Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Special Education 101: A Instructional Leader’s Role in Ensuring a Free and Appropriate Education (FAPE) for SWDs February 12, 2019 Leigh Ann Putman Metro RESA Executive Director Leighann.putman@mresa.org 2/15/2019 1
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Special Education
Anticipation Guide Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org BEFORE AFTER TRUE FALSE Question TRUE FALSE 1. Accommodations and modifications are virtually the same. 2. When determining placement for students with disabilities, consider the most restrictive to least restrictive. 3. FAPE stands for free and affordable public education. 4. Specially- designed instruction (SDI) considers the unique needs of a student that results from the student’s disability. 5. There are 10 eligibility categories.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Free and Appropriate Public Education (FAPE) Free Appropriate Public Education is an educational right of all children in the United States that is guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act. Under Section 504, FAPE is defined as, "...the provision of regular or special education and related aids and services that are designed to meet individual needs of handicapped persons as adequately as the needs of nonhandicapped persons are met and are based on adherence to procedures that satisfy the requirements of" the section. Under the IDEA, FAPE is defined as an educational program that is individualized to a specific child, that meets that child's unique needs, provides access to the general curriculum , meets the grade-level standards established by the state, and from which the child receives educational benefit. The United States Department of Education issues regulations that define and govern the provision of FAPE.
Free and Appropriate Public Education (F (FAPE) Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • The Individuals with Disabilities Education Act (IDEA) says that each child who has a disability and needs special education and related services will receive a free and appropriate public education (FAPE). Free means that all eligible students with disabilities will be educated at public expense. Appropriate means that your child with a disability is entitled to an education that is appropriate for him/her. Public refers to the public school system. Education must be provided to every eligible school age child with a disability. https://www.understood.org/en/school-learning/your-childs-rights/basics-about- childs-rights/at-a-glance-free-and-appropriate-public-education
Today’s Targets… Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • Assess where your district and school are in providing instruction to students with disabilities • Identify characteristics of the categories of eligibility • Increase awareness of specially designed instruction for SWDs
LET’S TALK ACCESSIBILITY! Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Accessibility refers to the design of products, devices, services, or environments for people with disabilities. The concept of accessible design ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's assistive technology (for example, computer screen readers). How does accessibility look for SWDs in my district and/or school? What improvements are needed? What is my part in ensuring these improvements?
Creating a Caption... Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Create a caption for how • this cartoon relates to teaching and learning for students with disabilities. Discuss what the following • represents: stairs , door , knob , and what is behind the door .
Accessibility Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • Talk at your table about this picture and list the strengths and challenges for each animal in reaching the top of the tree. • How can we relate these strengths and challenges to meeting the needs of “All” students in a general education setting?
What Is Is Access to th the General Education Curriculum? Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org When students with disabilities have the opportunity to learn the same curriculum as their non-disabled peers, be involved in and make progress in that curriculum, then we can say that they have access to the general curriculum.
Differentiation of f Curriculum and In Instruction Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org It’s all about student learning! Access without extraordinary means! The process of differentiating the curriculum and instruction begins by knowing your special education students. Process of Instruction Content of Lesson or Unit How students engage in learning What students must learn Products Showing Student Learning How students demonstrate and convey learning
Pla lacement in into Special Richard Woods, Georgia’s School Superintendent Education “Educating Georgia’s Future” gadoe.org • After placement, more intense services are provided based on the eligibility determination . • Services are aligned, modified and/or accommodated to meet the unique needs of the student.
Categories of Eligibility Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org With your table partners, list all the categories of eligibility.
Categories of f Eli ligibility Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Autism Specific Learning Disability Deaf/Hard of Hearing Speech-Language Impairment Emotional & Behavioral Disorder Deaf/Blind Intellectual Disabilities Significant Developmental Delay Orthopedic Impairment Traumatic Brain Injury Other Health Impairment Visual Impairment & Blindness Now, can you add the acronym?
Categories of f Eli ligibility Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Autism (AU) Specific Learning Disability (SLD) Deaf/Hard of Hearing ((D/HH) Speech-Language Impairment (SI) Emotional & Behavioral Disorder Deaf/Blind (DB) (EBD) Significant Developmental Delay (SDD) Intellectual Disabilities (ID) Traumatic Brain Injury (TBI) Mild (MID) Visual Impairment & Blindness (VI/B) Moderate (MOID) Profound (PID) Severe (SID) Orthopedic Impairment (OI) Other Health Impairment (OHI)
Activity: Eligibility Categories Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org ➢ Given your assigned eligibility category, highlight the key information. ➢ Think of a family member or student that has these characteristics and has been diagnosed with your assigned eligibility (no names, please). ➢ Share with a peer which characteristics were evident in your highlighted information.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org An Individualized Education Program (IEP) is a written document which is developed for each eligible student with a disability in accordance with the requirements of the Individuals with Disabilities Education Act (IDEA).
IE IEP REQUIREMENTS Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Under FAPE, the IEP must specify all special education programs and services needed to support the child to: • 1. Advance appropriately towards IEP goals • 2. Make effective progress in the general curriculum and meet GSE standards • 3. Develop his/her individual educational potential • 4. Participate with non-disabled children to the maximum extent appropriate • 5. Participate in extracurricular and nonacademic activities • 6. Make meaningful educational progress and demonstrate significant learning in all areas affected
Placement… Services may be provided through a continuum of alternative placements from Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” least to most restrictive environment gadoe.org • General Education • Consultative (general education setting) • Collaborative (general education setting) • Co-teaching (general education setting) • Resource • Self-contained
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Access to the General Education Curriculum The process begins in the general education classroom. After placement into Special Education, a student’s accessibility to the general education curriculum is aided by designing an Individual Education Plan(IEP) that aligns to the needs of his/her eligibility and other unique needs. This will include: • Continued differentiation in the general education classroom • Specially designed instruction • Assistive technology • Relevant programs • Specific scheduling • Other identified assistance
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