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1. How are students with exceptionalities evaluated and identified for special education services in school settings?

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1. How are students with exceptionalities evaluated and identified for special education services in school settings?

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Special education services have lifelong implications on students with disabilities. Therefore, a pre-referral team is put in place to help eliminate the chances of inaccurate placement. The pre-referral team overseas that the struggling student receives evidence based instruction before being evaluated for special education. Majority of schools uses Response to Intervention (RTI) as the evidence based instruction.

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2. How is the intent of special education law implemented in individualized education for students with disabilities?

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2. How is the intent of special education law implemented in individualized education for students with disabilities?

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The law, IDEA, is concerned with making sure every child with a disability receives an Free and Appropriate Education (FAPE), In ensuring that, there must be an individualized educational plan (IEP) in place for the student with a disability. An IEP is a plan created to make sure each individual student's educational needs have been assessed carefully. The IEP is derived by a team of professionals and the students parents.

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3. What are the various placement options for exceptional learners?

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3. What are the various placement options for exceptional learners?

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Different placement options include the following, including combinations:
• General education placement with the teacher making accommodations
• General education with consultation with a special edu-cation teacher or co-teaching
• Itinerant services from a specialist
• Resource room services
• Special self-contained class
• Special day school
• Hospital or home

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4. What are some ways that teachers implement inclusionary practices?

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4. What are some ways that teachers implement inclusionary practices?

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• Collaborative consultation
• Co-teaching and other team arrangements
• Curricula and instructional strategies
• Accommodations and adaptations

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6. What are the roles of general and special educators in providing exceptional learners an individualized education program?

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6. What are the roles of general and special educators in providing exceptional learners an individualized education program?

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All educators are expected to:
• Make maximum effort to accommodate individual students’ needs.
• Refer students who need evaluation.
• Participate in eligibility conferences.
• Participate in writing individualized education programs. • Communicate with parents and guardians.
• Participate in due process hearings and negotiations.
• Collaborate with other professionals in identifying and making maximum use of exceptional students’ abilities.

Special educators are expected to: • Instruct students with learning problems, using evidence-based practices.
• Manage serious behavior problems.
• Evaluate technological advances.
• Know special education law.

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5. What are the current practices in collaboration between general and special educators?

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5. What are the current practices in collaboration between general and special educators?

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Collaboration with general education means that spe cial educators and general educators work together in arrangements such as prereferral teams, consultation, and co-teaching.

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9. What impact do standards-based reform and the Common Core State Standards (CCSS) have on special education?

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9. What impact do standards-based reform and the Common Core State Standards (CCSS) have on special education?

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• Students with disabilities are expected to participate in the CCSS.
• Proponents of participation suggest that special education has not been held accountable for students’ progress.
• The CCSS states that students with disabilities should be held accountable regarding the general education cur-riculum, but some will need instructional supports and accommodations.
• Some educators argue that some students with disabilities should not be expected to live up to the same standards as their nondisabled peers and that too much emphasis on the general education curriculum is at the expense of stu-dents learning skills such as study skills, daily living skills, and intensive reading instruction.

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7. What are the trends and issues in universal design?

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7. What are the trends and issues in universal design?

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• Universal design refers to the principle that a device or pro-gram should be workable for as many potential users as possible.
• Although devices and programs may be designed for a wide variety of users, few can be made usable by literally all, and custom designs will probably always be necessary for some users.

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10. What are our concluding thoughts about current practices in special education?

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10. What are our concluding thoughts about current practices in special education?

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• ontroversy indicates that the field of special education is alive and well.
• We should constantly strive to make special education better

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8. What are the current strategies in the use of technologies?

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8. What are the current strategies in the use of technologies?

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•The major technologies that are controversial for people with disabilities involve medical advances, human reproduc-tion, and communication.
• There is controversy about whether we should do some-thing just because we can.