Professional IDEA Presentation

Stacy Ruebenacker
ESE631 Survey of the Exceptional Child
Yvonne McCastle
January 20,2014

Individuals with Disabilities

Education Act (IDEA).

http://www.youtube.com/watch?v=BHLXl
0P--MY
The six principles of IDEA
The six principles of IDEA are 1. Zero reject, a rule
against exclusion, 2.Nondiscriminatory evaluation, a
rule of fair assessments, 3.Appropriate education, a rule
of individualized benefit, and 4. Least restrictive
placement, a rule of presuming placement in general
education programs, 5. Procedural due process, a rule of
fair dealing and accountability, 6. Parent and student
participation, a rule of shared decision making.
(Turnball, Turnball, pg. 26)

Least Restrictive Environment (LRE)

LRE is an IDEA principle that requires
that students with disabilities be educated
to the maximum extent appropriate with
students who do not have a disability and
that they are removed from regular
education settings only when the nature or
severity of their disability cannot be
addressed with the supplementary aids
and services.

Free and Appropriate Public Education

(FAPE)
FAPE is The Section 504 regulation
requires a school district to provide a free
appropriate public education (FAPE) to
each qualified person with a disability
who is in the school districts jurisdiction,
regardless of the nature or severity of the
persons disability.

The purpose and main components of an

individualized education program (IEP)

The IEP is a written plan that describes in detail the childs special
education and related services the district will provide to meet the
students individualized needs.
The IEP is a legal document.
The IEP is developed by the PPT.
The IEP is reviewed at least annually.
The parents have a right to receive a copy of the IEP within five
school days after the PPT is held.

I.E.P. Components

A List of PPT recommendations must be recorded.

There is no requirement for meeting minutes.
Prior written notice:
Must detail the decisions made regarding eligibility, evaluation, IEP
or placement;
Must record actions proposed or refused; and
Must be provided at least 5 days before the decisions are put into
place.
Special education, related services and other supports must allow for a
child to:
Advance toward annual goals;
Progress in the general education curriculum;
Participate in extra-curricular and non-academic activities; and
Be educated and participate with children who do not have
disabilities.

I.E.P. Components
Present level of academic achievement and functional
performance
Describes area of strength and need and
Records the impact of the disability on participation in the general
education curriculum.
Measurable Goals and Objectives

Must relate to identified areas of need

Must be clear and measurable
Must note how progress will be measured and reported

I.E.P. Accommodations and

Modification Components
Accommodations and Modifications
Accommodations changes the how of what is taught. A change
is made to the teaching or testing procedures to provide a student
with access to information and to create an equal opportunity to
demonstrate knowledge and skill. Does not change the instructional

level, content or criteria for meeting a standard.

Modifications

Changes the what we teach.

A modification is a change in what a student is expected to learn
and/or demonstrate.
While a student may be working on modified course content, the
subject area remains the same as the rest of the class

I.E.P. Accommodations and Modification Components

Details special education, related services and regular education

Examples of related services: assistive technology, audiology,
counseling, physical, occupational or speech/language therapy,
school nurse, psychological or social worker services, transportation
Changes to an IEP can be made without a team meeting if the
parents and district agree and develop a written document to amend
or modify the current IEP.
The IEP can be amended rather than redrafting the entire document
unless the parent requests a copy of the revised IEP.

Student

Parent

Attend &
Participate
when ready

Attend

Share
information

Share visions
& priorities

Self-advocate

Communicate
to resolve
differences

Ask
questions
Observe the
child

Acknowledge
differences

Review/monitor
progress

Commit resources
Follow procedural safeguards

School

Deliver services

Roles and
responsibilities
at the PPT

Challenging Behaviors

http://www.youtube.com/watch?v=8eC
fnrGu5xo

Using the PECS

as a visual
support along
with verbal cues

Disabilities:

EBD: Emotional Behavioral Disability

LD: Learning Disability
ID: Intellectual Disability

Emotional/Behavioral Disabilities
(EBD)

The EBD Characteristics include the following:

(A) An inability to learn that cannot be explained by intellectual, sensory,
or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships
with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal
circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with
personal or school problems.
Other emotional disturbances seen in children are
Hyperactivity (short attention span, impulsiveness);
Aggression or self-injurious behavior (acting out, fighting)
Withdrawal (not interacting socially with others, excessive fear or anxiety)
Immaturity (inappropriate crying, temper tantrums, poor coping skills)
and Learning difficulties (academically performing below grade level)
(NICHY Disability Fact Sheet #5)

EBD: Video

http://www.youtube.com/watch?v=Hn9
wxOr4ofs

Learning Disabilities (LD)

http://www.youtube.com/watch?v=wCqeFxDga
cQ

http://www.youtube.com/watch?v=_3ONz6TaKI
k&feature=player_detailpage

Intellectual Disabilities (ID)

http://www.youtube.com/watch?feature=player_
detailpage&v=V_mTP9WLdcI

http://www.youtube.com/watch?feature=player_
detailpage&v=-cA3t1HW1Ow

Inclusion tips

Inclusion is a civil right

Inclusion is a Moral and Ethical Right for students
Implement best practices
Preparing for students with disabilities with the adequate
understanding for the needs of the student
Use appropriate supports and services that meet the needs of the
students
All students deserve respect and teaching about diversity
Engaging students with their learning style and performance
includes all students with disabilities and without

References:
Turnbull, A., Turnbull, R., Shogren, K.A., & Wehmeyer, M. (2013). Exceptional lives: Special
education in todays schools (7th ed.). Upper Saddle River. Pearson.

Beckman, P. (2001). Access to the general education curriculum for students with
disabilities. Council for Exceptional Children. Retrieved from
http://www.cec.sped.org/AM/Template.cfm?Section=Home&TEMPLATE=/CM/ContentDisplay.cfm
&CONTENTID=5519&CAT=none
deFur, S. (2000). Designing individualized education program (IEP) transition plans. Eric Digests.
Retrieved from http://www.eric.ed.gov/PDFS/ED449599.pdf
Keuhne, C.C. (1998). Least restrictive environment: How do we prepare both our special educators
and our general educators to comply with the provision? LD Online. Retrieved from
http://www.ldonline.org/article/6083
http://www.youtube.com/watch?v=wCqeFxDgacQ

National Dissemination Center for Children with Disabilities. (2010). Contents of the
IEP. Retrieved from http://nichcy.org/schoolage/iep/iepcontents/
National Dissemination Center for Children with Disabilities. (2010). Emotional
disturbance. Retrieved from
http://nichcy.org/disability/specific/emotionaldisturbance#info
National Dissemination Center for Children with Dissabilities. (2011). Intellectual
disability: Matthews story. Retrieved from
http://nichcy.org/disability/specific/intellectual#story
Council for Exceptional Children. (2011). Children with communication
disorders. Retrieved from
http://www.cec.sped.org/AM/Template.cfm?Section=Communicative_Disorders&Tem
plate=/TaggedPage/TaggedPageDisplay.cfm&TPLID=37&ContentID=5626

Council for Exceptional Children. (2011). Inclusion. Retrieved from

http://www.cec.sped.org/Content/NavigationMenu/NewsIssues/TeachingLearningCent
er/ProfessionalPracticeTopicsInfo/Inclusion/default.htm
Wright, P. & Wright, P. (2009). Least restrictive environment (LRE) &
FAPE. Wrights Law. Retrieved from
http://www.wrightslaw.com/advoc/articles/idea.lre.fape.htm
(http://www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html)
http://www.youtube.com/watch?v=8eCfnrGu5xo