The Brave New
World of
Special
Education
The purpose of special
education and our roles in
facilitating optimal learning
outcomes for ALL students
Topics
 Special
Education Law- Purpose of
IDEA
 Federal and State Recognized
Disabilities
 FAPE
 Student Support Team
Individuals with Disabilities
Education Improvement Act
 Children
ages 3-21 with disabilities
are eligible to receive a free,
appropriate public education in the
least restrictive environment
 Emphasis on postsecondary
outcomes
Overall Purpose of IDEA
 To
ensure that all children with disabilities
have available to them a free
appropriate public education that
emphasizes special education and
related services designed to meet their
unique needs and prepare them for
further education, employment, and
independent living.
IDEA Regulations 300.1 (a)
IDEA- Four Parts
 Part
A: General Provisions
 Part B: Assistance for Education for ALL
 Part C: Infants and Toddlers with
Disabilities
 Part D: National Activities to Improve
Education of Children with Disabilities
IDEA Categories
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Autism
Visually Impaired
Deafness
Speech and Language Impairment
Deaf-Blindness
Intellectual Disabilities
Multiple Disabilities
Orthopedic Impairment
Traumatic Brain Injury
Specific Learning Disabilities
Hearing Impaired
Emotional Disturbance
Other Health Impairment
Most prevalent categories
OHI
– ADHD
Communication Disorders
Learning disabilities
 Reading
 Writing
 Math
FAPE- Free Appropriate
Public Education
 Must
be provided in the least
restrictive environment (LRE) which
considers the general education
classroom setting as the first option
for academic and nonacademic
benefits along with the effects of
placement on other children.
FAPE
 The
assumption under the law is that
every child with a disability is educated in
the general education classroom; if this is
not the case, then the school district must
provide documentation why this should
not occur (IEP).
 Attempt to educate students with
disabilities to the extent possible with
regular education peers in the general
setting (with support).
Student Support Team
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The Student Support Team (SST) is a group of educators
who meet on a regular basis to assist in designing
interventions and strategies to improve/enhance
student academic performance.
The SST is a collaborative, problem solving process that
targets academic and behavioral concerns in a
proactive manner to support not only the student but
teachers and parents.
The SST can include counselors, administrators, general
and special education teachers, and parents.
The SST is not designed to identify students for special
education eligibility, rather it is a problem solving
approach to identifying interventions for struggling
students.
If students don’t respond to interventions over time, then
a case can be made for the need for special education
support
Individualized Education Plan
 Documents
present and current
educational levels
 Appropriate standards-based goals
 Appropriate accommodations and
evaluation criteria that are developed for
each child
Things to know if you have a student
with a disability in your classroom…
 Special
education case manager will
enter you into EasyIEP for access to the IEP
at a glance
 Know everything you need to know about
your students- disability, goals,
modifications, accommodations,
including testing information
What does inclusion mean?
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Inclusion means not having to fight for a
chance to be part of a classroom or school
community.
Inclusion means that all children are
accepted.
Inclusive practices are about a school culture
that is willing to support special needs
students in general education settings and
help all students achieve success
What gets in the way of us
acting inclusively?
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We are often taught patterns of exclusion.
This is what we know.
Not knowing the needs of our learners- fear
Hard work
A lack of understanding the specific
characteristics of people with disabilities.
A lack of support in understanding how to
help all people despite their learning
differences.
Lack of time to plan
TN House Bill 150
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Deletes provision whereby records from any
student who is eligible for special education
services under federal law will not be used as
part of the value-added assessment (students
with special needs will be included in the
value-added assessment data)
It is everyone’s responsibility to ensure student
progress (general and special educators)
Teaching and Learning
 Who
are you teaching?
 What are you teaching?
 How will you teach it?
 Did it work? For everyone?
 How will you know it worked? What data
will you use to drive your instruction?
 What will you do when students don’t get
it? What will you do differently to teach
the student?
Valuable Strategies to Use in All Classrooms
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Establish prior knowledge
Proceed from simple to complex- knowing what
scaffolding your learners need
Reinforce abstract concepts with concrete examples
Think about possible ways to accommodate
Incorporate sensory elements
Model, model, model
Establish a positive, pleasant classroom environment
that encourages students to ask questions, take risks
and become actively involved in their learning
Increase student’s self awareness of progress
Focus on student learning, provide descriptive
feedback constantly
Best Practices for All
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Imagine being a student in a learning environment
where supportive, structured, researched-based
education allowed all learners to effectively
demonstrate their knowledge.
The components include relevant and meaningful
instruction with diverse learning strategies that
focus on students strengths
Support
 If
you have questions regarding special
education procedures and processes
please contact the special education
teacher and/or an administrator in your
building. Also, please contact Lenore
Kilgore, Director of Special Education
and/or Brian Cinnamon, Assistant Director
of Special Education for assistance and
support, 378-2169