Special Education 101: A Instructional Leaders Role in Ensuring a - - PowerPoint PPT Presentation
Richard Woods, Georgias School Superintendent Educating Georgias Future gadoe.org Special Education 101: A Instructional Leaders Role in Ensuring a Free and Appropriate Education (FAPE) for SWDs February 12, 2019 Leigh Ann
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future” gadoe.org
February 12, 2019
2/15/2019 1
Leigh Ann Putman Metro RESA Executive Director Leighann.putman@mresa.org
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
BEFORE AFTER TRUE FALSE Question TRUE FALSE
consider the most restrictive to least restrictive.
education.
unique needs of a student that results from the student’s disability.
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future” gadoe.org
Free Appropriate Public Education is an educational right of all children in the United States that is guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act. Under Section 504, FAPE is defined as, "...the provision of regular or special education and related aids and services that are designed to meet individual needs of handicapped persons as adequately as the needs of nonhandicapped persons are met and are based on adherence to procedures that satisfy the requirements of" the section. Under the IDEA, FAPE is defined as an educational program that is individualized to a specific child, that meets that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit. The United States Department of Education issues regulations that define and govern the provision of FAPE.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
child who has a disability and needs special education and related services will receive a free and appropriate public education (FAPE).
Free means that all eligible students with disabilities will be educated at public expense. Appropriate means that your child with a disability is entitled to an education that is appropriate for him/her. Public refers to the public school system. Education must be provided to every eligible school age child with a disability. https://www.understood.org/en/school-learning/your-childs-rights/basics-about- childs-rights/at-a-glance-free-and-appropriate-public-education
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Accessibility refers to the design of products, devices, services, or environments for people with disabilities. The concept of accessible design ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's assistive technology (for example, computer screen readers).
How does accessibility look for SWDs in my district and/or school? What improvements are needed? What is my part in ensuring these improvements?
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
animal in reaching the top of the tree.
students in a general education setting?
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
It’s all about student learning! Access without extraordinary means!
The process of differentiating the curriculum and instruction begins by knowing your special education students. Content of Lesson or Unit What students must learn Process of Instruction How students engage in learning Products Showing Student Learning How students demonstrate and convey learning
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
With your table partners, list all the categories of eligibility.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Autism Deaf/Hard of Hearing Emotional & Behavioral Disorder Intellectual Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech-Language Impairment Deaf/Blind Significant Developmental Delay Traumatic Brain Injury Visual Impairment & Blindness
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Autism (AU) Deaf/Hard of Hearing ((D/HH) Emotional & Behavioral Disorder (EBD) Intellectual Disabilities (ID) Mild (MID) Moderate (MOID) Profound (PID) Severe (SID) Orthopedic Impairment (OI) Other Health Impairment (OHI) Specific Learning Disability (SLD) Speech-Language Impairment (SI) Deaf/Blind (DB) Significant Developmental Delay (SDD) Traumatic Brain Injury (TBI) Visual Impairment & Blindness (VI/B)
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
extent appropriate
significant learning in all areas affected
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future” gadoe.org
The process begins in the general education classroom. After placement into Special Education, a student’s accessibility to the general education curriculum is aided by designing an Individual Education Plan(IEP) that aligns to the needs of his/her eligibility and other unique needs. This will include:
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Differentiated Instruction
students focus, perform, and clue in better on the important parts of a lesson
LRP Publications
better meet the needs of all students . Fattig and Taylor Co-Teaching in the Differentiated Classroom
Specially Designed Instruction
needs of an eligible child, the content, methodology, or delivery of instruction;
student that result from the student’s disability
the general curriculum
LRP Publications
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
serve students with disabilities in general education settings and promote meaningful access, participation and progress in the general curriculum including:
instruction to the needs of an eligible child.
LRP Publications
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future” gadoe.org
1 Teach/ 1 Observe 1 Teach/ 1 Assist Team Teaching
Station Parallel Alternative Teaching
(A + 6) (3-1) = 16 A=1/2 bh Ho w?
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(A + 6) (3-1) = 16 A=1/2 bh
Hmmm?How do..
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Accommodations
Modifications
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Accommodations allow a student to complete the same assignment or test as other students, but with changes in ____________ that do not change the minimal requirements set forth in the GSE.
A student who has trouble writing can give his answers orally. 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. DISTINCTION between Instructional & Assessment Accommodations
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Accommodations MUST be selected on the basis of the individual student’s needs, MUST be included in IEP, used consistently, and designated as needed for instruction and/or assessment.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Categories Instruction Assessment
Presentation Large print More pictures Video Circle words, phrases, More graphics Less choices Clearer choices Shorter responses Response Provide prompts Provide wait time Non-verbal responses (thumbs up) Oral responses One word answers Shorter written responses Setting Small group Specific area of room Smaller classes Distraction free Small group Scheduling More intense subjects preferred time of day Additional time allowed Frequent breaks Divide long-term assignments Additional time allowed Frequent breaks Test preferred subject first
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Modifications
A change in what the student is expected to learn that is different from the general education curriculum (GSE) Modifications are only for students with an IEP. However, not all students will need modifications. The curriculum is adjusted or reduce. The achievement standard may be lowered.
Examples of Modifications
Teacher creates a separate test for student (provide some part of the answer) Remove abstract concepts from tests. Teacher chunks test for student in assignments and assessment. In accordance to the IEP, the teacher removes parts of the grade level curriculum that students’ disability keeps students from learning.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Changes to:
than the minimum Georgia Standards of Excellence (GSE).
for a student to meet the GSE. (the student is NOT required to meet the standard on the EOG or EOC)
but not expected to learn/meet it.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Provide extra time on assignments Reduce the number of problems on assignments Allow more white space Use notes on all exams Highlight the important information on study guides Eliminate all questions that allow for inferences/Eliminate all constructed- response questions Graph paper to assist in organizing or lining up math problems Add 10 points to the final grade Use of guided notes during lectures
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
2/15/2019 33
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
In In small ll gr groups, use e th the e in information you
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instr truction for
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org
BEFORE AFTER TRUE FALSE Question TRUE FALSE
virtually the same.
with disabilities, consider the most restrictive to least restrictive.
education.
the unique needs of a student that results from the student’s disability.
Richard Woods, Georgia’s School Superintendent
“Educating Georgia’s Future” gadoe.org
February 12, 2019
2/15/2019 37
Leigh Ann Putman Metro RESA Executive Director Leighann.putman@mresa.org