Identification of Special Education Students by Jennifer Evans https://padlet.com/jevans401/nyetvmnv3oyerng5 How students recieve services through the Special Education Department. en-us 2022-04-26 20:07:40 UTC 2022-05-04 13:15:31 UTC hello@padlet.com Field of Education jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2159219127 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. ]]> 2022-04-26 20:20:53 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2159219127 Audience jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2159222358 The intended audience is a school counselor, or the 504 Coordinator on campus. ]]> 2022-04-26 20:23:40 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2159222358 National Center for Learning Disabilities jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2161303659 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/


]]> 2022-04-28 01:03:02 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2161303659 Council for Exceptional Children jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2161319213 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/


]]> 2022-04-28 01:15:04 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2161319213 Why this topic? jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2161327437 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.]]> 2022-04-28 01:21:07 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2161327437 Interrogating the Special Education Identification Process for Black Indigenous Students of Color jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2161366782
  • 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.

    ]]>     2022-04-28 01:51:55 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2161366782     Eligibility for Special Education in Elementary School: The Role of Diverse Language Experiences. jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167384711
  • 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

    ]]>     2022-05-02 20:56:16 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167384711     Interview Summary jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167456181
  • 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).
  • 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.
  • 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/

    ]]>     2022-05-02 22:27:27 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167456181     Individual with Disabilities Education Improvement Act of 2004 jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167470721
    • 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/
    ]]>     2022-05-02 22:47:43 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167470721     Equal Protection Clause (14th Amendment of the U.S. Constitution) jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167483599
    • 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.
    ]]>     2022-05-02 23:08:04 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167483599     Brown v. Board of Education (1954) jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167491233
    • 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
    ]]>     2022-05-02 23:19:22 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167491233     Texas Administrative Code jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167530579
    • 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
    ]]>     2022-05-03 00:03:49 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167530579     Leander ISD Response to Intervention jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167541580 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/

    ]]>     2022-05-03 00:16:13 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167541580     ASCA Ethical Standards for School Counselors jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167580973 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





    ]]>     2022-05-03 00:55:18 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2167580973     jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2168858230
  • 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/

    ]]>     2022-05-03 19:25:47 UTC https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2168858230     jevans401 https://padlet.com/jevans401/nyetvmnv3oyerng5/wish/2169871657 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/





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