Chapter 4 Presentation

EDUC 5060 : EDUC 5060 Class #5

IWD ID before school : IWD ID before school IDEA requires states to ID IWD’s who are between the age of 3 and 21. IWD’s may receive special services even earlier

ID those with IWD : ID those with IWD IDEA - an “infant or toddler with a disability” is a child under 3 years of age who needs early intervention services b/c they “are experiencing developmental delays” in one or more areas.

Area of Deficiency : Area of Deficiency Cognitive development Physical development Communication development Social or emotional development Adaptive development

Child Find : Child Find “operates as a public awareness program that distributes informatin about early intervention and preschool programs Media Doctor’s offices Health service agencies Other public agencies Granted services under part C of IDEA

Planning of Infants and Toddlers : Planning of Infants and Toddlers If the state offers services, it must designate an agency to oversee the program IFST are developed Includes the types of services provided

Identification of Preschoolers : Identification of Preschoolers When a child turns 3 Public schools must provide Children who are good candidates for preschool programs will show risk primarily in two areas: Communication Challenging Behaviors.

Communication Delays : Communication Delays Lagging communication is the most prevalent symptom of developmental delays

Challenging Behavior : Challenging Behavior “…constitutes inappropriate and uncommon behavior in young children” Aggression Ongoing disruptive behavior Self-injurious behaviors Cri-du-chat

Sociocultural Factors : Sociocultural Factors “…can place children at risk for later cognitive, academic, and behavioral difficulties in school.”

Planning for Preschoolers : Planning for Preschoolers If, child has been a in Part C, a plan that allows the parents to keep their child in this program, may be used If a child has not been in Part C, school officials with create an IEP.

General Education Setting : General Education Setting Constitutes more than a their of preschool children identified. Model allows for Appropriate model of communication Model of social skills Interaction

Preschool programs : Preschool programs Research suggests: Prevent developmental problems Result in fewer children being retained in later grades Reduce educational costs to school programs Improve the quality of parent, child, and family relationships.

Effective Preschool programs: : Effective Preschool programs: Encourage involvement of parents Occur early in a child’s life Operate from a more structured instructional base Prescriptively address each child’s assessed needs Include normally developing children as models

ID within the school years : ID within the school years Parents may feel their child is having difficulty Teachers may recognize that a child is having learning and/or behavior problems

Pre-referral Intervention Services : Pre-referral Intervention Services RTI - a process whereby the decision to place a child in special education is made based on how well they responded to different levels of intervention. SST - A structure, collaborative, problem-solving team approach used to create successful intervention strategies.

The RTI approach : The RTI approach Ss receive generally effective instruction Their progress is monitored If unsuccessful additional or different support is provided Their progress is monitored If they still do not succeed, the may be evaluated or assigned to receive special education services.

Who may submit a referral : Who may submit a referral Classroom teacher or another school employee submits an official referral for evaluation. The parent may also submit an official request to the school

The IEP Team : The IEP Team Parents Teachers Special Education Teacher LEA School Psychologist (explain test results) When appropriate, the child Other invitees

Factors Leading to Ineligibility : Factors Leading to Ineligibility Inadequate performance is due to poor instruction If the learning problems related to inadequate English proficiency The child clearly does not meet any of the requirements to be considered Documentation

Parts of an IEP : Parts of an IEP PLOP Goals and Objectives Sp. Ed. Related Services Participation Hours State or system-wide assessments Projected begin and end dates How parents will be informed

Other parts : Other parts Transition Plans Behavior Management Plans 504 Plans

Considerations : Considerations Parent Participation in Planning Placing in Special Education LRE Reevaluations and Updating IEP’s Testing and Evaluation Procedures Norm vs Criterion Referenced Tests

Types of Test used in Special Education : Types of Test used in Special Education Developmental Assessments Screening Tests Intelligence Tests Individual Academic Achievement Tests Adaptive Behavior Scales Behavior Rating Scales Curriculum-based assessments End-of Course Tests; alternative, etc.