ESE Alphabet Soup

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Transcript ESE Alphabet Soup

Megan Faust, Ed.S.
Warm-up activity
 http://www.tlc-ne.com/giveitatry1.html
 Work in groups to try to decipher the reading passage
on your tables!
IDEA v. §504
 Individuals with Disabilities in Education Act of 2004
(IDEA 2004)
 Reauthorization of U.S. Department of Education
regulations governing the education of preK-12 learners
with disabilities through age 22
 §504 of the Rehabilitation Act of 1973
 Guarantees reasonable accommodations to individuals
with disabilities
 Administered by the HHS Office of Civil Rights
Exceptional Student Education
 Students identified through Early Intervention
Services or the PS-RtI process as being suspected of
having an educational disability
 Referred for a psycho-educational evaluation (not a
psychological evaluation)
 Eligibility requirements (not diagnosis) differ
depending upon suspected educational disability
 Eligible learners must be educated in the Least
Restrictive Environment (i.e. maximizing access to the
general education curriculum with same-age peers)
ESE Alphabet Soup
 C = Orthopedically Impaired
 These students may have obvious physical
disabilities, such as being confined to a
wheelchair, or less obvious disabilities,
such as celiac disease.
ESE Alphabet Soup
 D = Occupational Therapy
 Occupational Therapy (“OT”) is a related
ESE service that addresses fine and gross
motor deficits as well as activities of daily
living.
ESE Alphabet Soup
 E = Physical Therapy
 Physical Therapy (“PT”) is a related ESE
service that addresses a learner’s ability to
physically access the school and
curriculum as independently as possible.
ESE Alphabet Soup
 F = Speech Impaired
 Speech impaired learners participate in
some sort of speech therapy to address
concerns regarding fluency and
intelligibility.
ESE Alphabet Soup
 G = Language Impaired
 Language impaired learners participate in
some sort of language therapy to address
concerns regarding oral communication
that adversely affect the learner’s
academic, social, emotional, or vocational
development.
ESE Alphabet Soup
 H = Hearing Impaired
 Hearing impaired learners may participate
in assistive technology trials to enhance
their access to instruction. They also may
benefit from consultation with specialists.
ESE Alphabet Soup
 I = Visually Impaired
 Visually impaired students typically
participate in assistive technology trials to
enhance their access to curriculum and
instruction, orientation and mobility training
to enhance independent movement at
school, and instruction in learning and
using Braille (if necessary).
ESE Alphabet Soup
 J = Emotional/Behavioral Disabilities
 Emotionally or behaviorally disabled
learners exhibit severe, chronic, and
frequent abhorrent or atypical emotional or
behavioral functioning that is seriously
detrimental to the learning environment.
ESE Alphabet Soup
 J = Emotional/Behavioral Disabilities
 Emotionally or behaviorally disabled
learners frequently have highly
inappropriate responses to normal stimuli.
They might or might not have mental health
diagnoses as well.
ESE Alphabet Soup
 K = Specific Learning Disabilites
 Learning disabled students have learning
profiles that suggest difficulties with
perception, minimal brain dysfunction,
dyslexia, and developmental aphasia that
significantly impair reading, writing, and
mathematics.
ESE Alphabet Soup
 K = Specific Learning Disabilites
 Learning disabled students have average (70-
129) IQ’s. The impact of a learning disability
also falls within a range
 Mild effect – can usually master grade level
content with accommodations
 Moderate effect – can likely master grade level
content with accommodations
 Severe effect – might never master grade level
content even with accommodations
ESE Alphabet Soup
 L = Gifted
 Gifted learners enjoy intellectually
challenging and creative activities and
acquire concepts quickly.
ESE Alphabet Soup
 M = Hospital/Homebound
 Students temporarily confined to the
hospital or the home due to medical or
psychological concerns may qualify for
instruction in the hospital or home for the
duration of their absence.
ESE Alphabet Soup
 P = Autism Spectrum Disorder
 ASD falls anywhere on the spectrum
between Asperger Syndrome and severe
autism.
ESE Alphabet Soup
 T = Developmentally Delayed
 Cognitive, social/emotional, and
speech/language developmental delays are
seen in children under the age of 5 years.
ESE Alphabet Soup
 W = Intellectual Disability
 A learner with an intellectual disability
generally performs far below grade level in
all or most academic areas due to a
significantly low IQ.
What is the purpose of an IEP?
 Most common exceptionalities in K-12
 K-Specific Learning Disabled
 F-Speech Impaired
 G-Language Impaired
 J-Emotional/Behavior Disability
What is the purpose of an IEP?
 To identify the learner as a student with a disability
(SWD) who requires specialized instruction
 To identify stakeholders in the learner’s education,
including regular and exceptional education teachers,
related service providers, and parents
 To describe the type and frequency of ESE services
(the “specialized instruction”)
 To describe the type and frequency of Related and
Supplementary services (e.g. “Counseling,”
“Occupational Therapy,” or “Continuous Supervision”)
What is the purpose of an IEP?
 To describe meaningful, measurable annual goals
directly related to the identified disability or related
service area
 Not necessarily equivalent to classroom or curricular
goals
 To describe the extent to which the SWD will be
removed from activities with non-disabled peers (the
“Least Restrictive Environment”)
 To describe the type, frequency, and location of
classroom, curricular, and assessment
accommodations
Accommodations v. Modifications
Accommodations
Modifications
Changes to the learning
environment, instructional
materials, and/or instructional
delivery
Level out the playing field
Changes to the actual curriculum
(what the student should know and
be able to do)
Assistive Technology
Can occur during standardized
testing
For ESE as well as ELL and §504
plan-eligibilities
Applicable to all eligibilities
Reduced expectations for content
mastery
Always below grade level
Assessed using alternate assessment
methods
For ESE only
In FL, generally applicable to InD
and ASD only
What is the Least Restrictive
Environment?
 “Placement” = time with non-disabled peers
 >80% of the schoolday
 >40%<79%
 <39%
 Other . . .
 “Inclusion” = maximum LRE placement
 Lawsuits are won and lost over procedural errors
frequently involving IEP team placement decisions!
 This includes decisions regarding discipline of SWD!
The take-away . . .
 SWD are not going anywhere.
 We are ethically and legally obligated to educate SWD.
 Discipline of SWD is tricky (that’s a whole other
discussion).
 IEPs are not magic bullets.
 Some SWD can learn to overcome their disabilities
such that they qualify for dismissal from ESE.
 Some SWD cannot but can be taught learning
strategies to accommodate themselves.
Additional resources . . .
 http://idea.ed.gov/
 http://www.fldoe.org/ese/
 http://www.sednetfl.info/