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The Council for Exceptional Children is an association aimed towards educators of children with Special Education needs. Webinars, conferences, summits, curriculum, advocacy and more are just a few of the services that this organization provides to educators. Perhaps one of the most beneficial services this organization offers are free series on current research and techniques when working with special education students.

Citation:
Council for Exceptional Children. (2022). Council for exceptional children. https://exceptionalchildren.org/

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Council for Exceptional Children | The premier association for special education professionals

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The Council for Exceptional Children (CEC)'s Partner Solutions Directory is an online resource for special education products, services, and programming support! Search for a topic and quickly receive a list of partners who provide products, services, or programming supporting your work and career.
View More Partner Solutions

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Council for Exceptional Children | The premier association for special education professionals

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The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents.

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This padlet is in the perspective of a school counselor. I am currently in the Professional School Counseling program and in my first year as an intern counselor at an elementary school.

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The intended audience is a school counselor, or the 504 Coordinator on campus.

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National Center for Learning Disabilities

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National Center for Learning Disabilities

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The National Center for Learning Disabilities (2022), is an association that provides parent support, advocacy, and resources for helping young people with disabilities. Perhaps one of the most beneficial aspects of the association is they keep parents current on new laws and regulations that relate to special education services. The center also partners with several other organizations that encourage and support parents and students with disabilities.

Citation:
National Center for Learning Disabilities. (2022). Identifying struggling students.https://www.ncld.org/research/state-of-learning-disabilities/identifying-struggling-students/

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National Center for Learning Disabilities

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The National Center for Learning Disabilities is excited to announce the opening of its 2024 Anne Ford and Allegra Ford Thomas scholars. Both scholarships are for students with specific learning disabilities, such as dyslexia, dyscalculia, dysgraphia, etc. However, students with both a learning disability and attention deficit hyperactivity disorder (ADHD)...

The National Center for Learning Disabilities is excited to announce the opening of its 2024...

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National Center for Learning Disabilities

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Working to improve the lives of the 1 in 5 children and adults nationwide with learning and attention issues.

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The identification of special education students at any early age provides the best opportunity for the student to receive early intervention which is critical. The topic also is personal to me as my son has a learning disability and has received special education services throughout his education.

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Interrogating the Special Education Identification Process for Black Indigenous Students of Color 

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Interrogating the Special Education Identification Process for Black Indigenous Students of Color 

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Within this article, the author describes the state of identification of students of color, specifically the emotional disturbance diagnosis.

When working with students of color, the criteria for student special education identification and evaluations, held to White cultural norms, exclude other races' cultural considerations.

When the Individuals with Disabilities Education Act (????) became a law, it included language that addressed racial differences; however, the assessment process did not outline specific procedures. Therefore, special education identification standards do not consider students of color cultural norms.

Parent participation in the special education decision-making process is not as prevalent as needed when working with an already marginalized group of people.

To help overcome the inherent Whiteness of special education identification, schools should include diverse behavioral management data and other data-driven practices.

Citation:
Connelly, J. (2021). Interrogating the special education identification process for black indigenous students of color. Multiple Voices: Disability, Race, and Language Intersections in Special Education, 21(1), 78–92.

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Interrogating the Special Education Identification Process for Black Indigenous Students of Color

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Abstract. The initial special education identification process (SPED IDP) determines which students have disabilities and corresponding rights to IDEA supports. However, the disproportionate identification of Black, Indigenous Students of Color (BISOC) as emotionally disturbed necessitates the problematizing of special education structures within the SPED IDP.

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Eligibility for Special Education in Elementary School: The Role of Diverse Language Experiences. 

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Eligibility for Special Education in Elementary School: The Role of Diverse Language Experiences. 

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In this article the authors focus on the correlation of English Language Learners (ELL) and the process for special education services.

Prior to the Individuals with Disabilities Education Act (2004) many ELLs were overrepresented in special education. However, now teachers are hesitant to recommend ELLs for services because of the criteria that special education services can not be based on cultural factors.

In the primary grades ELLs are less likely to be recommended for special education services. It is not until the later education years that ELL students begin to be identified.

English Language Learners are often within the economically disadvantaged criteria as well which will limit the amount of outside services that are available to them when compared with their peers.

When determining students with autism the numbers are more equal among ELLs and non-ELLs.

Language barriers often prevent ELL students from receiving the special education services they need.

Citation:
Yamasaki, B. L., & Luk, G. (2018). Eligibility for special education in elementary school: The role of diverse language experiences. Language, Speech & Hearing Services in Schools, 49(4), 889–901. https://doi-org./10.1044/2018_LSHSS-DYSLC-18-0006

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Purpose

We examined the association between language experience and elementary students' eligibility for special education in Massachusetts.

Method

A secondary descriptive data analysis was conducted on the anonymized demographic data obtained from the Massachusetts Department of Elementary and Secondary Education. Third, 4th, and 5th grade students were categorized into native English speakers, English-proficient bilinguals, and emerging bilinguals. Eligibility for free or reduced lunch was also considered. Proportions of students eligible for autism, communication disorders, and specific learning disabilities (including those with dyslexia) were calculated.

Results

A strong association was observed between students' language background and whether they were eligible for free/reduced lunch. Children eligible for free/reduced lunch were more likely to be eligible for special education. Relative to native English speakers, English-proficient bilingual students were less likely to be considered eligible for special education. However, for emerging bilinguals, eligibility was lowest in 3rd grade and highest in 5th grade. This observation was most apparent in the category of specific learning disabilities.

Conclusions

Students from diverse language and low-income backgrounds were disproportionately represented in special education. More substantial research-practice partnerships are warranted to understand how bilingual experience and socioeconomic status interact with eligibility for special education services in public school settings.

References

Burr, E., Haas, E., & Ferriere, K. (2015). Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice (REL 2015-086). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Retrieved fromhttp://ies.ed.gov/ncee/edlabs

De Valenzuela, J. S., Copeland, S. R., Qi, C. H., & Park, M. (2006). Examining educational equity: Revisiting the disproportionate representation of minority students in special education.72(4), 425-441.Exceptional Children,

Individuals with Disabilities Act, 20 U.S.C. §1401 (2004).

International Dyslexia Association. (2017). Dyslexia basics. Retrieved from https://dyslexiaida.org/dyslexia-basics/

Linn, D., & Hemmer, L. (2011). English language learner disproportionality in special education: Implications for the scholar-practitioner.1(1), 70-80.Journal of Educational Research and Practice,

Luk, G., & Christodoulou, J. A. (2016). Assessing and understanding the needs of dual-language learners.InN. Lesaux & S. Jones (Eds.), Cambridge, MA: The leading edge of early childhood education: Linking science to policy for a new generation of pre-K (pp. 67-90). Harvard Education Press.

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Eligibility for Special Education in Elementary School: The Role of Diverse Language Experiences

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We examined the association between language experience and elementary students' eligibility for special education in Massachusetts. A secondary descriptive data analysis was conducted on the anonymized demographic data obtained from the Massachusetts Department of Elementary and Secondary Education. Third, 4th, and 5th grade students were categorized into native English speakers, English-proficient bilinguals, and emerging bilinguals.

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1. Dylan Elliott is a Licensed Specialist in School Psychology (LSSP). He is the person who tests students for special education services. According to Mr. Elliott, there are two routes to special education: Response to Intervention Committee (RTI) or parent request (Leander ISD, 2022). Mr. Elliott tests the student for a specific learning or conduct disorder to determine if they meet the qualifications to receive special education services legally. Therefore, understanding the legal qualifications and the process for qualifying for services is Mr. Elliott’s entire responsibility (D. Elliott, personal communication, April 28, 2022).

2. Some of the best practices for a school counselor assessing potential RTI referrals is to

Document all observations or interactions with students

Understand that even the LSSP does not diagnose but instead sees if the student legally qualifies for special education

The laws often change regarding the minutes that students will qualify for special education services, so keeping up with the legal updates is vital to an LSSP.

3. There have been many updates on dyslexia services and the amount of time a student is legally required to receive if they qualify for special education. One of the significant changes is the involvement of the dyslexia teacher in the RTI process and having to “make up” lost time if the student with dyslexia missed their lessons. A few years ago, our school district was sued regarding this specific issue, and since then, Leander ISD has made numerous changes to how students with dyslexia receive services  (D. Elliott, personal communication, April 28, 2022).

References
Leander ISD. (2022). Response to Intervention. https://www.leanderisd.org/responsetointervention/

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Individual with Disabilities Education Improvement Act of 2004

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Individual with Disabilities Education Improvement Act of 2004

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Requires states to provide a free public education to students with disabilities.

Provides certain grants to public schools to provide these services

The law encompasses all infants to those with disabilities up to 21 years of age.

This law requires schools to provide appropriate services to meet the needs of students with disabilities.

Citation:
Individual with Disabilities in Education Improvement Act, (2004). 20 U.S.C. § 1400 (2004). https://sites.ed.gov/idea/about-idea/

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Text - H.R.1350 - 108th Congress (2003-2004): Individuals with Disabilities Education Improvement Act of 2004

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Text for H.R.1350 - 108th Congress (2003-2004): Individuals with Disabilities Education Improvement Act of 2004

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Equal Protection Clause (14th Amendment of the U.S. Constitution)

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Equal Protection Clause (14th Amendment of the U.S. Constitution)

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The Equal Protection Clause of the 14th Amendment of the U.S. Constitution applies to public schools and extends to students with disabilities.

No school may deny its citizens equal protection which includes students.

This law is often cited when students with disabilities are not receiving equal services or protection from schools.

Citation:
U.S. Const. amend. XIV.

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Amendment XIV

Section 1.

All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Section 2.

Representatives shall be apportioned among the several states according to their respective numbers, counting the whole number of persons in each state, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice President of the United States, Representatives in Congress, the executive and judicial officers of a state, or the members of the legislature thereof, is denied to any of the male inhabitants of such state, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such state.

Section 3.

No person shall be a Senator or Representative in Congress, or elector of President and Vice President, or hold any office, civil or military, under the United States, or under any state, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any state legislature, or as an executive or judicial officer of any state, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, remove such disability.

Section 4.

The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any state shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.

Section 5.

The Congress shall have power to enforce, by appropriate legislation, the provisions of this article.

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All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside.

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Brown v. Board of Education (1954) determined that segregation of public schools by race was in violation of the 14 Amendment of the U.S. Constitution.

Brown v. Board of Education (1954) was first utilized in segregation cases. However, years later parents of students with disabilities would use this case to argue students with disabilities should not be segregated within the public school system.

Citation:
Brown v. Board of Education, 347 U.S. 483 (1954). https://www.oyez.org/cases/1940-1955/347us483

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As part of the Individuals with Disabilities Education Act (2004) states must provide a detailed description of how they are adhering to the federal guidelines.

These governing rules and regulations of special education services for the State of Texas are outlined in the Texas Administrative Code.

This code also outlines the eligibility requirements for students to receive special education services in Texas.

It also details the record requirements for all students receiving special education services.

It describes some of the attributes of an Individualized Education Plan students in special education are entitled to receive.

Citation:
Eligibility Criteria, 19. Tex. Admin. Code § 89.1040

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In Leander ISD students are identified as qualifying for special education services through the Response to Intervention (RTI) committee (Leander ISD, 2022). The process involves a teacher or parent request for the student to be tested through the Licensed Specialist in School Psychology (LSSP). Once the LSSP determines that the student qualifies for special education services the student will be recommended to the 504 Coordinator for scheduling.

Citation:
Leander ISD. (2022). Response to Intervention. https://www.leanderisd.org/responsetointervention/

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Response to Intervention (RTI) is the practice of providing high quality intervention instruction that is matched to a student's need and assessing progress frequently to make sound instructional decisions.

Students receive tiered, systemic supports based on various points of data taken from grades, assessments, classroom observation and grade-level expectations.

Please contact your campus RTI coordinator or Jennifer Freeman at 512-570-0266 for more information.

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Response to Intervention (RTI) is the practice of providing high quality intervention instruction that is matched to a student's need and assessing progress frequently to make sound instructional decisions. Students receive tiered, systemic supports based on various points of data taken from grades, assessments, classroom observation and grade-level expectations.

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ASCA Ethical Standards for School Counselors  

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ASCA Ethical Standards for School Counselors  

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The American School Counseling Association (2016) Ethical Standards require counselors to “connect students with services…”, and this includes special education services as needed (A.6.(c)). The school counselor needs to be aware of federal, state, and local policies that affect the students within the special education department to ensure they are able to reach their full academic potential.

Citation:
American School Counselor Association. (2016). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

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As a school counselor, understand that the Individuals with Disabilities in Education Act (2004) applies to more than just the academic needs of students. Students with emotional disturbances or other impairments that impede their learning can also qualify for services.

Special education students need to feel empowered; therefore, it is vital to include them in their academic planning. For example, invite students to attend the Admissions, Review, and Dismissal meetings and ask their input.

Early identification of special education needs is paramount to the student’s success. It is crucial to determine if language barriers or cultural differences are cloaking a disability when testing for special education qualifications.

Each school district has its procedure for identifying students for special education services; however, all districts must adhere to the Texas Administrative Code.

It is a violation of judicial law to segregate students in special education from the general population. The requirement is for the student to be in the least restrictive environment when possible.

Dyslexia services in Texas have recently had a legislative update, and schools are liable for implementing new policies and procedures.

Special education students need additional support from teachers, administration, and especially their families. Including the student’s family in educational decisions is a great way to support the student.

Citation:

Individual with Disabilities in Education Act, (2004). 20 U.S.C. § 1400 (2004). https://sites.ed.gov/idea/about-idea/

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The numerous civil rights laws that benefit special education students also benefit me as a female. For example, the Civil Rights Act of 1964 has paved the way for women’s equality in education and special education students’ rights to an education. While the law was originally not intended for women and others, the judicial law interpretation has expanded to include more than just minorities.

The first teaching position I held in 2006 was within the special education department as a resource teacher, and I have fond memories of those students. Without the Individuals with Disabilities in Education Act (2004), many of those students would not have been able to attend our school. Because of these types of inclusion laws and ethics, so many of our special education students can succeed in a school setting. I am proud to be a part of such a program.

Citation:

Civil Rights Act of 1964, Pub. L. No. 88-352, 78 Stat. 241 (1964). https://www.govinfo.gov/content/pkg/STATUTE-78/pdf/STATUTE-78-Pg241.pdf

Individual with Disabilities in Education Act, (2004). 20 U.S.C. § 1400 (2004). https://sites.ed.gov/idea/about-idea/