1. Differentiated Classroom Instruction: Special Education
Letty Sulpizio and Vanessa Pipkin
Professor Catherine Schmidt
LeTourneau University
Spring 2012

2. Abstract
Special education can seem like a foreign country at
first, where people speak a strange language and work with
a unique set of rules. The purpose of this paper is to give
the reader some insight on some of the
components, language, and rules that make up our Texas
Special Education Program. We have gathered information
regarding the program's purpose, ARD identification
process, classroom differentiation, and service delivery
models as implemented in the state. We will take a look at
how teachers can team up with parents and professionals
who are working towards the same goal - to help every
student reach their maximum potential and see them
succeed both inside and outside of the classroom and
become contributing members of society.

3. Program Purpose
To build
collaborative, trusting
relationships with parents
and the community.

4. Tools Used by School Districts to
Support the Goal
ARC of TEXAS - governed by federal law in most educational jurisdictions and
explains the systematic ARD process for parents new to the special education
and related services program.
Section 504 - students who do not qualify for special education and related
services under the IDEA, might still be eligible to receive this service. 504
believes in granting students an equal opportunity to participate in all activities
and services a school has to offer.
Individuals with Disabilities Education Act (IDEA) – U.S. Governing law. Special
Education is a specially designed instruction, at no cost to parents, to meet the
unique needs of a child with a disability.

5. Identification ~ ARD Process
(Admission, Review, and Dismissal)
TWO WAYS CHILDREN CAN BE REFERRED
1. The “Child Find” System - each state is required by
IDEA to identify, locate, and evaluate all children
with disabilities in the state who need special
education and related services.
2. The “Referral or Request for Evaluation” System -
the parent, teacher or other professional involved
in a student's education will refer the student
suspected of having a disability to special
education and related services.

6. "Child Find" System
• Conducted by the state and performs what is
known as, "Child Find activities."
• When a child is identified by Child Find as
possibly having a disability and as needing
special education, parents may be asked for
permission to evaluate their child.

7. "Referral or Request for Evaluation" System
• The school is responsible for gathering necessary
information about the child in order to decide if he or
she will have to be evaluated or tested.
• The collection of information will include information
already known about the child, any school files, as well
as recent test scores.
• During the referral process, the district will send parents
a "Notice of Rights" informing parents about the actions
the school would like to take regarding the child's
education, and parental rights.

8. "Referral or Request for Evaluation" System (cont.)
• If the school feels that the child does not need to be
evaluated for special education and related services, the
district will send parents a letter explaining reasons for their
decision and steps parents should take.
• If the referral process shows that a student does need
special education and related services, the school will get
parental consent and do a full individual initial evaluation or
testing to determine if the student has a disability and in
need of special education and related services.
• The school will then have sixty calendar days to complete
the evaluation process from the date the school received
written consent for testing as signed by the parent or legal
guardian.
• Once the evaluation is complete, the school will contact the
parents to schedule an ARD meeting.

9. ARD COMMITTEE
(Admission, Review, and Dismissal)
Typically meets once a year to develop the child's IEP.
MEMBERS OF THE ARD COMMITTEE:
• Parents
• Child with the disability
• Regular education teacher of the child
• Special education teacher of the child
• School representative supervisor for special education and
related services
• Someone who can explain the evaluation process is also part of
the ARD Committee and anyone who has expertise in regards
to the child and invited by the parent or school.

10. IEP
(Individualized Education Program)
An agreement or written plan between the school and
parents on how the student will be educated. It is signed by
the parents and reviewed by the ARD Committee.
Consists Of:
The child’s present level of performance, annual goals, as
well as short-term objectives, services to be provided, any
modifications to state requirements, and how progress will
be monitored.
A child is re-evaluated at least every three years.

11. Helpful Components
Classroom Differentiation
Differentiation is "the way a teacher prepares instruction to meet the
needs of all the children in an inclusive classroom, from the most
challenged to the most gifted. Differentiating instruction is not only going
to help special education students participate, but it will also enrich and
improve the experience of the general education students. Everybody
wins." (Webster, 2012)
Service Delivery Models
The Arc of Texas (2012) describes a general education support model
as a child with special needs who receives special education while
remaining in a general education classroom setting.

12. Our Belief
We believe that children have enough difficulties growing up and
sometimes those difficulties are evident from the beginning, but
sometimes they are not so obvious. In fact, sometimes these difficulties
only become noticeable later in the early elementary years. Some learning
disabilities may be difficulty learning to read or write.
Others, however, may find it hard to take in and remember new
information. Yet, other children might have difficulty with behavior or
language barrier. Anytime a student is struggling in school whether it be
difficulty focusing or concentrating, or show signs of emotional, mental, or
behavioral issues, or perhaps just struggling to keep up academically due to
learning style or language barriers, these might all be warning signs that
something is not right and it is important to find out what and why quick! It
may very well be that the child has a disability.

13. BY LAW - schools must provide special help to eligible
children with disabilities.
If you, as an educator, notice any of these signs in your
students, please choose to be a part of the solution and
part of the Committee that can make a big difference in
that child's life.

14. References
Texas Project First. (2004). The Special Education Process Step-by-Step. In
ARD/IEP Meeting. Retrieved February 1, 2012, from
http://texasprojectfirst.org/SEProcessStep5.html.
The Arc of Texas. (2012). 2012 IDEA Manual . In IDEA, The Manual for
Parents and Students about Special Education Services in Texas, 2012.
Retrieved February 1, 2012, from
http://www.thearcoftexas.org/site/PageServer?pagename=ARC_Idea.
Webster, J. (2012). Differentiation in Special Education: Differentiating
Instruction for Success. In Planning for Success in an Inclusive Classroom.
Retrieved February 2, 2012, from
http://specialed.about.com/od/integration/a/root.htm