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#9The concluding thoughts of this chapter are to strive to improve individuals lives by providing quality education, regardless of their disabilities. The challenges are teachable moments and will keep the challenges exciting, year in and year out.

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The concluding thoughts of this chapter are to strive to improve individuals lives by providing quality education, regardless of their disabilities. The challenges are teachable moments and will keep the challenges exciting, year in and year out.

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#8. The impact standard-based reform and Common Core State Standards has on special education are that the “standards” apply to the students that have a disability too. Which is not only unfair, but hard on a child who has made strides in specific areas but will not pass certain assessments because of his disability. Although some question under what circumstances should be alternative assessments be allowed, there are a lot of students left behind for not meeting that “standard”; regardless of the accommodations.  

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#8. The impact standard-based reform and Common Core State Standards has on special education are that the “standards” apply to the students that have a disability too. Which is not only unfair, but hard on a child who has made strides in specific areas but will not pass certain assessments because of his disability. Although some question under what circumstances should be alternative assessments be allowed, there are a lot of students left behind for not meeting that “standard”; regardless of the accommodations.  

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#7. The idea and strategy of technology is that teachers would be allowed to engage students differently. With modifications of representation (materials), expression (methods of communication) and engagement (how students respond to curriculum). 

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#7. The idea and strategy of technology is that teachers would be allowed to engage students differently. With modifications of representation (materials), expression (methods of communication) and engagement (how students respond to curriculum). 

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#6. Some of the trends of universal designing is the usage would be the amount of internet used in co-taught classes. This makes it easier to reach every child in the classroom, regardless of their level. The teacher can take virtual field trips about topics for their visual learners, or even play stories for their audio learners. In most cases, technology will give the exceptional child a chance to do something they would not be able to do without it. However, with all new trends come some issues. One specific issue that lingers in the air is the constant reliance on technology, and students not being taught how to do things without it.  

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#6. Some of the trends of universal designing is the usage would be the amount of internet used in co-taught classes. This makes it easier to reach every child in the classroom, regardless of their level. The teacher can take virtual field trips about topics for their visual learners, or even play stories for their audio learners. In most cases, technology will give the exceptional child a chance to do something they would not be able to do without it. However, with all new trends come some issues. One specific issue that lingers in the air is the constant reliance on technology, and students not being taught how to do things without it.  

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#5 The general roles of general and special educators when providing exceptional learners with an IEP consist of: instructing students with evidence-based practices, managing behavior problems, evaluating technology advances, and knowing special education law.

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#4. The current practices in collaboration between general and special education are:

Collaboration consultation-support from special ed teacher on different teaching styles

Co-teaching and other team arrangements-both general and special ed teacher are teaching in one setting.

Curricula and instruction strategies-blending both exceptional ed and nondisabled students

Accommodations and adaptions- using tiered assignments and variety of activities on all different levels.

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#3. The various placements of special education learners consist of consultative, co-taught, self-containment, special day schools, hospital and homebound instruction and residential school. 

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#3. The various placements of special education learners consist of consultative, co-taught, self-containment, special day schools, hospital and homebound instruction and residential school. 

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#2. The initial law passed to implement individualized education for students in 1975, forcing educators to focus on students with disabilities individually. The Individualized education program (IEP) is the most common and primary used for students with disabilities. This document draws out how to be of services to the student. Along with the IEP, are the least restrictive environment (LRE), and free and appropriate education (FAPE), which ensure that students will be placed where they are least restricted and treated fairly when in those settings.  

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#2. The initial law passed to implement individualized education for students in 1975, forcing educators to focus on students with disabilities individually. The Individualized education program (IEP) is the most common and primary used for students with disabilities. This document draws out how to be of services to the student. Along with the IEP, are the least restrictive environment (LRE), and free and appropriate education (FAPE), which ensure that students will be placed where they are least restricted and treated fairly when in those settings.  

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#1.There are a wide range of answers and things to consider when answering this question but there are a few concrete ways that never change. The first way is the child finding process, this process is a requirement state to state to find a child with a potential disability, regardless of where he is in that state. Once they are identified, they will be referred to Special Education services. The referral process follows that, which means a teacher or parent has seen a deficit in the student and wants an evaluation done. The only way to begin the evaluation process is by receiving written or oral consent from the parent. Once the consent of the parent has been accepted, the district of the student has a sixty-day window to complete a full evaluation under IDEA. This evaluation will determine if the student qualifies for Special Education services or any other related services. The final part of the child find process is assembling a team to go over the full evaluation and determine if the student indeed qualify for special education services, or related services. The team will also determine what the exact disability is.  

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#1.There are a wide range of answers and things to consider when answering this question but there are a few concrete ways that never change. The first way is the child finding process, this process is a requirement state to state to find a child with a potential disability, regardless of where he is in that state. Once they are identified, they will be referred to Special Education services. The referral process follows that, which means a teacher or parent has seen a deficit in the student and wants an evaluation done. The only way to begin the evaluation process is by receiving written or oral consent from the parent. Once the consent of the parent has been accepted, the district of the student has a sixty-day window to complete a full evaluation under IDEA. This evaluation will determine if the student qualifies for Special Education services or any other related services. The final part of the child find process is assembling a team to go over the full evaluation and determine if the student indeed qualify for special education services, or related services. The team will also determine what the exact disability is.  