Learning Disability: Students have a

difficulty in a particular educational

subject.
For example: A student who has trouble in
Math or English
In most cases, these students are on or
above normal IQ functioning level.
Mental Retardation
Students with a lower IQ range (normally
below 75) in Ok it is 75 in other states it is
70
Typically these students have difficulty
with all subject areas across the board.
For example, these students will have
lower scores than their peers in all
subjects (not just a single subject)
A significant behavioral or psychological
pattern that occurs in a student.
Behaviors manifest themselves in the form
of low-self esteem, erratic behavior
changes or even repetitious movements.
Typically these students have normal
academic functioning levels, but have
difficulty with transitions and unstructured
environments.
Physically Disabled
Students who have some physical barrier
to learning.
In most cases, these students physical
challenges do not affect there mental
capabilities.
Students who have mental retardation and
are physically disabled are classified as
multiple-disabilities
Students who have a special need
(learning disability, etc.) are served
through a Individual Education Program
(I.E.P).
The IEP is a legal document that is
initiated by the sending school (for Career
Tech, this will be the high schools)
Students are typically placed on an IEP by
the 3
rd
grade. Although it is not uncommon
for identifications to be determined later.
The IEP was developed so students with
disabilities were able to access academics
and make marked improvements through
public education.
A written document of the students
present level educational performance.
The I.E.P. presents a students strengths,
weaknesses and learning style.
Present levels are a reflection of formal
evaluations, teacher observation and
classroom performance.
Annual academic goals are listed on the
I.E.P.
The annual goals are based on the
students current performance and
advancement toward educational
standards.
The goals must be measurable. For
example: Jane must use sentence
structure on a 6
th
grade level with 80%
accuracy.
For students over the age of 16, post-
secondary transitional goals are
addressed.
Transitional goals address areas of
education, employment and when
appropriate- independent living skills.
The transitional goals are established to
help the student transition beyond high
school.
Transitional goals are important to Career
Tech

Course of study: Classes the student is
enrolled in that relate to their goals.
The Course of Study is reviewed
annually to keep it meaningful to the
students future.
Transitional goals are important to Career
Tech because the training the student
receives is part of a transitional goal.
Career Tech provides training that will
assist a special needs student transition
from high school to a post-secondary
school or employment.

When a student turns 18, he/she can sign
off and be responsible for their own I.E.P.
Students and parents are informed of this
Transfer of Rights by the school on or
before the childs 17
th
birthday.
The I.E.P originates from the sending high
school and is comprised of team that
includes:
Student
Parent
Special Education Teacher
Regular Education Teacher / Career Tech Instructor
Administrator / Councilor
And in some cases Vocational Rehabilitation Specialist and other
therapists.
Everyone on the team has input.
The parents have the right to refuse services if
they do not find them necessary for their child. If
the school feel strongly about a service they can
go to Due Process
A parent can also request services or classes for
their child. The entire team will make the final
decision
The team makes decision on the
Appropriateness of the goals and other
aspects of the I.E.P.
The I.E.P is a tool to ensure that each student
receives a free and appropriate education.
An appropriate education is different for every
student. For example, a Trigonometry class
would not be appropriate for a student with a 4
th

grade math level.
On the same note, it would not be appropriate to
deny a student access to a class, such as
Welding, because they have difficulty reading.
The sending school should provide IEPs for
every student that has one and the CT counselor
should advise instructors.
In some instances, instructors have not been
informed that Johnny is on an I.E.P?
Be proactive at the first of the school year and
ask the councilor about students on I.E.Ps.
ASK, ASK, ASK!
Review the goals on each students I.E.P to find
out what modifications are needed in your
classroom.

Just because you did not attend the I.E.P
meeting does not mean your are not part of
the team.
You, as an instructor, are responsible for
making modifications for I.E.P students in
order for them to be successful.
Refer back to the I.E.P throughout the
school year to stay on track.
The I.E.Ps are always kept in a locked file
usually in Student Services. Do not keep a
file in your office.
Can I give a student on an
I.E.P a failing grade?
YES
If you have documented the modifications and
the student is making a failing grade, they can
receive and F
If a student is simply Not Doing the Work,
document that as well.
If a student is failing after modifications, the I.E.P
may need to be reviewed because the current
class/course is not the appropriate placement.
IDEA 2004 law verses
Americans with Disabilities
and Section 504 of the
Rehabilitation Act
IDEA is an Entitlement law giving
students more services than the
general public
Section 504 and ADA are Access
laws that provide a level playing
field for persons with disabilities.
Way to Visualize services to Students with
Disabilities
All Students
504 Students
IEP Students
This is a written document much like the I.E.P
Major difference is that the essential functions of
the program cannot be changed only how the
student can receive and give information.
504 plan has written goals that ensures a
student can access their learning environment.
Many times, 504 are written for adults that have
difficulty in the learning environment
Persons seeking services under Section 504
must declare that they have a disability and
provide documentation of the disability.
In many cases, the answer will be NO.
Students can not be denied access to a program
based on their disability.
Another approach would have a special needs
students Focus on a portion of a program that
he/she can be employed in.
For example, a student could learn the skills for
Brake Maintenance in an Automotive Course. If
this option is chosen the changes to the
curriculum must be spelled out in detail in the
IEP or 504 plan.
First and foremost- Do not label a student as
A person who cannot learn and achieve!
Operate under the assumption that All Students
Can Learn. Some students, however, may learn
in a different way.
Never publicly point out or make reference to a
student with a special needs.
Helpful tips!
Dont assume all special needs students
are the same. Address the specific
students needs and concerns.
Stay in communication with the sending
schools Special Education Teacher. These
professionals will have insight and
knowledge about how to assist a particular
student.
For Emotional Disturbed Students, allow them a
Cool Off period or place to let them settle down
and collect themselves.
For Physically Handicapped Students, clear
aisles and make sure desks are accessible.
Ask the student what helps them learn. This
serves two purposes, you can help them learn
and help them advocate for themselves.
Allow Special Needs Students more time
to work on assignments and to take tests.
Limit the number of answer choices.
If you are not testing their reading skills,
read questions to the students
Have another student read questions (This
is especially good to utilize another
Special Needs Student-It helps to build
self-esteem.
Allow calculators on math assignments.
Allow breaks during assignments and test.
Let students use notes on test.
PowerPoint outline of assignments.
Use peer-to-peer tutoring.