d�Y I3/w���~t���U�q�����+��H��v�����3�1�s���&T}��(�}�Z�G������HSS��/ X5E�R����؞�=zn�������)��4��Zװ% Information on each individual disability (18) can be found here: http://www.nichcy.org/Disabilities/Specific/Pages/Default.aspx. • Understands factors that influence the overrepresentation of culturally and/or linguistically diverse students in programs for individuals with disabilities. In 1967, if you were attending a public school, such services didn't exist for kids who would today be identified with learning disabilities. You will examine educa-tional systems and services that respond to learners’ with very special needs and will see how teachers and education professionals can and do make real differ-ences in the educational outcomes of students with disabilities. Experts noted, however, that the LD identification process has been flawed for some time.The process used in many states prior to the 2004 reauthorization of IDEA is officially known as the discrepancy model.
More students with LD were being identified and were receiving special education services.
• Applies knowledge of human development and the effects of various types of disabilities on developmental processes in order to identify the needs of individuals with and without disabilities. Application of a process of interventions; if the student does not respond to these interventions, they may qualify as a student with a learning disability2. An Introduction to Special Education Welcome to special education.
"RTI is an approach, new to IDEA 2004, for sorting out whether a struggling child really is a "child with a disability" as defined by IDEA or just needs more intensive regular education strategies to succeed in school.RTI usually consists of 3 stages or levels of assistance. ����ӀT�l-{[,A�+�{���V�*%S���z�k��Ia�^���O�ҽY�Y|%�]�B�C�jt@~�k�\W&+�?{�&S�ep&9�f�e:RrSm�Fל�]�M0]Y�q3Tlϕ����yT�A�껆b! u ��9��o�;[� DEC��^��&r�� • Applies knowledge of models, theories, and philosophies that provide the basis for special education practice. • Knows how to make informed decisions about types and levels of assistive technologies, devices, and services for students with various needs, collect and analyze information about a student's environment and curriculum to identify and monitor assistive technology needs, and support the use of assistive technologies, devices, and services. Special education teachers’ practice is influenced by an understanding of special education policy and knowledge of implementation practice. Please complete the http://www.ldonline.org/article/Inclusion_and_Students_with_Learning_Disabilitieshttp://www.ldonline.org/article/Working_with_Your_Child's_Teacher_to_Identify_and_Address_Math_DisabilitiesPlease match the models with their description in the IDEA identifies 14 disability categories that students must fit in order to receive SPED services.See link: http://www.nichcy.org/Disabilities/Categories/Pages/Default.aspx.
DPI is in charge of all public schools. lF����6A��& That's more than three times the number of students served during the 1976-77 school year.With access to special education services mostly solved, parents and LD advocates changed focus in the late 1980s and early 1990s. This shortcoming was addressed with the 1997 reauthorization of IDEA when an emphasis on access to the general curriculum was added to the statute.This change "reminds everyone that the expectation is that every child - including LD kids - is going to participate in the same curriculum and have the same academic objectives," says Linda Lewis, coordinator of federal policy and programs for the College of Education at the University of Oregon. When a child is identified as struggling to learn—usually through system wide screening tests or through a teacher's observation or testing—RTI may be used to see how the child responds to Please answer the multiple choice question in the Understanding the Differences Between IDEA and Section 504 (of the ADA) Please respond to the True/False statements in the http://www.nichcy.org/EducateChildren/Supports/Pages/default.aspxProtecting Students with Disabilities: Frequently Asked Questions About Section 504 and the Education of Children with Disabilitieshttp://www.texasprojectfirst.org/SEProcessStep.htmlFor each of the following steps in the special education process, note key concepts and/or terms associated with each step that must happen within the school year.
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