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Integrating Special Needs Identification, Legislation, and Differentiation in Education Practice

This paper explores the interconnections between the identification of students with special needs, relevant legislation, and instructional differentiation as they relate to educational practice and school dynamics. Drawing on experiences from student teaching at Wilmington High School, it emphasizes the importance of early identification and proactive differentiation to support diverse learners. Additionally, it discusses key legislation, such as the Individuals with Disabilities Education Act (IDEA) and the Education for All Handicapped Children Act (EAHCA), that shapes educational policies and practices today.

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Integrating Special Needs Identification, Legislation, and Differentiation in Education Practice

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  1. How does the Identification of Students with Special Needs, Legislation, and Instructional Differentiation Relate to My Practice and My School? SPE 550 Caleb Fledderjohann

  2. Background of Paper • I used my experience and knowledge through my student teaching that I completed at Wilmington High School

  3. Identification • Early identification of students with special needs • Use resources early on in a students career, hoping to help the student gain independence later in their academic career • Example: Parents of a senior at WHS want their child on a IEP, so it will benefit them as the student moves onto college

  4. Legislation • Thomas Hopkins Gallaudet(1787-1851) –deaf • Samuel Gridley Howe (1801-1876) – blind • Edouard O. Seguin (1812-1880) – severely mentally handicapped • The Association for Children with Learning Disabilities (ACLD) – 1963, parents from Evanston, Illinois put together a conference in Chicago.

  5. Legislation • Modern movement for special education – Education for All Handicapped Children Act (EAHCA) of 1975 • Came through Kennedy and Johnson era’s but fully signed into implementation as a bill by Gerald Ford in 1975 • Free and Appropriate Education (FAPE) • Individuals with Disabilities Act (IDEA) • No Child Left Behind

  6. Legislation • Example: The entire process of legislating the special education industry makes it possible for us to have careers in this field

  7. Instructional Differentiation • Pro-active approach to differentiation • “As inclusive educators, we argue that disability is an enacted, interactional process and not an empirical, stable fact or condition. We recommend planning responsive lessons that differentiate instruction for all students from the outset, instead of modifying ones for disabled students” Broderick, Mehta-Parekh, and Reid (2005).

  8. Instructional Differentiation • Different examples: • Tiered assignments • Curriculum compacting • Flexible pacing • Self-directed learning • Problem-based learning • Learning contracts

  9. Instructional Differentiation • Gifted and Talented • Usually underfunded and/or overlooked • 3 Methods: • Subject acceleration • Differentiated assignments • Full-grade acceleration

  10. References • Broderick, A., Metha-Parekh, H., & Reid, D.K. (2005). Differentiating instruction for disabled students in inclusive classrooms. Theory into Practice, 44(3), 194-202. • Duke University TIP (2010). Instructional strategies – differentiation. Retrieved from http://www.tip.duke.edu/resources/parents_students/differentiation.html • History of Special Education. (n.d.). In Education Encyclopedia. Retrieved from http://www.answers.com/topic/history-of-special-education • Hyde, S. (2008). Academic options for gifted students. Retrieved from • http://integrating-gifted-students.suite101.com/ • Kirk, S.A. (1977). Specific learning disabilities. Journal of Clinical Child Psychology (Winter), 23-26. • Mostert, M.P., & Crockett, J.B. (2000). Reclaiming the history of special education for more effective practices. Exceptionality 8(2), pp. 133-143.

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