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10. What are our concluding thoughts about providing services to exceptional learners

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10. What are our concluding thoughts about providing services to exceptional learners

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Special education is based on scientific understanding, not on philosophy or mere speculation.

Controversy indicates that the field of special education is alive and well.

We should constantly strive to make special education better.

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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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It promotes the idea that students with disabilities should be held accountable regarding the general education curriculum, but it notes that these students might need to have instructional supports, engaging students by presenting material in multiple ways and allowing multiple modes of expression and accommodations.

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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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Strategies in the use of technology expand the abilities of people with or without disabilities to access information, communicate, travel, and accomplish many other everyday tasks. It also allows some people with disabilities to function like those without disabilities.

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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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The trends include people with disabilities having access to the internet and the use of assistive. technology for educators

The issue of universal design is trying to decide when the limits have been reached. If the term universal is taken too literal, it becomes self-defeating.

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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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Make maximum effort to accommodate individual students’ needs

Evaluate academic abilities and disabilities

Refer for evaluation

Participate in eligibility conferences

Participate in writing individualized education programs

Communicate with parents/guardians

Participate in due process hearings and negotiations

Collaborate with other professionals in identifying and making maximum use of students’ abilities

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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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One person teaches, the other assists

There are 2 or more professionals delivering substantive instruction to a diverse or blended group of students in a single space

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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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3. What are the various options for exceptional learners?

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3. What are the various options for exceptional learners?

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There are 6 options which include:

A least restrictive environment (possibly a general education room with pull out/pull in or inclusion)

A resource room

Self-contained classroom

Special day school

Hospital or home-bound instruction

Residential school

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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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Through an individualized education plan, the individualized family service plan, and the transition plan for adolescents and youth with disabilities.

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1. How are students with exceptionalities evaluated and identified for special education?

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1. How are students with exceptionalities evaluated and identified for special education?

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They are evaluated through a 4-step process:

Child find: where states identify and evaluate all children who may have a disability.

Referral: school personal, most likely the general education teacher makes a referral or request for a child to be evaluated.

Evaluation: within 60 days if parental consent, the district must provide a full evaluation of the child in the areas of concern.

Eligibility determination: a multidisciplinary team meets to determine if the student has a disability and if the disability requires sped or related services.