This presentation focuses on the fundamental principles of special education, their origins and their specific applications in public school education.  Further discussion covers the lessons learned form this field as applied to educational practice in Christian education

Dunn, Randall S.

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Liberty UniversityDigitalCommons@LibertyUniversityFaculty Publications and Presentations School of EducationNovember 2007IDEA 2004: Current Special Education PracticeRandall S. DunnLiberty Univeristy, rdunn@liberty.eduFollow this and additional works at: http://digitalcommons.liberty.edu/educ_fac_pubsThis Presentation is brought to you for free and open access by the School of Education at DigitalCommons@Liberty University. It has been acceptedfor inclusion in Faculty Publications and Presentations by an authorized administrator of DigitalCommons@Liberty University. For more information,please contact scholarlycommunication@liberty.edu.Recommended CitationDunn, Randall S., "IDEA 2004: Current Special Education Practice" (2007). Faculty Publications and Presentations. Paper 59.http://digitalcommons.liberty.edu/educ_fac_pubs/59IDEA 2004:Current Special Education PracticeA Presentation Made to the Association of Christian Schools International (ACSI) Washington, DC Educator’s ConventionBy Randall Dunn.November 20, 2007 Foundations of Special Education (A Very Brief History)Special Education Structure as Agenda of DiscussionsMandatedResourcesFoundations of Special Education A Very Brief HistoryDarker days –maltreatment of 19th Century –Seguin and Montessori push 1960s – JFK and 2000s and beyond – Service and Community-people with disabilities; treated as medical patientsfor the potentiality of developing learning experiences in all students1950s – Brown vs. Board of Educationthe focus on humane treatment and research; rise of lD1970s – P.L. 94-1421980s and 1990s – Rise of InclusionOriented Models; Full Inclusion; Research-Based Methods; RTI; Self-DeterminationSPECIAL EDUCATION STRUCTURE AS MANDATEDIDEA 2004: Current Special Education PracticePerson-First Language/ MentalityIndividual with Mental Retardation instead of Mentally Retarded IndividualGoes to a state of mind and an approachBiblical principle –Psalm 139Legal Aspects > P.L. 94-142"...insure that all handicapped children have a free and appropriate public education which includes special education and related services to meet their unique needs.""...insure that the rights of handicapped children and their parents are protected."Purposes of P.L. 94-142States provide services for students to insure appropriate education for students with disabilitiesStudents and parents have tools to protect rightsStates receive federal funding to support regulations’ implementationsComponents of P.L. 94-142Free Appropriate Public Education (FAPE)Parent InvolvementLeast Restrictive Environment (LRE)The Individualized Education Program (IEP)P.L. 94-142FAPEPublicly funded; publicly supervised; free to participantsMeet educational and curricular standards of residing stateIncludes appropriate pre-school, elementary or secondary school educationMeet IEP components/ unique for student’s needsParent InvolvementProtects rights of parents/ child (accountability)Active participantsMember of the “team”Responsible for implementing plansLeast Restrictive Environment (LRE)Must provide a "continuum of alternative placements...to meet the needs of handicapped children for special education and related services." Must include at a minimum "instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions." Least Restrictive Environment (LRE)More Disabled Integrated school/ self-Less Disabled (more support and more restrictive)Separate schoolcontained class/ regular activitiesInclusionPull-out of class(less support  and less restrictive)Inclusion vs. Self-ContainedRegular Education InitiativeMainstreamingInclusionFull-InclusionLRE > Sample Inclusion ModelAssistive Music TherapyBehavioral ConsultationSpeech TherapyAssessment SupportOccupational Regular EducationPhysical TherapyTechnology TherapySelf-Contained AcademicsIndividual Education Program (IEP)developed from assessments conducted by a multidisciplinary evaluation teamdesigned to meet the individual needs of each student with a disabilityto provide continuity in the delivery of educational services on a daily, as well as an annual basis. Individual Education Program (IEP)Common elements: • A child’s present level of performance (PLP)• Statement of annual goals• Short-term instructional objectives• Related services• Percent of time in regular education• Beginning and ending dates for special education services• Transition considerations• Accommodations/ Modifications (class and assessment)Classifications/ Categorizations (13 +1)autism,deaf-blindness,emotional disturbance,hearing impairment (including deafness),other health impairment,specific learning disability,speech or language impairment,traumatic brain injury, ormental retardation,multiple disabilities,orthopedic impairment,visual impairment (including blindness). AND developmental delay ***Mental RetardationOften programs focus on basic academic skills, life skills, vocational skills BUT some students Diagnosis of MRmore mild can continue academics and function with peers (in standard curriculum)2 SDs below peer group2 maladaptive behaviorsOnset before 18 years oldBell Curve – IQ Learning DisabilitiesVarying issues affecting logical, verbal skillsDisparity between various skillsGoes to achievement – not IQWas grouped with ADD until @30 years agoBell Curve – Standard Deviationwww.thesoni.comDevelopmental Delay•Often a label for children under 8 years old•More general label for children with identified delays who could be later labeled MR, LD, or BD/ ED•Model is often consultativeAutism“Autism Spectrum Disorder” - ASDPervasive Developmental DisorderOften associated with communication issuesUsually results in social skills and adaptation skillsCan include lower cognitive function (MR/ID) or higher cognitive function (Asperger’s)Behavior Disorder/ Emotional DisturbanceMight be related to social influences or bio/chemicalOften self-contained classroom but can be inclusionarySometimes consider medications in lieu of more “Naturalistic” approachesCan be an accompanying identification with others (like MR or LD)OtherPerceptive/ Receptive/ Expressive Disorders (sometimes grouped with LD)ADHD/ ADDMultiple DisabilitiesBIPs and FBAsFunctional Behavior Analysis/ Behavior Intervention PlansPurely in the “Behaviorist” school of thoughtLook for how the behavior is manifested (from disability or elsewhere)Target specific behaviorsPlan for “program” implementationEvaluate resultsTransitionPlanning for child’s future (Age 25 Projection)Develop courses of study for all aspects of education and preparationRequired for full implementation by Age 16Requires collaboration and community-based service modelsTransitionPostsecondary educationCommunicationRelationship/ social skillsSelf-determination/ self-advocacyCareer-vocational Advocacy/ legalDaily livingFinancial/ income/ money managementHealthTransitiontrainingEmploymentCommunity participationIndependent livingLeisure/ recreationLifelong learningPersonal managementVocational evaluationTransportation/ mobilityImpact on Regular EducatorsCooperative Approach to Education (Regular Ed and Special Ed together)Accommodations, accommodations, accommodationsBehavioral differences (BIP)Differentiation of instructionIEP involvementPrivate Schools and IDEA 2004• Centralized LEA and Private School Coordination• Child Find responsibilities• Are Private Schools responsible according to IDEA 2004?REMINDERS AND LESSONS FOR CHRISTIAN EDUCATIONIDEA 2004: Current Special Education PracticeIndividualized LearningThe Learning PreferencesLearning Skills/ Mete-LearningCultural Gender Socio-Economic ConsiderationsStudentBackgroundSpecial ConditionsSocial Needs and PreferencesPersonality DifferencesInfluencesPsalm 139Individualized PlanningPresent Levels of Performance / Narrative ApproachConnections to Goals and Objectives/ MeasurabilityCheckpoints/ Benchmarks for InstructionDifferentiationWhat kinds of supports/ scaffolding can I develop to help (child X) with learning in my classroom?What kinds of strategies are best employed for the purposes outlined in my instructional planning?  Social learning?  Direct instruction?  Repetitive practice?DisciplineStandards never change, procedures might.Analyzing behavioral issues in a classroom is a worthwhile activity (trying to determine causation, triggers, reinforcement, deeper issues, baggage).Response to Interventionhttp://www.doe.virginia.gov/VDOE/suptsmemos/2007/inf239.html“RtI is the practice of providing high-quality instruction/intervention matched to all student needs and using the learning rate and level of performance over time to make important educational decisions.  RtI practices are proactive, incorporating both prevention and intervention and are effective at all levels from early childhood through high school.”Diagnostic-Based PlanningThe emphasis on assessment and its connection to fulfilling the school’s missionPre-Testing/ Diagnostics use . . .Planning for GapsCatering Instruction to NeedsSample Diagnostic/ FormativeStudent Can Work With Cardinal Directions Can Create Map Can Compare/ Contrast Topographical and Political Maps TOTALS Johan 3Bob 5Susie Q 4Sven 2Brumhilda 2TOTALS 7 7 2ResourcesWrightlaw (Peter Wright) – www.wrightslaw.comFederal Government IDEA Website - idea.ed.gov Education Law Resource Center - www.edlawrc.comNational Dissemination Center for Children with Disabilities - www.nichcy.org/idea.htm

IDEA 2004: Current Special Education Practice

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