Standard #1 Foundations of Special Education

Credential of Competency for Special Education Paraeducators

Agenda

       Introduction and learner outcomes Basic special education terminology Purposes of programs for students with special needs Brief history of special education Current legal protections for students with disabilities Roles and responsibilities of paraeducators and teachers Wrap-up

Learner Outcomes

     Participants will: Discuss purposes of programs for individuals with exceptional learning needs.

Describe basic educational terminology regarding students, programs, roles and instruction.

Become familiar with laws and regulations for special education students.

Examine roles and responsibilities paraeducators and teachers in support of students with disabilities.

Activity

Then and Now

Activity

   What is the purpose of education?

What is the purpose of education for people with disabilities?

Special Education Terminology

Look for these Acronyms.

Jot down what they stand for on this page:      FAPE LRE BSE PDE IEP-

Education ABCs Card Ordering Information

 http://www.pattan.net/  [email protected]

Foundations of Special Education

   Brief History of Special Education Current Legal Protections for Persons with Disabilities Roles and Responsibilities of Paraeducators

Brief History of Special Education

   Prior to 1940’s   People with disabilities were excluded from society Considered unable to learn 1940’s - 1960’s   General shift in society’s attitudes toward people with disabilities Parent advocacy groups developed  Civil rights movement\ 1970’s to the present  Increase in number of court cases   Many new laws passed Shift towards philosophy of inclusion

Current Legal Protections for Persons with Disabilities

   Individuals With Disabilities Education Act of 2004 (IDEA ’04) Section 504 of the Rehabilitation Act of 1973 Americans with Disabilities Act (ADA)

Legal Protections for Persons with Disabilities in IDEA ‘04

 Individuals with Disabilities Education Act (IDEA) – 1990, 1997  Free Appropriate Public Education (FAPE)   Least Restrictive Environment (LRE)  Gaskin Settlement Agreement Individual Education Plan (IEP)  Special Education Process

FAPE in the LRE

 FAPE (Free Appropriate Public Education)     Special education and related services Provided at no expense to parents To students who qualify for special education In an IEP developed by a team

FAPE in the LRE

    LRE (Least Restrictive Environment) Students eligible for special education will be educated with students who are not disabled The regular education class must be considered first Supplementary aids/services help students be successful

The Gaskin Settlement Agreement

   Class Action lawsuit from 1994 focused on LRE Goal is to ensure that IEP teams look at placement in regular classroom with supplementary aids and services before considering a more restrictive placement.

Activities are designed to increase the capacity of school districts to support students with special needs placed in regular classrooms

Individualized Education Program (IEP)

   Describes FAPE in an IEP Sets annual goals  Progress monitoring to ensure adequate progress Identifies specially designed instruction and accommodations to help student be successful

IDEA ’04 Specially Designed Instruction

Special Educator

IDEA Legal Protections

    The Special Education Process Evaluation  Referral and assessment   IEP Development  Annual goals and short-term objectives    Evaluation Report Determination of eligibility Specially designed instruction Ongoing assessment and progress reporting IEP Review Reevaluation  Every three years (two years for MR and EI)

How Students Qualify

  Must have 1 of 13 disabilities Must need specially designed instruction (later written in an IEP)

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How Students Qualify

Autism

Categories

Deaf-blindness

Disability

Other Health Impairments Deafness Emotional disturbance 10.

Specific learning disability Hearing impairment 11.

Speech/language Impairment Mental retardation Multiple disabilities 12.

Traumatic Brain Injury Orthopedic impairment 13.

Visual impairment

Section 504 and Chapter 15

    How students qualify What they require How they are different from IDEA ’04 Accommodations in the regular class

Description

    Section of the Rehabilitation Act 0f 1973 Prohibits discrimination based on disability Applies to all entities that receive federal dollars Chapter 15 = PA regulations

How Students Qualify

 Disability that substantially limits participation in, or access to, school programs  Not necessarily one of the 13 IDEA ’04 disabilities

Section 504/Chapter 15 How Students Qualify

 Needs can be met by reasonable accommodations in regular classrooms  Specified in 504 Plan/Service Agreement, not an IEP

How Students Qualify

Have a disability that substantially limits:        Walking Talking Seeing Hearing Speaking Breathing Working       Performing Manual Tasks LEARNING Sitting Reaching Stooping Procreating

Section 504/Chapter 15 What It Requires: Accommodations

Regular Educator

Americans with Disabilities Act (ADA)

  How students qualify What it provides

ADA Description

 Prohibits discrimination on the basis of disability in:  Employment (companies with 15 or more employees)   State and local government Public accommodations    Commercial facilities Transportation Telecommunications

ADA How Students Qualify

 Attend a school (even a private school!)  All public facilities must be accessible

ADA: What It Requires

 Provides for access and removes barriers:  Elevators  Ramps   Curb cuts Wheelchair lifts

Roles and Responsibilites

History of the Paraeducator

   1950 Teacher shortages 1960-1970  Title 1   Head Start P.L. 94-142 1997 Reauthorization of IDEA

Paraeducator

 “Para”- “alongside”  Paraeducator – someone who works alongside an educator

Paraeducator

 A school employee who:  Provides instructional or other direct support services to students  Works under the supervision of a certified staff member who is responsible for educational programming and student progress

Involvement of Paraeducators

 Impact on the improvement of educational settings  Benefits for education

Roles and Responsibilities of Teachers

  Teacher Responsibilities Exercise   Work with your table group to compile a list of daily, weekly and periodic tasks performed by TEACHERS in different programs or settings. Be prepared to share your list with the entire group when you are finished

Roles and Responsibilities of Teachers

 Classroom Teachers  Manage learning environments & programs   Participate in development of standards Assist with curriculum development  Act as members of school-based management teams  Establish program priorities to meet student’s needs

Roles and Responsibilities of Teachers

 Teachers have primary responsibility for students’ education including …      Diagnosing students’ education and support needs Prescribing the programs to meet these needs Developing instructional goals and objectives Preparing lesson plans for an entire class Modifying strategies and curriculum content to meet the instructional objectives established for individual students

Roles and Responsibilities of Paraeducators

 Paraeducator Responsibilities  Exercise   Work together with your table group to compile a list of daily, weekly, and periodic tasks performed by PARAEDUCATORS in different programs or settings.

Be prepared to share your list with the entire group when you are finished.

Roles and Responsibilities of Paraeducators

 Paraeducators are responsible for  Supplementing an appropriately certified teacher for instructional duties  Performing non-instructional duties as directed by a certified professional  i.e. paraeducators will be responsible to a certified professional when assigned to monitor cafeteria, study halls, homeroom, etc.

Roles and Responsibilities of Paraeducators

 Provide Instructional Support  Implement instructional programs and lesson plans as directed by teachers   Assist students with individual work Assist in collecting and maintaining data  Score objective tests and maintain appropriate records  Contribute information and/or attend IEP/IFSP or other staff meetings

Roles and Responsibilities of Paraeducators

    Provide behavior management support Provide clerical/technical support Provide personal/health assistance Consult with others on the educational team

Learner Outcomes

 Participants will:  Describe what makes a special education paraeducator “highly qualified.”   Examine the Special Education Paraeducator Credential of Competency and how to achieve the 10 standards Discuss purposes of programs for individuals with exceptional learning needs.

Learner Outcomes

 Participants will:  Describe basic educational terminology regarding students, programs, roles and instruction.

  Become familiar with laws and regulations for special education students.

Examine roles and responsibilities paraeducators and teachers in support of students with disabilities.

Planning and Evaluation

   Please complete the evaluation form for today’s session.

Using the Paraeducator Development Plan Menu and Action Plan, incorporate the topics covered tonight into your plan.

Sign out and pick up Certificate of Attendance