# data[].attributes.body
Individualized Education Plan
IEP Eligibility Categories:

Specific Learning Disability 35%

Speech or Language Impairment 21%

Other Health Impaired 13%

Autism Spectrum Disorder 8%

Intellectual Disability 7%

Emotional Disturbance

Visual Impairment

Deafness

Hearing Impairment

Deaf-Blindness

Orthopedic Impairment

Traumatic Brain Injury

Multiple Disabilities

# data[].attributes.body
Individuals with Disabilities Education Act
Protections

Zero reject

IEP

Appropriate evaluation

Procedural Safeguards

Parent/child participation

Free and Appropriate Public Education (FAPE)

Least Restrictive Environment (LRE)

# data[].attributes.body
Free and Appropriate Public Education
(PARC vs. Pennsylvania, 1972)
Accommodations vs. Modifications
Accommodations change HOW students learn

Glasses

Extra time

Use of manipulatives

Books on tape

Modifications change WHAT students learn

Modify reading material based on student’s reading level

Allow outlining, instead of writing for an essay or major project

Use of alternative books or materials on the topic being studied

Computerized spell-check support

Word bank of choices for answers to test questions

Provision of calculator and/or number line for math tests

Film or video supplements in place of reading text

Reworded questions in simpler language

Projects instead of written reports

Highlighting important words or phrases in reading assignments

Modified workload or length of assignments/tests

Modified time demands

Pass/no pass option

Modified grades based on IEP

(Kessler, Eve)

These terms are NOT interchangeable; while accommodations may be provided to any student, modifications may not. Modifications that are not called for in a student’s IEP may not be provided to that student without violating that document

# data[].attributes.body
Least Restrictive Environment: Full inclusion, including all students in general education classes with appropriate assistance. (Artiles, Kozleski, Doran, Christensen, 2006)

Students who are gifted & talented

Students who are culturally and linguistically diverse (including ELL)

Students who are at risk for school failure

“Pull-out programs discourage effective partnerships between general education and special education teachers in implementing IEPS, and students are stigmatized when they are segregated from other students.” (Slavin, Educational Psychology; page 328).

# data[].attributes.body
Specialized Academic Instruction

# data[].attributes.body
Special Education Local Plan Area

# data[].attributes.body
Multi-Tiered Systems of Support
An integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success.

MTSS has a broader scope than RTI2

Focuses on aligning entire systems

Paradigm shift for support and setting higher expectations

Endorse UDL instructional strategies

Challenges school staff to change the way they have traditionally worked across all school settings

Focuses on ALL students in education contexts

# data[].attributes.body
Universal Design for Learning
A scientifically valid framework for guiding educational practice that provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged. It also reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students who are limited English proficient.
(Higher Education Act of 2008)

# data[].attributes.body
Student Study Team

A support system for students having difficulty in the regular classroom

Members: parent(s)/guardian(s), teacher, administrator, support staff

# data[].attributes.body
Response to Intervention

Tier 1: all students receive high quality standards-based instruction and are monitored for academic and behavioral growth.

Tier 2: students not making adequate progress per Tier 1 Data  receive more intensive interventions and instruction.

Tier 3: more intensive intervention for Tier 2 non-responders

Key Elements

Goals: proactively catch struggling students before they fail, close the achievement gap, and reduce problem behaviors.

Interventions: research-based to provide reliable data for decision-making, including special education eligibility determinations.

Result: keep students who are just educationally underserved OUT of special education.

# data[].attributes.headline
“When the general education teacher uses an instructional method that is designed to accommodate a wide range of student abilities, students with mild disabilities generally learn much better than in special education classes.”

# data[].attributes.subject
“When the general education teacher uses an instructional method that is designed to accommodate a wide range of student abilities, students with mild disabilities generally learn much better than in special education classes.”

# data[].attributes.body
(Calhoun & Elliot study, 1977)

# data[].attributes.headline
“Too many decision makers still see special education as a placement, often in a special class or school, rather than a continuation of services, supports or accommodations that a student needs to succeed in a general education setting.”

# data[].attributes.subject
“Too many decision makers still see special education as a placement, often in a special class or school, rather than a continuation of services, supports or accommodations that a student needs to succeed in a general education setting.”

# data[].attributes.body
(The Special Edge, Volume 27., No.1, Autumn, 2013)

# data[].attributes.headline
“Too many people believe, despite research to the contrary, that students with disabilities cannot achieve within the general education classroom, even when supported with special education services.”

# data[].attributes.subject
“Too many people believe, despite research to the contrary, that students with disabilities cannot achieve within the general education classroom, even when supported with special education services.”

# data[].attributes.body
(The Special Edge; Volume 27, No. 1, Autumn, 2013)

# data[].attributes.body
“ADHD is a difference in cognition, not a disorder.”
“Our society has to embrace cognitive diversity.”

# data[].attributes.body
“My actions were misperceived as deliberately disruptive.”

“When you find your learning style, extraordinary things will happen.”

“People with dyslexia don’t have difficulty learning, they just learn differently.”

# data[].attributes.body
How will learners ENGAGE?
Do you encourage learners to regulate their own learning?
Are there options that will help learners sustain effort?
Are there options to interest and engage ALL learners?

How will information be PRESENTED?
Is the information presented allow the possibility of higher levels of thinking and understanding for ALL learners?
Is the information presented to allow comprehension of expressions, symbols, and vocabulary?
Is the information presented so that ALL learners can take it in for processing?
How will learners EXPRESS themselves?
Are there options for ALL students to act strategically?
Will ALL students be able to express themselves fluently?
Will ALL students be able to participate and respond physically?

# data[].attributes.body
“Designing on average destroys talent.”

“We need to fundamentally reimagine the very foundations of our institutions or opportunity, like education, in ways that nurture the potential of every single individual, and therefore expand our talent pool, which would make us far more competitive in the world.”

“Assistive technology offers many alternatives to being excluded from learning.”

# data[].attributes.body
Education for All Handicapped Children Act of 1975 (Mill vs. Board of Education)
Individuals with Disabilities Education Act Amendments of 1997
Individuals with Disabilities Educational Improvement Act of 2004
Vocational Rehabilitation Act of 1973
Americans with Disabilities Act of 1990

# data[].attributes.body
Intellectual: students who have superior intelligence as well as those who are slow to learn

Communicative: students who have special learning disabilities or speech or language impairments

Sensory: students who have auditory or visual disabilities

Behavioral: students who are emotionally disturbed or socially maladjusted

Physical: students with orthopedic or mobility disabilities

Multiple: student who have a combination of conditions, such as orthopedically challenged and visually impaired

# data[].attributes.body
“Behavioral disorder” emotional disturbance
“Physical impairments” orthopedic impairments

# data[].attributes.body
Behavioral disorder

Physical impairments

Cognitive or intellectual disability

Autism Spectrum Disorder

Twice Exceptional

# data[].attributes.body
This module has given me a new perspective on teaching. I have a nephew who has an IEP for a Specific Learning Disability. I was his teacher last year, which was challenging because I wanted so badly to “fix” his disability so that he could be successful. I now realize that he doesn’t need to be “fixed.” He is a highly intelligent, creative, social, and kind young man who needs some modifications. The two TED talks (by Stephen Tonti and Scott Sonnon) were very insightful. They helped me to develop empathy in that I was able to see through their eyes; something I failed to do for my nephew last year. I have realized that there are far more complexities to teaching. I will strive to be more cognizant of the strategies focused on in UDL and MTSS as I further my professional growth in this field.