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(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Chapter Four
Identifying and Programming for Student Needs
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(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Introduction
For a student to be evaluated to determine if he or she is eligible
for special education services, a comprehensive process must be
in place in every school. All educational procedures must be consistent
with the due-process clause under the United States Constitution.
This process is governed by the IDEA and by regulations developed in each state.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Key Steps in the Special Education Process
Prereferral/Child Study Referral
Assessment
Development of IEP
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Key Players in the Special Education Process Special Educators
General Educators Administrative Staff Parents Student
Other Professionals: School Psychologists Speech/Language
Therapists Occupational
Therapists Physical Therapists Social Workers Other, as appropriate
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Need for a Team Approach
Consideration of a student’s needs is best accomplished by a team approach.
A team, representing various disciplines and relationships with the student, makes key decisions for the student such as: Eligibility for services Design of the IEP Evaluation of Annual IEP Progress Reevaluation for Eligibility
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Guidelines for Teams
The best interests of the student should dictate all aspects of the decision-making process.
Sensitivity to family values and cultural differences must pervade all activities.
Ongoing and effective home-school collaboration efforts should be established.
Parents and students should be given information about educational performance, special education programs and services, and what will happen after formal schooling ends.
Students should be taught and encouraged to participate as an active, contributing member of the team.
Programs and services should be reviewed regularly, and improvements made whenever possible.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Prereferral Intervention
Process designed to address the needs of students who have not yet been referred for special education
Intervention occurs within the general education classroom Assistance is provided to the classroom
teacher and student Goal is to provide solutions without
formally referring a child for a special education evaluation
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Phases of Prereferral Intervention
Initial indication that a classroom-based problem exists
Systematic examination of the presenting problem(s)that have been indicated by the referral source
Development of an intervention plan that contains strategies and other suggestions for addressing the problem
Evaluation of the effectiveness of the interventions anddecisions on what to do next if the interventions are ineffective
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Functions of the Child Study Team
Review available information provided in the initial referral
Collection of additional information such as school history, previous evaluations, observations, interviews, etc.
Generate suggestions to address student’s difficulties
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Prereferral Intervention
Strategies Generally implemented for at least one grading
period (typically 6 to 9 weeks) Evaluated by team to determine if they are
implemented properly and to determine if they are successful
If interventions are unsuccessful, the team may decide to refer the student for a comprehensive special education evaluation.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
The Special Education Process
A referral for special education consideration marks the official beginning of the special education process.
Once a student is referred, there are specific timelines and actions that must be followed to comply with federal and state laws.
The first phases of the special education process are: Formal referral Determination of eligibility
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Steps in Formal Referral Process
Step One: Completion of a formal referral
Step Two: Decision to complete a comprehensive evaluation
Step Three: Written notice to parents for referral meeting and provision of parental rights
Step Four: Referral meeting with determination made to complete a comprehensive evaluation
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Determination of Eligibility
Evaluation process begins with the selection of assessments that are appropriate for a child’s age, grade level, culture, etc.
Evaluation process must be comprehensive and flexible enough to address learning and behavioral difficulties.
General education teacher will provide input as well as complete rating scales and checklists, conduct observations, and provide work samples.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Determination of Eligibility
Eligibility team then examines all assessment data to determine: If a disability exists Whether the student meets state eligibility criteria
for that particular disability Whether the student needs special education
If a student does qualify for special education, then an individualized education program (IEP) must be developed.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
IEPs
An IEP is a description of services planned for a student with disabilities.
IEPs must be reviewed at least annually. IEP development must be driven by the
needs of the student. Goals must be written to address each
identified need.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Federal Regulations for IEPs
IDEA Amendments and the accompanying final regulations specify the content of IEPs in general, as well as for: Content for transition services for
students beginning no later than age 14 Special requirements for plans for
young children from birth to age 3
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General IEP Requirementsfor Students Ages 3 to 21
Requirement #1:Statement of present levels of performance and how disability impacts the student’s progress in the general education curriculum
Requirement #2:Measurable goals including short-term benchmarks or objectives enabling the student to be involved in and progress in the regular curriculum (as appropriate) and meet the annual goals
Requirement #3:Special education and related services for the student and supplemental aids
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
General IEP Requirementsfor Students Ages 3 to 21
Requirement #4: Program modifications or supports for school personnel to help student be involved in, and progress in, the curriculum and extra curricular and non-academic activities
Requirement #5:An explanation of the extent, if any, that the student will not participate in regular education classes
Requirement #6:Modifications to be used in state-or district-wide assessments of student achievement
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
General IEP Requirementsfor Students Ages 3 to 21
Requirement #7:Projected dates for beginning of services and the frequency, location, and duration of services and modifications
Requirement #8:How progress toward annual goals and modifications is to be measured
Requirement #9:How parents will be regularly informed (at least as often as nondisabled students) of progress toward annual goals
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
General IEP Requirementsfor Students Ages 3 to 21
Requirement #10:For students age 14 or younger, if appropriate, a statement of transition needs that focuses on the student’s course of study
Requirement #11:Beginning at age 16 or younger, if appropriate, a statement of interagency responsibilities or linkages if needed.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Individualized FamilyService Plans (IFSPs)
Written plan for children ages birth to three and their families
IFSPs focus on the family unit and are designed to support the family.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Differences Between IEPs and IFSPs
IEPs contain goals; IFSPs contain outcome statements that reflect the needs of the family and child
IFSPs are family-oriented; IEPs are child-centered IFSPs require a service coordinator who is
responsible for implementation and for coordinating services with agencies
IFSPs require a transition plan to support the child and family when moving to the the next stage of services at age 3
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Present Level of Performance
Provides a summary of the student’s current functioning
Serves as the basis for developing annual goals
Must be written in each area of priority
EXAMPLE:“The student can identify 50% of the most frequently-used occupational vocabulary words.”
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Annual Goals
Must be based on the unique needs of the student
Should be reasonable projections of what the student can be expected to accomplish in a year
Should be measurable, positive, student-oriented, and relevant
Should be broken down into short-term objectives
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Short-Term Objectives Should be written in a logical and
sequential series that reflect the annual goal
Can be derived based on a task analysis process
Should be obtained from the general education curriculum
EXAMPLE:“Given 20 multiplication facts using numbers1-5, John will give correct answers for 15 facts.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Role of the General Education Teacher in
the IEP Process
General educators aren’t always actively involved in the IEP process even though the IDEA mandates it.
General educators must, to the maximum extent, participate in the development, review, and revision of the student’s IEP.
A copy of the IEP should be readily available to general educators throughout the school year.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
The IEP and Instructional Planning
The content should be reflected in the teacher’s instructional plans.
Well thought-out IEPs should form the foundation for an individually designed educational program.
Teachers should make efforts to include parents in the implementation and evaluation of the IEP.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Behavior Intervention Planning
First introduced in the 1997 IDEA Amendments.
Behavior intervention plans are required for: Students whose behavior impede their learning or
that of others Students who put peers at risk because of their
behavior Students with disabilities for whom serious
disciplinary action is being taken.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Steps in the Behavior Intervention Planning Process
Collect background information on presenting problems
Conduct a functional behavioral assessment of target behaviors
Determine whether behavior is related to the student’s disability
Determine specific goals that involve either increasing or decreasing the target behavior
Develop intervention strategies (preferably positive ones)
Implement the plan and evaluate its effectiveness
Revisit assessment information to design further interventions
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Transition Services
1990 IDEA Amendments mandated transition services.
“… a coordinated set of activities for a student, designed within an outcome oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation.”
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Essential Transition Elements
The student and his/her family need to be actively involved in the process.
Planning activities must begin early in a student’s school career.
The complexity of adult life needs to be recognized and planned accordingly.
A closer link between transition services and IEP goals should be made.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Role of the General Education
Teacher in the Transition Process
Classroom teachers can integrate real-life topics of current or future importance into existing curriculum. This will make instruction meaningful and relevant.
Classroom teachers can participate in contributing information to the transition assessment process.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Extended School Year Services
Some students with disabilities are eligible for these services.
These services are provided beyond the normal school year.
These services are provided to ensure continued educational progress.
The IEP team determines if these services are needed on a case-by-case basis.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Review and Dismissal
Two additional critical features of the special education process are: the ongoing monitoring of a student’s progress in
special education. the determination of a continued need for special
education services. A student’s IEP must be reviewed and revised on at
least an annual basis. Every three years, a comprehensive reevaluation must
be undertaken.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Section 504 Eligibility &
Planning
Section 504 consideration should be given to any student who is referred for special education services but does not qualify under the IDEA.
Every public school should have a committee and process for handling Section 504 eligibility and planning activities.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Reasonable Section 504 Accommodations
If a student is determined to be eligible for Section 504 services, reasonable accommodations must be provided.
A written Section 504 accommodation plan is required.
This plan specifies the nature and scope of the accommodations to be implemented.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Assessment and the Special Education Process
Assessment is the process of gathering relevant information to use in making decisions about students. Assessment should be a continuous, dynamic
process that guides and directs decisions about students with suspected or known disabilities.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Assessment Phases
Screening Phase
Eligibility Phase
Program Planning Phase
Monitoring and Evaluation Phase
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Approaches to Assessment
Observation
Recollection
Record/Portfolio Review
Testing
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Testing
Testing may be formal or informal.
Testing is the process of presenting challenges or problems to a student and measuring the student’s competency, attitude, or behavior by evaluating his or her responses.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Formal Assessments
Contain detailed guidelines for administration, scoring, and interpretation as well as statistical data.
Most are norm-referenced because they compare an individual’s performance to that of his or her norm group.
Most useful when making eligibility and placement decisions
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Informal Assessments
Informal tests and measurements are more loosely structured than formal assessments and are more closely tied to teaching.
Their key advantage is a direct application of assessment data to instructional programs.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Types of Informal Assessments
Criterion-Referenced Tests
Curriculum-Based Assessment
Ecological Assessment
Alternative Assessment Authentic
Assessment Portfolio
Assessment
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Legal Requirements for Assessment
Nondiscriminatory evaluations Administration in native language or other means
of communication Validation of assessment measures Multiple assessments required for determining
eligibility Required assessment in all areas of suspected
disability Must address how to enable the student to
participate and progress in the general education curriculum
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Trends in Assessment
More focus on informal assessments to produce more relevant, functional information
Increase in the importance of parental input in the assessment process
Inclusion in state- and district-wide assessments With accommodations, if needed Provision of alternate assessments, if appropriate
Increased emphasis on participation in the general education curriculum
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Bias in Assessment
The number of students from diverse cultures is expected to increase by 37% by 2010.
This increase presents a great challenge in terms of accurately assessing culturally and linguistically diverse students.
IDEA mandates nondiscriminatory assessment. Relevant Litigation:
Larry P. v. Riles Diana v. State Board of Education Hobson v. Hansen
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Suggestions for General Educators
Ask questions about the assessment process.
Seek help in conveying information to parents.
Observe assessment procedures.
Consider issues of possible bias.
Avoid viewing assessment as a means of confirming a set of observations or conclusions about a student’s difficulties.
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