Working with Special Needs Students

1. Working with Special Needs Students Jeff Phenicie and Marianne Moore Instructional Specialists The Virginia Department of Education’s Division of Special Education and Students Services www.doe.virginia.gov

2. Legislation Individuals With Disabilities Act (IDEA) • Ages 2-22 Entitled • Limited to 14 disability categories • Individual Education Program (IEP) Section 504 of the Rehabilitation Act of 1973 • Not restricted by age • Must ask for services – “no entitlement” • 504 Plan

3. IEP IEP Framework Postsecondary Goals • Education – Employment – Training – • Independent Living Standards of Learning Content Local Curriculum

4. What is an Individualized Education Program (IEP)? • A document that describes the educational program that has been designed to meet that child's unique needs.  • A document designed for one student and must be a truly individualized.  • Creates an opportunity for teachers, parents, school administrators, related services personnel, and students to work together to improve educational results. • A document that is legally binding.

5. Individualized Education Programs Typical IEP Team • One or both parents • The student, if appropriate (required when transition is discussed) • One of the student’s special education teachers • One or more regular education teachers • A representative of the LEA • Others as appropriate

6. Major Components of the IEP • Present Level of Performance (PLoP) • Goals • Objectives/Benchmarks • Services: • special education • related services • supplementary aids & services • accommodations/modifications • placement • Assessment • Secondary Transition – Postsecondary Goals

7. Today’s Focus • Present Level of Performance • Goals • Objectives/Benchmarks • Services: • special education • related services • supplementary aids & services, • accommodations/modifications • placement • Assessment • Secondary Transition – Postsecondary Goals

8. CTE IEP Team Member • PLOP • Transition Assessment • Post Secondary Goals

9. Related Services What other services might be listed? Supportive services that are required to assist a student with a disability to benefit from special education. • May Include: • Speech-language pathology • Interpreting services • Psychological services • School health services • Physical & Occupational therapy • Counseling

10. Accommodations/Modifications Any accommodations/modifications deemed necessary for the student to receive FAPE under IDEA must be included on the student’s IEP. Generally grouped in four categories: • Presentation (e.g., repeat directions, read aloud, etc.) • Response (e.g., mark answer book, reference aid, etc.) • Setting (e.g., study carrel, separate room, etc.) • Timing (e.g., extended time, frequent breaks, etc.) Some classroom (instructional) accommodations/modifications may not be allowed on certain assessments, because their use would invalidate the score on the test by compromising the measurement of the target skill.

11. Using Assistive Technology (AT) to help students with disabilities go to work. High Tech • Handheld devices – i.e. smart phones, iPad, etc. • Digital cameras • Digital books/Text to speech/AIM Center Low Tech • Fat pencil • Enlarged print • Yellow paper – dark print

12. Confidentiality • FERPA • Maintenance of student records • Ask yourself: • What’s the need to share the information ? • Why are you sharing it ? • Who are you sharing it with ? • Where are you sharing the information ? • www.ncwd-youth.info/resources_&_Publications/411.html

13. SCENARIO Abigail is a student with a traumatic brain injury. Her right side is partially paralyzed and she uses a walker to maneuver around school. She can get around without the walker but is not steady on her feet and tires quickly. Her short-term memory is poor and it takes her time to process information and respond. She would like to work in a hotel where she can meet many people. • List three things you want to know • List two concerns you have • List one individual you can talk to at the school

14. SCENARIO Thomas is a student with a seizure disorder. He takes medication and sees a neurologist. His last seizure was 6 months ago. He is not allowed to drive. To complete your course he will need to work in a day care setting for a minimum of 8 hours per week. • List three things you want to know • List two concerns you have • List one individual you can talk to at the school

15. SCENARIO Alice has an IEP that states that she has a learning disability in reading. She is enrolled in “Introduction to Health and Medical Sciences” class. When you finally see a copy of her IEP, it states that she will seek employment as a Certified Nursing Assistant (CNA) after she completes high school. It also states that she will attempt 75% of the curriculum objectives in all classes. Under supports, the IEP lists extended time on all tests and assignments, read tests, and provide additional explanation for written directions. • List three things you want to know • List two concerns you have • List one individual you can talk to at the school

16. SCENARIO Allison has an IEP and while reading the Present Level of Performance (PLoP) you discover that that she suffers from depression. She takes medication and sees a psychologist. About 3-4 times a year she has episodes where the medication is not effective. She stays home for several days and when she returns to school, it takes her several more days to get back into the “swing”. Second semester all the students in your class are expected to complete an internship in the community. • List three things you want to know • List two concerns you have • List one individual you can talk to at the school

17. SCENARIO Adam and his service dog are new to your culinary class. You met him in the guidance office in August when he was registering for school. He was friendly and talkative. He told you he plans to be a cook. You spoke to the Special Education Department Chair and suggested another CTE class for Adam, but here he is……in your class. • List three things you want to know • List two concerns you have • List one individual you can talk to at the school

18. Consider • Does the Student have an IEP or 504 Plan? • Have you reviewed the student records? Accommodations, Modifications, Post Secondary Goals, Etc? • Do classroom accommodations/modifications conflict with other regulations, statutes, etc? • Do you need specific training, materials, etc to properly implement IEP? • Etc?