MDK12....Focus on Instruction: Students with Disabilities

Instruction:

STUDENTS

WITH

DISABILITIES

“The child is an enigma… He has the highest potentialities, but we do not know what he will be.”

-Maria Montessori

This section provides information on special education instructional strategies ensuring that all children with disabilities, ages three through 21, have available to them a free appropriate public education emphasizing special education and related services designed to meet their unique needs and prepares them for further education, employment, and independent living and guarantee the effectiveness of efforts to educate children with disabilities to the maximum extent appropriate.

What is Special Education?

Special education is a broad term used to by the law to describe specially designed instruction that meets the unique needs of a child with a disability. It is designed to address the needs of handicapped and learning disabled students within the public school setting and to ensure that each child receives a Free and Appropriate Public Education (FAPE). Services can include instruction in the classroom, at home, in hospital and institutions.

Both students and parents possess legal due process rights under the Individuals with Disabilities Education Act (IDEA).

Parents have the right to be the legal advocate for their child. The IDEA guarantees that each special education student must have an Individualized Education Plan (IEP) and that parents are equal status participants with professionals on the IEP team that designs the appropriate educational plan and services rendered for each special needs child.

Child with a disability means a child evaluated in accordance with MSDE Understanding the Evaluation, Eligibility, and Individualized Education Program (IEP) Process in Maryland document as having autism, deaf-blindness, deafness, developmental delay (applicable only to children ages three through seven), hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, serious emotional disability, specific learning disability, speech or language impairment, traumatic brain injury, or visual impairment (including blindness), and who, by reason of the disability, needs special education and related services.

Who is eligible and how are students identified for special education services?

Students are assessed and evaluated in all areas of suspected disability. Written parental consent must be obtained prior to an assessment. The disability must have educational impact.

Students receiving Special Education and any related services must meet the criteria under one of the following categories for Special Education eligibility:

There are 13 categories of special education as defined by the Individuals with Disabilities Education Act (IDEA).

Autism
Blindness
Deafness
Emotional Disturbance
Hearing Impairment
Mental Retardation
Multiple Disabilities

Orthopedic Impairment
Other Health Impaired
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment

What is an Individualized Education Program (IEP)?

Following evaluation, an IEP Team meeting takes place. Participants include parent, teachers, administrators and other individuals and, if appropriate, the child. If the IEP Team determines that the student is eligible for and needs special education, an IEP is developed to address the student's needs. The IEP Team will identify: presents levels of academic achievement and functional performance, areas of need, goals to address areas of need, and special education and related services that provide maximum interaction with typically developing peers. Written parental consent is required prior to IEP implementation.

The IEP Team meets annually to review the IEP. The parent or any member of the IEP Team may request an IEP Team meeting at any time. After three years, a reevaluation process is done to find out if the child continues or not to receive special education services.

Child Find

All children with disabilities residing in Maryland including children with disabilities who are homeless children or are wards of state and children with disabilities attending private, including religious, elementary and secondary schools, regardless of the severity of their disabilities, and who are in need of special education and related services, shall be identified, located, and assessed.

Referrals for assessment may come from parents, teachers, agencies, and appropriate professional persons. A referral for special education is made only after the resources of general education have been considered and, when appropriated, utilized.

The Law

The individuals with Disabilities Education Act (IDEA 2004) in combination with the state's special education law known as the Code of Maryland Regulations (COMAR) guide the delivery of special education in local Maryland school systems. Local school systems are responsible for implementation of these laws, which include procedural safeguards for children with disabilities and their families. IDEA and COMAR guarantee that each child with a disability has an Individualized Education Program (IEP) designed to meet their unique and individual needs. All identified students with disabilities a free appropriate public education (FAPE) in the least restrictive environment (LRE).

Continuum of Special Education and Related Services for Identified Students:

~ General education with supplementary aids and services

~ General education with non-intensive specialized academic instruction

~ General education with related services

~ General education with intensive specialized academic instruction

~ Special classes and centers Nonpublic, nonsectarian schools

~ State special schools

~ Home instruction

Related services include but are not limited to:

~ Speech and Language

~ Audio logical services

~ Orientation and mobility

~ Adapted physical education

~ Physical and occupational therapy

~ Vision services

~ Health and nursing services

~ Vocational and career development

~ Counseling and psychological services

~ Parent counseling and training

~ Recreation services

~ Services for pupils with chronic illness

~ Services for deaf and hard of hearing

~ Home and hospital instruction

The Maryland Schools Department of Education (MSDE) has created a number of resources to provide information to parents and to support the achievement of students with disabilities.

How do we identify and intervene with young children — birth to 5 years old? (msde.org)

The Early Childhood Gateway is an online resource for providers and families with young children with disabilities, birth through five.

Early Intervention (Birth � 3)

Early Intervention (Birth � 3) provides resources about related services for young children with disabilities, ages birth to three. It includes information on the following topics:

Preschool Special Education

Preschool Special Education (3-5) provides resources about Maryland's system of special education and related services provided for young children, ages three through 5, with disabilites. It includes information on the following topics:

Early Childhood Tutorial

Early Childhood Tutorial consists of three web-based modules focused on the Individualized Family Service Plan (IFSP) Process and the transition for children and families to preschool and community-based programs. The three tutorials are the following:

Early Childhood Community

The Early Childhood Community is an open community for leaders, providers, and parents of young children with disabilities.

Instructional Strategies for Students with Disabilities

I.N.C.L.U.D. E Model

In her book, Including Students with Special Needs: A Practical Guide for Classroom Teachers, Marilyn Friend suggested seven step approach to considering instructional strategies, accommodations, and/or modifications to meet students with disabilities learning needs. The steps are:

1. Identify classroom environmental, curricular, and instructional demands.

2. Note student strengths and needs.

3. Check for potential areas of student success.

4. Look for potential problem areas.

5. Use information gathered to brainstorm instructional adaptations.

6. Decide which adaptations to implement.

7. Evaluate student progress

The Essential Nine (Instructional Strategies)

The following Essential Nine have identified as instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels:

1. Identifying Similarities and Differences
2. Summarizing and Note Taking.

3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic representations
6. Cooperative Learning
7. Setting Objectives and Providing Feedback
8. Generating and Testing Hypotheses
9. Cues, Questions, and Advance Organizers

“Adapted from the book, Classroom Instruction that Work, by Robert Marzano, Debra Pickering, and Jane Pollock. Retrieved from http://classroom.leanderisd.org/webs/marzano/home.htm)”

Parents Resources

Early Childhood

Early Childhood Gateway: a resource for providers and families with young children with disabilities, birth through five
The Early Childhood Tutorial includes three modules that focus on the IFSP process as well as transitioning a child into Preschool. The tutorial is an online educational tool designed to provide a clear and up-to-date training resource for early intervention and special education administrators, providers, and families. *Evaluation and Assessment (Birth to 3) *Developing and Implementing IFSPs *Early Childhood Transition
Finding Help for Young Children with Disabilities (Birth-5) Parents, learn about developmental milestones.
Center for Early Literacy Learning (CELL) publishes CELLpapers, web-based articles about CELL's conceptual framework, methods, approaches, and research findings on topics related early literacy learning.
The Division for Early Childhood Education of the Council for Exceptional Children is a professional organization that aims to improve outcomes for children ages Birth to 8 with disabilities and special needs.
The National Center for Early Development and Learning (NCEDL) is collaborative early childhood research project that focuses on enhancing the cognitive, social and emotional development of children from birth through age eight.
Sign up for the Natural Resources listserv and receive free weekly news and updates on topics related to early childhood education and early intervention.
Making Connections Links to current discussions, blogs and other communication tools that help families and people who work with children ages birth to 3 with special needs to stay connected.
Early Intervention Blog: Give Your Child a Head Start provides useful information and helpful links.

Autism

AutismConnectMD is an online resource that will assist families and providers in locating and securing resources for individuals with autism.
Autism These resources provide a wealth of information on autism and related disorders. There are links to research organizations, support groups, general information on where to find help and training materials including evidence-based practice options.
Children with Autism Spectrum Disorder Bulletin Board is a place to share ideas, words of wisdom, advice, and much-needed support about raising a child with an autism spectrum disorder.
AutismLink maintains a variety of forums related to Autism and related disorders.

Federal Laws and Government Agencies

Building the Legacy: IDEA 2004 is a site devoted to the Individual with Disabilities Education Act (IDEA), a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 6.5 million eligible infants, toddlers, children, and youth with disabilities.
American with Disabilities Act (ADA) Home Page provides information about the federal act.
Federal Government Agencies - This section includes links to organizations and resources about federal laws and regulations regarding the education and provision of services for children with disabilities.
Office of Special Education and Rehabilitative Services (OSERS) aims to improve results and outcomes for people with disabilities of all ages.
NECTAC provides easy-to-find information about the Individuals with Disabilities Education Act (IDEA).
National Center for Educational Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education in the United States and other nations.

Health and Medical Information

Health and Medical Information
American Academy of Pediatrics, Maryland Chapter provides a Pediatrician Referral Service that helps parents locate a licensed doctor. Maryland Department of Health and Mental Hygiene produced a resource for Children and Youth in Medical Assistance/Medicaid and MCHP: Help for Special Health Care Needs.

Disability Specific Resources

Disability Specific These resources will help you find information about specific disabilities such as autism, cerebral palsy, deafness, and a variety of other disabilities.
Maryland School for the Deaf provides services for children birth-5 with a diagnosed hearing loss. They have a home visit program as well as center-based services.
Maryland School for the Blind provides a non-profit school and comprehensive services for youth from infancy to age 21 with visual impairments.

Organizations

Abilities Network provides services to children, adults and families of differing abilities that focus on inclusive communities and educational opportunities through training, advocacy and education.
Culturally & Linguistically Appropriate Services (CLAS) Institute identifies, evaluates, and promotes effective and appropriate early intervention practices and preschool practices that are sensitive and respectful to children and families from culturally and linguistically diverse backgrounds.
National Association for the Education of Young Children (NAEYC) is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for children from birth through age 8. This website provides information for teachers and administrators, links to its journal articles, information about conferences, and links to national organizations.
National Dissemination Center for Children with Disabilities (NICHCY) is a national organization that serves as a clearinghouse of information on disabilities, laws, education, and research. This site has specific information on IDEA, organizations, conferences, publications, and a set of FAQs. There are also links to state-specific information through State Resource Sheets, providing easy access to information about disabilities in all states. The site is accessible in English or Spanish.
Council for Exceptional Children
National Early Childhood Technical Assistance Center (NECTAC) supports the implementation of the early childhood provisions of the Individuals with Disabilities Education Act (IDEA). Their mission is to strengthen service systems to ensure that children with disabilities (birth through five) and their families receive and benefit from high quality, culturally appropriate, and family-centered supports and services.
Parent Advocacy Coalition for Educational Rights (PACER) Center aims to enhance the quality of life for children with disabilities and their families based on a parent-helping-parent model. The website includes tip sheets, conference links, and resources for parents and professionals negotiating educational and employment systems.
The ARC is devoted to promoting and improving supports and services for all people with intellectual and developmental disabilities.
Maryland Coalition for Inclusive Education (MCIE) is a statewide nonprofit organization dedicated to the inclusion of students with disabilities in their neighborhood schools.
Maryland Disability Law Center (MDLC) provides services and programs to improve the lives of Marylanders with disabilities.
Pathfinder for Autism is a parent sponsored, non-profit organization dedicated to improving the lives of individuals with autism and their families.
Parents' Place of Maryland is Maryland's Parent Center and is committed to improving the lives of children with disabilities and special health care needs.
The Center for Applied Special Technonolgy's Universal Design for Learners (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.

Special Education and Instruction:

The Analysis

“To instruct someone... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product"

(Bruner, 1966: 72)

Special Education has been an accumulation of educational innovations whose purpose is to maximize the chances of learning success for students with unique learning needs. The fact that teachers have all the information they need to know about Special Education. They can use this to collaboratively create plans to help their student’s success in the classroom. It can provide special and general education teachers with ideas for teaching children with disabilities. It can even be used to introduce various programs and services that accommodate all children’s needs regardless of the nature or the severity of their disability. They can also find ways to support families by providing children with opportunities to build social, emotional, and physical skills so they may participate fully in their communities.

The objective of teaching in special education is to provide services that constitute an appropriate education for students with disabilities. Teaching is defined as a teacher’s planning, instructional methods and presentation, opportunity to teach, and methods to monitor student progress. Every teacher agreed that the outcome of effective teaching is student learning. The challenges they experience may contribute to ineffective teaching and have a negative impact on themselves and on the students that they teach. However, special education teachers, it is clear that their recommendations should not be viewed as separate and distinct; rather, they were intricately interwoven. For example, the goal of working in general education classrooms to facilitate 30 successful inclusions of students becomes more challenging in the context of an increasingly diverse student caseload. The goal of planning collaboratively with classroom teachers placed an even heavier demand on the teacher’s daily schedule when coupled with the growing paperwork demands. Yet, as each teacher reflected on their own experiences, certain aspects of the work emerged as central challenges. These challenges are perceived as stemming from: the changing composition of their student caseloads with more time spent in behavior management and discipline, the increased emphasis on providing special education services in general education classrooms, and the expanding paperwork responsibilities.

A student’s confidence in their ability to achieve can be influenced by effective teaching when instruction that is relevant and appropriate to the student’s abilities results in successful academic experiences. Special educators have the tasks of ensuring that students with disabilities are progressing towards the same state standards as their non-disabled peers, addressing their individualized education goals, and providing opportunities to access the general education curriculum with few precedents available to guide them in this work.

A special presentation to the parents or colleagues will be given to them in the form of a professional development for a day or two. Students with disabilities information is so overwhelming that they have to understand slowly but surely each detail to ameliorate their collaborative planning. Legal issues and classroom instructional resources differ depending on what category the student's needs to be addressed. It is very important that Special Education is clearly define and instructional strategies must be introduced to them so that they can find all the resources to help each child with a disability reach their highest potentials.#Aestavllo'12

"The highest result of education is tolerance."-- Helen Keller

MDK12....Focus on Instruction

Students with Disabilities