1. Teaching Learners With Special Needs By: Alyssa Peschong

2. Here's to the kids who are different The kids who don't always get A'sThe kids who have earsTwice as big as their gearsOr noses that go on for daysHere's to the kids who are just out of stepThe kids they all teaseWho have cuts on their kneesAnd whose sneakers are constantly wetHere's to the kids who are differentThe kids with a mischievous streakFor when they're grownAs history as shownIt's their differences that makes them unique Author Unknown

4. Provide an appropriate education to students who had not received one in the past.

5. Ensured the rights of all children with disabilities.

7. Six Key Provisions of IDEAFree, Appropriate Public Education (FAPE)- School districts must provide special education and related services, such as transportation to meet the needs of students with special learning requirements. Appropriate Evaluation- Prior to receiving special education and related services a full ,individual, and nondiscriminatory evaluation must be conducted by a team, which a parent must be a part of.

9. Obtain an IEE

10. Request a due process hearing

11. Appeal decisions

13. Any student who has a physical or mental impairment that significantly limits one or more major life activities can qualify for special services under section 504.

16. Key ProvisionsIncreases Accountability Parent and Student Choice Greater Flexibility to States, Schools Districts, and Schools Putting Reading First Highly Qualified Teachers

18. A standard is a general statement of what a student should know and be able to do in academic subjects. The most common distinction is between:

19. Content Standards: Knowledge, skills, and understanding that students should attain in academic subjects.

21. Inclusion is how educators respond to individual differences.

22. Universally inclusion means belonging.

23. It is a right not a favor.

24. The teacher is responding to individual needs.

25. Inclusion gives children the permission to be themselves.

26. Makes way for positive social interactions.

28. Tiered instruction provides layers of intervention to meet student needs, increasing in intensity as a student progresses through different tiers over time.

29. Tier One: High-quality, researched-based, and systematic instruction

30. Tier Two: High-quality targeted supplemental instruction made to supplement core instruction

32. Proactive rather than reactive.

33. A curriculum that incorporates a UDL direction features the following:

34. Goals that provide a challenge for all students

35. Materials with flexible formats

36. Methods that are flexible and diverse

38. Objective is to make best use of each student’s growth and individual achievement by meeting each student where he or she is, and supporting in the learning process.

39. Teachers are required to use interventions that have evidence that they work with the populations that they are being used by. Evidence-Based Practices

41. Teachers must develop a sensitivity to the needs of a diverse group of students.

42. Diversity is more than a disability.