Sped and iep

Special Education means Special
Instruction
Special Education is empirically
supported practice, drawn from
research.
T o provide special education means
to set priorities and select what
needs to be taught.
It means teaching something special
and teaching it in a special way.
( Zigmond, 1997)
SPECIAL
EDUCATION

- Evaluation
• Referral and assessment
• Evaluation Report
• Determination of eligibility
– IEP Development
• Annual goals and short-
term objectives
• Specially designed
instruction
• Ongoing assessment and
progress reporting
• IEP Review
– Reevaluation
• Every three years (two years
for MR and EI)
THE SPECIAL EDUCATION PROCESS

the individual program is
prepared for each student with a
disability,
this includes levels of functioning,
long term goals, extent to which
the student will not participate in
the general education classroom
and curriculum, services to be
provided, plans for initiating and
evaluating the services and
needed transition services.
very important – how a school
plans to meet the exceptional
needs of the learners.
must be approved by parents
and/or guardians
THE INDIVIDUALIZED
EDUCATIONAL PROGRAM

REMINDERS:
• all teachers, general and special,
must be trained to understand its
purpose and function
• Teachers need to work more
closely with parents
• special and general education
teachers must balance students’
needs for achievement in the
general curriculum and their
speciallized curriclum. Functional
skill are equally important.
THE SPECIAL EDUCATION PROCESSTHE INDIVIDUALIZED
EDUCATIONAL PROGRAM

THE IEP TEAM:
• One or more of the child’s parents
• the child’s teacher/s
• Occupational therapist
• Physical therapist
• Speech pathologist
• Developmental pediatrician
• Other individuals at the discretion
of the school or parents
EDUCATIONAL PROGRAM

the 10 steps in developing the
IEP
1. Formulate the statement of the
student’s present level of
educational performance
2. Formulate a statement of annual
goals
3. formulate short-term
instructional objectives
4. formulate a statement of the
specific special education services
to be provided
5. Determine the date when those
services will begin and the length
of time services will be given
EDUCATIONAL PROGRAM

6. describe the extent to which the
student will be able to participate
in regular educational programs
7. provide a justification for the
educational placement given
8. provide a list of the individuals
responsible for the
implementation of the IEP.
9. provide an outline of objective
criteria, procedures and timelines
for evaluating
10. compile all information in the
appropriate form.
EDUCATIONAL PROGRAM

Present Levels
How is the child currently doing in
school? How does the disability affect
his or her performance in class? This
type of information is captured in the
“present levels” statement in the IEP.
Annual Goals
Once a child’s needs are identified, the
IEP team works to develop appropriate
goals to address those needs. Annual
goal describe what the child is expected
to do or learn within a 12-month
period.
EDUCATIONAL PROGRAM

Benchmarks or Short-Term Objectives
Benchmarks or short-term objectives
are required only for children with
disabilities who take alternate
assessments aligned to alternate
achievement standards.
Measuring and Reporting Progress
Each child’s IEP must also contain a
description of how his or her progress
toward meeting the annual goals will be
measured and when it will be reported
to parents..
EDUCATIONAL PROGRAM

Special Education
The IEP must contain a statement of the
special education and related services
and supplementary aids and services to
be provided to the child, or on behalf of
the child.
Related Services
To help a child with a disability benefit
from special education, he or she may
also need extra help in one area or
another, such as speaking or moving.
EDUCATIONAL PROGRAM

Supplementary Aids and Services
Supplementary aids and services are
intended to improve children’s access
to learning and their participation
across the spectrum of academic,
extracurricular, and nonacademic
activities and settings. The IEP team
must determine what supplementary
aids and services a child will need and
specify them in the IEP.
Program Modifications for School
Personnel
Also part of the IEP is identifying the
program modifications or supports for
school personnel that will be provided.
EDUCATIONAL PROGRAM

Extent of Nonparticipation
The IEP must also include an explanation
of the extent, if any, to which the child
will not participate with nondisabled
children in the regular class and in other
school settings and activities.
Accommodations in Assessment
IDEA requires that students with
disabilities take part in state or
districtwide assessments. The IEP team
must decide if the student needs
accommodations in testing or another
type of assessment entirely. In this
component of the IEP, the team
documents how the student will
participate.
EDUCATIONAL PROGRAM

Service Delivery
When will the child begin to receive
services? Where? How often? How long
will a “session” last? Pesky details, but
important to include in the IEP!
EDUCATIONAL PROGRAM

PRESENT LEVEL
•is crafted by considering the areas
of development in which a child with
a disability may need support
• are roughly divided into the two
areas of development: academic and
functional
•ACADEMIC ACHIEVEMENT
•the academic subjects a child
studies in school and the skills the
student is expected to master in
each: reading and language arts,
writing, math and the various skills
expected there, science, history, and
so on.
EDUCATIONAL PROGRAM

FUNCTIONAL PERFORMANCE
“routine activities of everyday
living” refer to skills and activities of
daily living skills such as:
dressing, eating, going to the
bathroom;
social skills such as making friends
and communicating with others;
behavior skills, such as knowing how
to behave across a range of settings;
and
mobility skills, such as walking,
getting around, going up and down
stairs.
EDUCATIONAL PROGRAM

EDUCATIONAL PROGRAM
ANNUAL GOAL
A well-written goal should be (a)
positive, and (b) describe a skill that
can be seen and measured. It answers
the questions:
“Who?. . . will achieve?
What?. . . skill or behavior?
How?. . . in what manner or at what
level?
Where?. . . in what setting or under
what conditions?
When?. . . by what time? an ending
date?” (Anderson, Chitwood, &
Hayden, 1997)

EDUCATIONAL PROGRAM
IDEA’s Exact Words
(2)(i) A statement of measurable
annual goals, including academic and
functional goals designed to—
(A) Meet the child’s needs that result
from the child’s disability to enable
the child to be involved in and make
progress in the general education
curriculum; and
(B) Meet each of the child’s other
educational needs that result from the
child’s disability… [§300.320(a)(2)(i)
(A) and (B)]

the writing
of measurable
annual goals
flows from the
content of the
“present levels”
statement
EDUCATIONAL PROGRAM

There must be a direct correlation
between the annual goal(s) and the
present level of educational
performance. (p. 4)
EDUCATIONAL PROGRAM
What can the student currently do?
What challenging, yet attainable,
goal can we expect the student to
meet by the end of this IEP period?
How will we know that the student
has reached this goal? (p. 4)

EDUCATIONAL PROGRAM
In order for the student to make
progress in the general
education curriculum and life of
the school
•academic and functional goals
should continue to be :
skill based
measurable and
reflect individual student
needs based upon the disability.

EDUCATIONAL PROGRAM
The four critical components of a well-
written goal are:
Timeframe
•is usually specified in the number of
weeks or a certain date for
completion.
•A year is the maximum allowed
length for the timeframe.
•EXAMPLES:
•In 36 instructional weeks…
•By November 19, 2008….
•By the end of 2008-09 school year…

EDUCATIONAL PROGRAM
Conditions
•specify the circumstances that prompt
the child’s performance of an
observable behavior
• are dependent on the behavior being
measured and involve the application
of skills or knowledge.
•EXAMPLES:
•When presented with 2nd grade level
text…
•Given a mixed 4th grade level math
calculation probe….
•Given a story prompt and 30 minutes
to write…

EDUCATIONAL PROGRAM
Behavior
•clearly identifies the performance
that is being monitored
•usually reflects an action or can be
directly observed, and is measurable.
•EXAMPLES:
•Sarah will read…
•Claude will write the correct
solutions…
•Mary will score…
•Tom will participate in the group….
•Jane will indicate her wants and
needs…..
•Chris will write……

EDUCATIONAL PROGRAM
Criterion
•identifies how much, how often, or to
what standards the behavior must
occur in order to demonstrate that the
goal has been reached
•criterion specifies the amount of
growth the child or youth is expected
to make by the end of the annual
goal period.
•96 words per minute with 5 or fewer
errors.
•85% or more correct for all problems
presented.
•Earning 4 or better when graded
according to the 6-trait writing
rubric. (pp. 25-27)

Benchmarks OR SHORT TERM
OBJECTIVES
•indicate the steps a child will take
to reach an annual goal
• also serve as a measurement gauge
to monitor a child’s progress and
determine if the child is making
sufficient progress towards attaining
an annual goal.
EDUCATIONAL PROGRAM

THE SPECIAL EDUCATION PROCESSTHE INDIVIDUALIZED EDUCATIONAL
PROGRAM
An Example
Annual Goal: David will achieve a reading score at the 5th grade level or
above, as measured by the Qualitative Reading Inventory (QRI).
Short-term Objectives
By October, when given a list of 20 unfamiliar words that contain short-
vowel sounds, David will decode them with 90% accuracy on each of 5
trials.
By October, when given 20 unfamiliar words that contain long-vowel
sounds, David will decode them with 90% accuracy on each of 5 trials.
By December, David will correctly pronounce 20 words with 90%
accuracy on each of 5 trials to demonstrate understanding of the rule
that where one vowel follows another, the first vowel is pronounced
with a long sound and the second vowel is silent (ordeal, coast).
By December, David will correctly separate 20 words by syllables with
90% accuracy on each of 5 trials to demonstrate understanding of the
rule that each syllable in a word must contain a vowel (les-son).

Measuring and Reporting Progress
EDUCATIONAL PROGRAM
IDEA’s Exact Words
IDEA states that each child’s IEP must
contain:
(3) A description of—
(i) How the child’s progress toward
meeting the annual goals described in
paragraph (2) of this section will be
measured; and
(ii) When periodic reports on the
progress the child is making toward
meeting the annual goals (such as
through the use of quarterly or other
periodic reports, concurrent with the
issuance of report cards) will be
provided…[§300.320(a)(3)]

Special Education
EDUCATIONAL PROGRAM
•is instruction that is specially
designed to meet the unique needs
of a child with a disability
•education that is individually
developed to address
a specific child’s needs that result
from his or her disability
• Since each child is unique, it is
difficult to give an overall example
of special education.
•It is individualized for each child.

Special education for any student can
consist of:
•an individualized curriculum that
is different from that of same-age,
nondisabled peers (for example,
teaching a blind student to read and
write using Braille);
•the same (general) curriculum as that
for nondisabled peers, with
adaptations or modifications made
for the student (for example, teaching
3rd grade math but including the use
of counting tools and assistive
technology for the student); and
a combination of these elements.
EDUCATIONAL PROGRAM

Adaptations and Modifications
• individualization of instruction is
an important part of special
education.
•instruction and schoolwork are
tailored to the needs of the child.
•a student may need to have
changes made in class work or
routines because of his or her
disability.
•modifications can be made to:
what a child is taught, and/or
how a child works at school.
EDUCATIONAL PROGRAM

MODIFICATION
• means a change in what is being
taught to or expected from the
student.
•Making an assignment easier so the
student is not doing the same level
of work as other students is an
example of a modification.
EDUCATIONAL PROGRAM

ACCOMMODATION
• is a change that helps a student
overcome or work around the
disability
•allowing a student who has trouble
writing to give his answers orally is
an example of an accommodation.
This student is still expected to know
the same material and answer the
same questions as fully as the other
students, but he doesn’t have to
write his answers to show that he
knows the information.
EDUCATIONAL PROGRAM

MODIFICATIONS AND
ACCOMMODATIONS are most often
made in the following areas:
Scheduling. For example:
giving the student extra time to
complete assignments or tests
breaking up testing over several days
Setting. For example:
working in a small group
working one-on-one with the teacher
Materials. For example:
providing audiotaped lectures or
books
giving copies of teacher’s lecture notes
using large print books, Braille, or
books on CD (digital text)
EDUCATIONAL PROGRAM

Instruction. For example:
reducing the difficulty of
assignments
reducing the reading level
using a student/peer tutor
Student Response. For example:
allowing answers to be given orally
or dictated
using a word processor for written
work
using sign language, a
communication device, Braille, or
native language if it is not English.

EDUCATIONAL PROGRAM

Related Services
•help children with disabilities benefit
from their special education by
providing extra help and support in
needed areas, such as speaking or
moving.
• can include, but are not limited to,
any of the following:
speech-language pathology and
audiology services
interpreting services
psychological services
physical and occupational therapy
recreation, including therapeutic
recreation
EDUCATIONAL PROGRAM

early identification and assessment
of disabilities in children
counseling services, including
rehabilitation counseling
orientation and mobility services
medical services for diagnostic or
evaluation purposes
school health services and school
nurse services
social work services in schools
parent counseling and training
EDUCATIONAL PROGRAM

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