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Special Education 101

Special Education 101. Emily Tongue Collins Academy Science Special Education Teacher. A little about me …. Graduated from UIUC in 2004 with a BS in Fish and Wildlife Conservation Worked in DuPage County as a Forest Ranger for 3 years Graduated from NIU in 2009 with a M.S.Ed. (LBSI)

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Special Education 101

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  1. Special Education 101 Emily Tongue Collins Academy Science Special Education Teacher

  2. A little about me … • Graduated from UIUC in 2004 with a BS in Fish and Wildlife Conservation • Worked in DuPage County as a Forest Ranger for 3 years • Graduated from NIU in 2009 with a M.S.Ed. (LBSI) • Worked 2009-2010 as 7th grade SPED teacher in Schiller Park (by O’hare Airport) • This is my 2nd year at Collins Academy- Science SPED teacher

  3. By the end of my presentation… You will know which parts of an IEP will help YOU in your inclusive classroom.

  4. Before we INCLUDE each student in our classroom, we must know what each student NEEDS!!

  5. Do Now: Directions: Read this science passage silently. We pegin our qribeq a faziliarblace, a poqy like yours enqzine. Iqconqains a hunqreqqrillion calls qhaq work qogaqhyspydasign. Enqwiqhin each one of qhese zany calls, each one qheqhes QNA. Qhe QNA coqe is axecqlyqhesaze, a zessbroquceqrasuze. So qhecoqe in each call is iqanqical, a razarkaplebuqveliqclaiz. Qhiszeansqheqqhe calls are nearly alike, puqnoqaxecqlyqhesaze. Qake, for insqence, qhe calls of qheinqasqines; qhaqqhey’reviqal is cysqainly blain. Now qhinkapouqqhe way you woulqqhink if qhose calls wyseqhe calls in your prain.

  6. IEP • Individualized Education Plan (Program) • Snapshot of what the student is all about • Current academic level, strengths, weaknesses, goals, accommodations/modifications, behavior concerns • It tells you HOW you can help your students! FYI: If you have a copy of an IEP, it must be LOCKED UP!!! It’s better to create an “IEP at a Glance” for each student in your class that has special needs. (Located in your packet)

  7. Accessing the IEPs • From CPS internet: IMPACT  SSM • From home: http://vpn.cps.k12.il.us/

  8. From Home

  9. From Home (continued)

  10. From Home (continued)

  11. Parts of the IEP that are relevant to YOU • Cover sheet (Tells you the disability!!) • General Considerations (Current academic level, strengths/weaknesses, parent concerns) • Areas of Need (Subjects areas for goal/A&M) • A&M General • A&M Assessments • Specialized Instruction (Goals) • Grading Scale and Promotion Criteria • FBA and BIP (Behavior Plans/Concerns)

  12. Types of Disabilities • Learning Disabilities: 41% of all students with IEPS have a learning disability. Learning disabilities are life long and cannot be cured. Over the past 10 years, the # of students diagnosed with LD has decreased (RTI, more information about autism, etc.) (Retrieved from LD.org) • Other common disabilities: Other Health Impairments (OHI, ADD/ADHD), Autism (ASD), Cognitive Disabilities (EMH), Emotional Disabilities (ED). Your packet has a list of the most common disabilities.

  13. Accommodations • Practices and procedures that allow students with disabilities to learn, have access to, and be tested on the same curriculum as students without disabilities. • Accommodations do not change what the student is expected to learn but rather how he/she learns the curriculum. Accommodations are NOT optional. You are required by law to give the student the accommodations listed on his/her IEP.

  14. Modifications • A change in what the student is expected to learn that is different from the general education curriculum. • Modifications are only for students with an IEP. However, not all students with an IEP need modifications. • The curriculum is adjusted or reduced.

  15. Examples of A&M Accommodations Modifications Teacher creates a separate test for student (remove some answer choices, abstract concepts removed) Teacher chunks test for student in assignments and assessments Provide alternate daily objectives • Allow extra time to complete tasks • Allow student to complete task in an alternate setting (free from distractions) • Preferential seating (free from distractions) • Do not cold-call students, but allow student to volunteer answers • Allow student to use calculator when needed You will see examples of accommodations and modifications on the IEPS later.

  16. Goals • IEP goals are standard based. • As a general education teacher, your ideas of what the student should be working towards is extremely important. • IEP feedback forms give you the opportunity to express your ideas for IEP goals. You will be given a feedback form before each of your student’s IEP meetings.

  17. Curriculum, Grades, Promotion, Graduation • Does the student have a modified grading scale? If so, you are required to use it!! • More often than not, if the student is in an inclusive classroom, the curriculum and graduation standards will be that of a general education student.

  18. So then what’s a 504 Plan? • It accommodatesthe needs of an individual with a disability, as required by the American with Disabilities Act (ADA). • Section 504 of the Rehabilitation Act of 1973 is the first civil rights law guaranteeing equal opportunity for more than 35 million Americans with disabilities. • Children who have disabilities, but whose disabilities do not interfere with their ability to progress in general education are not eligible for special education services, may be entitled to a 504 Accommodation Plan.

  19. IEP Meetings • Who goes? • Student • Parent/Guardian • Special Education teacher • General Education teacher(s) • Social Worker (if applicable) • Nurse (if applicable)

  20. IEP Meetings • When? • Every year there is an Annual IEP Meeting • Every 3 years there is a Re-Evaluation Meeting • Psychologist conducts cognitive assessments for accurate levels (reading/math) • These assessments are to best for reviewing for receive accurate levels/disabilities/abilities. The general education teacher will be asked to give feedback for both annual and re-evaluation meetings. You are legally allowed to attend both annuals and 3-year re-evaluation meetings that involve your students.

  21. Why I do what I do …

  22. “I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” HaimGinott

  23. Let’s Practice!!

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