1. Chapter 1 Critical Legislation Key Elements of Special Education Today NCLB PL 94-142 IDEA Section 504 ADA Standards-based education Student accountability Inclusion RTI UDL Differentiated Instruction Evidence-Based Practices Diversity Consideration

2. NCLB No Child Left Behind Act Passed: 2001 Focus on: Increased accountability Parent & Student choices Greater flexibility for schools, school districts, & states in regards to fund disbursement Put reading (and scientific-based instruction) first Employ highly qualified teachers

3. PL 94-142 & IDEA Defining the Legislation PL 94-142: Education for All Handicapped Children (initial version of IDEA, passed 30 years ago). IDEA: Individuals with Disabilities Education Act Highlighting the Key Provisions Free, appropriate public education Appropriate evaluation Individualized Education Program (IEP) Least Restrictive Environment (LRE) Parent & Student Participation Procedural safeguards

4. Section 504 Affects students with traits that limit their learning ability. Traits could be physical or mental, but somehow affect negatively affect way individual lives their life. Provides service for those not under IDEA but still require some accommodations to succeed.

5. ADA Americans with Disabilities Act A 1990 landmark decision. Guaranteed widespread civil rights for coverage for individuals with disabilities. Prevent discrimination of persons that would be otherwise qualified for employment.

6. Standards-Based Education Create a common set of goals to ensure students can demonstrate skills and knowledge of core subject areas. Curriculum must be tied to state-decided content and performance standards. Note: standards do exist for areas other than core content.

7. Student Accountability Emphasized by the passing of NCLB act and focus on standards-based reform. Students with disabilities can and will take state-wide or district-wide tests; usually taken with some form of accommodation. How students will be examined is determined in IEP.

8. Inclusion Attitude & philosophy of treating all students as valued and respected members of a class (or community); includes concepts of opportunities and rewards. Including students with special needs and instilling a sense of belonging in students.

9. RTI Response to Intervention A tiered curriculum that creates levels of intervention to meet a student’s needs; the intensity of the intervention does increase as the student progresses. Usually three tiers, sometimes four tiers. Research-based, and some tiers can be used in either a general education classroom or with a supplemental core curriculum.

10. UDL Universal Learning Design All about eliminating barriers for all students, proactive in design. Tailor curriculum to students and their needs; play to students’ interests and give choices. 3 Areas: Representation of material Engagement with material Action and Expression of knowledge

11. Differentiated Instruction Meets the student where they are, individualizing instruction. Meet a wide range of student needs with a general education classroom; helps students grow and achieve. Similar concept to universal design for learning.

12. Evidence-Based Practices Goes along with accountability and greatly encourages teachers to have evidence that practices used in the classroom is used successfully with the intended audience. Know what strategies work and don’t work. Have a research base for education plans.

13. Diversity Consideration The “typical” student has changed dramatically in recent years. Most students don’t resemble the stereotype. Diversity is much more than a disability. A suggestion: develop sensitivity and specific knowledge about needs of student’s and address those needs.

14. Special Education & Instructional Strategies All children can learn, but sometimes you need teamwork (including the teacher, the parents, and other teaching colleagues) and strategies to make a student’s educational experience whole.