LRE
Least Restrictive Environment: part of IDEA, says that children should spend as much time as possible with peers who do not receive special education
Disability categories
-Specific learning disability
-Speech or language impairment
-Other health impairment
-Intellectual disability
-Emotional disturbance
-Autism
-Multiple disabilities
-Developmental delay
-Hearing impairment
-Orthopedic impairment
-Visual impairment
-Trauma
Placement options
-Regular classroom: at least 80% of the school day in the general education classroom
-Resource room (pull-out): spend 40-79% of the school day inside the general education classroom
-Separate school: student receives special education and related service
IEP components
-Present levels
-Measurable annual goals
-Description of how goals will be measured
-Services and supplementary aids
-Placement description: description of why a student might not be in general education
-Dates for services
-Transition services (when age
IEP timelines
Starts at age 3, goes until age 21, reviewed at least once a year, reevaluated every 3 years, must be developed within 30 days of evaluation
Components of IDEA
-Zero reject
-Nondiscriminatory identification and evaluation
-Free Appropriate Public Education (FAPE)
-Least restrictive environment
-Procedural safeguards
-Shared decision making
Team members and their role in decision making
It's a team decision, comprised of evaluators (school psychologist, speech/language pathologist, special education teacher, general education teacher, parent, administrator/IEP facilitator
Purpose of early intervention
Developmental delays do not just "go away with time" or "catch up" without intervention, typical rates and growth patterns of child development in children with disabilities contrast sharply with the progress experienced by many children with disabilities
Appropriate other terminology for ID
-Cognitive impairment
-Cognitive disability
-Intellectual impairment
-Mental retardation or deficiency (old term-DO NOT USE NOW)
Curriculums to use
Academic, functional, and self-determination
Academic curriculum
Content in the basics of reading, writing, and math
Functional curriculum
Content to increase a student's independence, self-direction, and enjoyment in school, home, community, and work environments
Self-determination
Content to help a student set goals, plan and implement a course of action, evaluate their performance, and make adjustments in what they are doing to reach their goals
Categories of ID
Classification by the degree or level of intellectual impairment as measured by IQ test scores
IQ test scores
-Mild: 50-55 to ~70 (about 85% of students with ID)
-Moderate: 35-50 to 50-55 (about 10% of students with ID
-Severe: 20-25 to 35-40
-Profound: below 20-25 (about 5% of students with ID)
Levels of support
Intermittent, limited, extensive, pervasive
Intermittent support
As needed for specific tasks, during transitions
Limited support
Consistent support over time, but not all of the time
Extensive support
Consistent, daily support across environments
Pervasive support
Consistent, extensive, daily support across environments; may also include things like feeding, bathing, medications, and healthcare
Placement
-General education: 17%
-Resource rooms: 27%
-Self-contained or separate classes: 48%
-Other: 7%
Identification
-IQ tests
-Adaptive behavior scales
-Age onset
-Developmental assessment
-History and educational records
Adaptive behaviors definition
Ability to adapt and carry on everyday life activities such as self-care, socializing, communicating, etc.", everyday skills to function in day-to-day activities
Adaptive behaviors characteristics
-Conceptual, academic,
-Social
-Practical and vocational
Ten areas of adaptive behaviors
-Communication
-Self-care
-Home living
-Social skills
-Community use
-Self-direction
-Health and safety
-Functional academics
-Leisure
-Work
Importance of adaptive behaviors
Must be considered for educational programming and future work/living
-Safety
-Appropriate clothing for weather
-Friendships, social interactions
-Grooming and hygiene
-Following rules/procedures
-Time management
-Money management
Maintenance and generalization
The use of what is learned across settings and over time
-Strategies
-Teach the full range of what is learned across settings and over time
-Make the instructional settings similar to the generalization setting
-Contrived common stimulus
-Community-based
Assistive technology
Any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities
IDEA requirements
School must consider AT in students' IEP
-Actual device
-Related device
-No standard evaluation procedures
-Can decide when/where AT can be used
-Financially responsible to a certain degree
How to assess for AT
Assessing Students Needs for Assistive Technology (ASNAT) (Computer access)
Key considerations for AT
-All students with a disability
-Collaborative process, collective knowledge
-Data driven
-AT=>IEP goals and objectives
-AT=>access to the educational environments
-Range of devices and complexity
Key considerations for implementation
-AT used regularly
-AT used during instruction
-AT used across environments
-Educational strategies with AT
-Teachers/staff know how to use AT
-Student knows how to use AT
-Plan for troubleshoot AT or if lost
SETT
Student-Environment-Tasks-Tools
Transition
A process involving the coordination, delivery, and transfer of services from school to post-school agencies. The transition services are based on the individual needs of the students-looking at strengths, preferences, and interests. Results-oriented proc
Components of transition planning:
Includes
-Postsecondary education
-Vocational education
-Integrated employment
-Continuing and adult education
-Adult services
-Independent living
-Community participation
Age for transition services
Must begin at age 16, some states start earlier, KY starts at 14
Competitive employment-federal definition
-Work in a competitive labor market on a full or part time basis
-In an integrated setting that
-Earns at or above the federal minimum wage but not less than the customary wage and level or benefits paid by the employer for the same or similar work perfor
Key characteristics of school program that increase likelihood of successful employment outcomes
-Stress functional skills
-Receive ample opportunities to learn social and interpersonal skills
-Begin community-based work experiences as early as ages 10-13 years for students with severe disabilities and occur for progressively extended periods as stud
Barriers to transition
-Entitlement to eligibility-based system of support
-Inadequate self-advocacy skills
-Lack of student skill development
-Difficulty coordinating supports
-Lack of unclearly defined vision of life after high school
-Inadequate transition planning
-Communit
People involved in/responsible for transition services
Community Based Work Transition Program and Kentucky's Supported Employment Training Project
Options for living arrangements
-Deinstitutionalization
-Apartment (apartment cluster, co-residence apartment, maximum-independence apartment)
-Foster homes
-Group homes
Supported living
Foster homes
Provide temporary residential services as well as more opportunities to interact with and be accepted by the community at large
Group homes
Provide family style living for a small group of individuals
Supported living
Helping people with disabilities live in the community as independently and normally as possible
Kentucky's Supported Employment Training Project
Provides support for professionals who in turn support people with disabilities with finding good jobs
Who sponsors our work?
Kentucky Office of Vocational Rehabilitation and the Kentucky Division of Developmental and Intellectual Disabilities
Social/Emotional Issues
Issues with peer relationships, and concerns with identity and fit
Goals of GT
Overall goal for these students is the fullest possible development of every child's demonstrated and potential abilities
-Academically rigorous-increased relevance and depth of curriculum
-Thematic and interdisciplinary-include the structures, terminolog
Twice exceptional
Gifts and talents could be masked by their disability, need a dually differentiated curriculum
-Have potential for high achievement and give evidence of one or more disabilities as defined by federal state or intelligibility criteria