Solution Manual for Including Students with Special Needs: A Practical Guide for Classroom Teachers, 8th Edition

Chapter 2: Special Education Procedures and Services Chapter-At-A-Glance Main Topics Who are the professionals in special education? Instructor’s Resources Key Terms & Concepts o Inclusion facilitator o Itinerant teacher o Transition specialist o Job coach o Intervention specialist o Related service providers o Self-determination Activities: 1, 2 How do you decide Key Terms & Concepts whether a student need o Universal screening might be a disability? o Unmet needs o Chronic patterns o Simple interventions Activities: 9 How do students Key Terms & Concepts obtain special o Prereferral team services? o Intervention assistance team o Response to intervention o Tier 1 and tier 2 interventions o Multi-tiered systems of support o Multidisciplinary team o Parents’ rights in special ed o Components of assessment o Individualized education program o Annual reviews o Three-year reevaluations o Due process; mediation Activities: 3, 4, 5, 6, 7 What is an Key Terms & Concepts individualized o Present level of performance education program? o Annual goals o Short-term objectives o Services and modifications o Behavior intervention plan o Transition plan Activities: 8, 10 What services do Key Terms & Concepts students with o Special education disabilities receive? o Related services o Supplementary aids and services o Placement o Educational environment o Resource programs/rooms Activities: 11 Media Resources o American Academy of Special Education Professionals: http://www.aasep.org o Beach Center on Disability: http://www.beachcenter.org/default.asp x?JScript=1 Center for Parent Information & Resources: The Short-and-Sweet IEP Overview http://www.parentcenterhub.org/iepoverview/ o Understood for Learning and Attention Issues: Due Process Rights https://www.understood.org/en/schoollearning/your-childs-rights/disputeresolution/due-process-rights-what-youneed-to-know o o Center for Parent Information & Resources: All About the IEP http://www.parentcenterhub.orgschoola ge/iep o Center for Parent Information and Resources: Placement, Short-and-Sweet http://www.parentcenterhub.org/reposit ory/placement-overview/ 7 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. Instructor’s Overview and Outline Chapter 2 provides information about the range of professionals who are involved in the special education of students with disabilities. The chapter details procedures general education teachers follow when they suspect one of their students may have a disability. It explains how students obtain special services, what types of special services students might need, and how a student’s individualized education program is developed and monitored. The chapter also discusses the crucial role of parents, their rights, and due process procedures for resolving disagreements between parents and school professionals about their child’s special services. A. Who are the professionals in special education? 1. General education teachers 2. Special education teachers 3. Related service providers and other specialists 4. Parents and students B. How do you decide whether a student need might be a disability? 1. Analyze unmet needs a. What are specific examples of unmet needs? b. Is there a chronic pattern negatively affecting learning? c. Are the unmet needs becoming more serious as time passes? d. Is the student’s learning or behavior significantly different from that of classmates? e. Do you discover that you cannot find a pattern? 2. Communicate your observations and try your own interventions a. Contact the parents b. Contact colleagues c. Try simple interventions d. Document the unmet need e. Reflect on your understanding of and responses to the student C. How do students obtain special services? 1. Initial consideration of student problems a. Prereferral team b. Response to intervention c. Multi-tiered systems of support 2. The special education referral and assessment process a. Parents’ rights b. Components of assessment 3. Decision making for special services 4. Monitoring special education services a. Annual reviews b. Three-year reevaluations c. Additional reviews d. Due process D. What is an Individualized Education Program? 1. Required components of an IEP a. Present level of performance b. Annual goals and short-term objectives c. Extent of participation in general education d. Services and modifications needed 8 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. e. Behavior intervention plan f. Date of initiation and frequency and duration of service and anticipated modifications g. Strategies for evaluation h. Transition plan 2. The value of IEPs E. What services do students with disabilities receive? 1. Special education and other services 2. Student placement and educational environments a. Regular (general education) classes b. Resource programs c. Separate classes d. Separate schools e. Residential facilities f. Home and hospital settings Learning Outcomes 1. Analyze the roles and responsibilities of the individuals who may participate in educating students with disabilities. 2. Apply to your planned teaching role the steps teachers should take in deciding whether an identified student need might indicate the presence of a disability. 3. Describe the process through which a student may become eligible to receive special education services, including the role that parents play throughout that process. 4. Name the components of individualized education programs (IEPs) and provide examples of them. 5. Outline the types of services that students with disabilities may receive and the settings in which they may receive them. Key Terms and Concepts Adaptive physical educator Annual goals Annual review Bilingual special educator Due process Inclusion facilitator Individualized education program (IEP) Intervention assistance team Intervention specialist Itinerant teacher Job coach Mediation Mobility specialist Multidisciplinary team (MDT) Occupational therapist Paraprofessionals Physical therapist Placement Prereferral team Related services Residential facilities Resource programs, resource rooms Resource teacher Response to Intervention (RtI) Self-determination Short-term objectives Supplementary aids and services Three-year reevaluation Tier 1, 2, or 3 interventions Transition plan Transition specialist Universal screening Activities and Discussion Questions 1. Why do some schools use the term intervention specialist rather than special education teacher? What does this say about the history of the field of special education? Have small group or wholegroup discussions about the pros and cons of chosen terminology. 9 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. 2. Provide Handout 2-1 to students. Below are ways you might use this handout.  Activity One: Ask students to complete the matrix about the IEP team (professionals in special education) as homework. At the next class meeting, divide students into small groups and assign one IEP team member role to each group. Provide groups with poster paper and colored markers. The task is to provide a visual representation of the assigned team member. When the task is complete, each group explains their visual to the class. Facilitate a discussion re: how the visuals do or do not support their learning.  Activity Two: Divide students into small groups, assigning one IEP team member role to each group. They might talk to students preparing in those disciplines or talk to practicing professionals. They might supplement their information with articles from the appropriate professional literature/web sites. One suggested product from this assignment is a one-page profile of each profession using a standard format. Duplicate these profiles for all students to add to their files on special education. 3. Discuss with students the importance of prereferral procedures and RtI procedures. Discuss a common complaint among general education teachers that this process can feel like a hurdle to slow down getting assistance for students who need it. Ask them to generate pros and cons of the process, including how they would respond to the complaint just noted. 4. Guest speaker: If a local school uses a Response to Intervention (RtI) model, invite a member of the special education staff to describe the process as it is used in the school. If possible, ask the guest speaker to show examples of Tier 1, 2 and 3 interventions (or whatever tiered system used) and describe how different staff members are involved. 5. Some preK–12 students referred for screening or assessment are determined not to be eligible for special education. However, general education teachers sometimes worry that these students “should be” in special education because they need assistance. This topic—the responsibility of general education teachers for meeting the needs of students who are not eligible for services yet who have special needs—lends itself to class discussion and builds the theme that general education teachers have significant responsibilities for all of their students. 6. Ask students to share their perceptions about why IDEA contains so many protections for parents/families related to the process of identifying students and planning and delivering their special education services. Have students search the web for historical perspectives that explain why the protections were included in the law. As an alternative, invite a representative from the local chapter of the Arc or another longtime advocacy group to describe changes that have occurred over the past three decades. Ask students to research Arc online (https://www.thearc.org/) before the speaker visits your class. 7. Guest speaker: Ask a hearing officer or local special education director with due process hearing experience to explain the mediation process and hearings. It is especially important for such a guest speaker to stress the role of general education teachers in providing appropriate accommodations to students with disabilities in their classes. 8. Ask students to bring to class IEP forms from local school districts. Small groups of students could compare and contrast forms and identify each required part of the IEP. [If your state uses standard IEP forms, students may go online and find sample IEP forms from various states or districts.] Students may also rate the forms according to their ease of understanding for general education teachers, for parents, for students. Note whether the forms are available in different languages. 10 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved. 9. Handout 2-2 could be used as a large-group or small-group activity to give students the experience of completing paperwork to receive input and assistance for a student who might have a disability or other special need. The form could also be compared to actual forms from local school districts. 10. Guest speaker: If possible, invite a parent (and student) to share his/her experiences participating in IEP meetings. Local schools, parent advisory committees, the Arc, or other support agencies may be able to provide access to guest speakers. 11. Arrange a class debate on the proposition that the intent of the Least Restrictive Environment (LRE) is or should be to do away with diverse placement environments in favor of having all children in the general education classroom at all times (with supports and services provided only in that setting). Web-Based Content Resources • Beach Center on Disability (affiliated with the University of Kansas) provides many resources for working effectively with families: http://www.beachcenter.org • Annual Reports to Congress: The reports provide statistics about students with disabilities and how they receive services. http://www.ed.gov/about/reports/annual/osep/index.html • IDEA is the US Department of Education’s web site about IDEA: https://sites.ed.gov/idea/  LD Online: http://www.ldonline.org/ (Search the site for a series of articles about Response to Intervention.)  National Center on Response to Intervention: http://www.rti4success.org/  Intervention Central (resources about RTI): http://www.interventioncentral.org/  RTI Action Network (resources for early childhood, elementary, middle school and high school): http://www.rtinetwork.org/ Additional Readings Bradley, R., Danielson, L., & Doolittle, J. (2007). Responsiveness to intervention: 1997 to 2007. Teaching Exceptional Children, 39(5), 8–12. NOTE: This issue of Teaching Exceptional Children (volume 39, issue 5) is a special issue dedicated to the topic of Responsiveness to Intervention (RTI or RtI). Byrd, E. S. (2011). Educating and involving parents in the Response to Intervention process. Teaching Exceptional Children, 43(3), 32–39. Horner, R., Cazrr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education. Exceptional Children, 71(2), 165-179. Madaus, J. W. (2005). Navigating the college transition maze: A guide for students with learning disabilities. Teaching Exceptional Children, 37(3), 32–37. Mason, C. Y., McGahee-Kovac, M., & Johnson, L. (2004). How to help students lead their IEP meetings. Teaching Exceptional Children, 36(3), 18–25. VanDerHayden, A., Witt, J., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45(2), 225-256. Weishaar, P. M. (2010). Twelve ways to incorporate strengths-based planning into the IEP process. The Clearing House, 83, 207–210. Wood, W. M., Karvonen, M., Test, D. W., Browder, D., & Algozzine, B. (2004). Promoting student selfdetermination skills in IEP planning. Teaching Exceptional Children, 36(3), 8–16. Ysseldyke, J., Burns, M. K., Scholin, S. E., & Parker, D. C. (2010). Instructionally valid assessment within Response to Intervention. Teaching Exceptional Children, 42(4), 54–61. 11 Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved.