples: Special education teachers assist general education teachers in

modifications and accommodations Vocational education teachers working with community

employers Related service personnel providing support to special education

and general education teachers

UNIDIRECTIONAL means 1-way



Teaming Special and general education teachers, administrators,

counselors, support staff, and school psychologists working together on prereferral teams to design and implement interventions in general education classrooms

Special education and general education teachers co-teaching in the classroom

Paraprofessionals working with general education teacher serving together on curriculum planning teams

Team of professionals working together to determine whether a child is eligible for special education services

IEP teams working together to assess the current performance of a student to determine continued eligibility for special education services



Multidisciplinary Team Multidisciplinary team - composed of professionals from

different disciplines who work independently of one another; each member conducts assessments, plans interventions, and delivers services

Because they do not work together, there is a risk that the child’s needs will be treated as individual parts and the child’s needs will not be treated as a whole

Lack of communication between professionals



Interdisciplinary Team characterized by formal channels of communication

between members; although each professional usually conducts discipline-specific assessments, the interdisciplinary team meets to share information and develop intervention plans

Each member is responsible for implementing their part of the service plan



Transdisciplinary Team Members seek to provide services in a uniform and integrated

fashion by conducting joints assessments, sharing information and expertise across discipline boundaries, and selecting goals and interventions that are discipline-free

Team members share roles Hardest type of dynamic to accomplish

Pg 61 Heward



Collaboration and Teaming (cont.)

Co-teaching One teaching/one helping Parallel teaching – two groups, same topic Station teaching Alternative teaching – take turns Team teaching – various people work

together to design and implement teaching interventions. Includes paraprofessionals, counselors, administrators (p 61)

Successful co-teaching requires planning time and good communication.



One Teaching/One Helping One teacher instructs the whole class

while the other circulates to collect information on the student performance and to offer help

Takes advantage of the teachers expertise

Examples: in class support (ICS); in class consultation models (push-in related services)



Parallel Teaching Teachers teach same material to

two equal sized groups Lower student to teacher ratio Examples: transitional classroom,

basic skills push-in, in class support



Station Teaching Teaching material that is difficult,

but not sequential Both teachers teach at the same

time to two equal sized groups different content

Switch groups and repeat lesson Examples: transitional classrooms,

basic skills push-in



Alternative Teaching One teacher works with a small

group or individual student to remediate a skill

Other teacher instructs the class Examples: in class support, in class

resource, basic skills push in, consultation model push-in



Team Teaching Both teachers plan and teach a

lesson together

Examples: transitional classrooms, in class support



Where Does Special Education Go from Here?

The promise of a free, appropriate public education for all children with disabilities is an ambitious one. It will make

• educational opportunities a reality for all disabled children • our schools healthier learning environments for all children

IDEA has far-reaching effects• in place of the once-prevalent practice of excluding children with

disabilities, school now seek the most appropriate way of including them

There are problems and concerns with the implementation of IDEA

• Insufficient funding from the federal government• Excessive paperwork, unclear guidelines, and inappropriate groups of

students with disabilities• Overrepresentation of students from diverse groups• Lack of training or support for general education teachers when

students with disabilities are included in their classrooms

RESOURCES NJ Administrative codehttp://www.nj.gov/education/code/current/title6a/chap14.pdf IEP Goals and Objectives – Examples Autism

http://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Goals_Objectives_for_ASD.pdf

Speech http://www.speakingofspeech.com/IEP_Goal_Bank.html

NJ FORMS (including IEP):http://www.state.nj.us/education/specialed/form/ Branchburg Child Study Team


http://www.nj.gov/education/code/current/title6a/chap14.pdf



RESOURCES continued Parent Rights in Special Education

http://www.state.nj.us/education/specialed/form/prise/prise.pdf Common Core Standards: http://www.corestandards.org/

The standards http://www.corestandards.org/the-standards

for Mathematics http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf for English Language Arts & Literacy in History/Social

Studies, Science, and Technical Subjects

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf Strategies for effective teaching/teacher evaluations:

Danielson Model and Teachscape http://www.danielsongroup.org/Default.aspx http://www.teachscape.com/

Planning and Providing Special Education Services

Education

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