More Related Content Similar to Chapter 4: Identification and Planning (20) More from Sue Anderson (9) Chapter 4: Identification and Planning1. Chapter 4
Identification and Planning for
Students with Special Needs
Based on: Special Education for Today’s Teachers: An Introduction,
by Rosenberg, Westling, and McLeskey (second edition)
2. Chapter 4 Questions
What is the process through which students’
eligibility for special education services is
determined?
How are infants and toddlers, preschoolers, and
school-age children with special needs identified?
What types of plans are made for students with
special needs?
4. Rosenberg/Westling/McLeskey
Special Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.
All Rights Reserved
Programs for families with children, birth to 3,
with disabilities and developmental delays.
Provides services to families to help children reach
their potential.
State and federally funded through IDEA.
In Texas, the lead agency is the:
Early Childhood Intervention
6. Rosenberg/Westling/McLeskey
Special Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.
All Rights Reserved
Steps in the ECI Process
Child Find
Referral (2 day rule)
Intake/Screening
Evaluation
IFSP meeting
Service Delivery
Review
Transition
7. Rosenberg/Westling/McLeskey
Special Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.
All Rights Reserved
Array of ECI Services
Assistive Technology
Audiology
Developmental Services
Early Identification,
Screening & Assessment
Family Counseling
Family Education
Medical Services
Nursing Services
Nutrition Services
Occupational Therapy
Physical Therapy
Psychological Services
Service Coordination
Social Work Services
Speech-Language Therapy
Vision Services
8. Rosenberg/Westling/McLeskey
Special Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.
All Rights Reserved
Location of ECI Services
Services are provided in homes and
community settings.
Young children learn best when taught in
natural and familiar environments.
10. Preschool (ages 3-5)
Eligible children exhibit developmental delays in:
communication
gross and fine motor skills
cognitive skills
social or emotional behavior
adaptive behavior (self-help)
Children can be labeled “developmentally delayed” rather than
with a specific disability category label.
Use same identification process as that used for school-aged
children.
Services provided by public school system (PPCD class,
speech therapy, etc.).
11. Rosenberg/Westling/McLeskey
Special Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.
All Rights Reserved
Effectiveness of Early Intervention
Reduces or eliminates developmental delays
Results in fewer children being retained in later
grades
Reduces educational costs to school programs
Improves the quality of parent, child, and family
relationships
13. Rosenberg/Westling/McLeskey
Special Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.
All Rights Reserved
Multi-Level “Tiered” Intervention
Early Intervening
Services in General
Education
Special Education &/or
Additional Early
Intervening Services
1
2
3
Progress
Monitoring
3 Tiers
80% should be making acceptable progress.
14. Rosenberg/Westling/McLeskey
Special Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.
All Rights Reserved
Purpose of MTSS/RTI
Limit academic failure by providing timely
assistance
Provide information about instructional needs
Provide data for potential special education
evaluation
Eliminate inadequate instruction as possible
cause of low achievement
Reduce the number of referrals for special
education
Accurately identify children with true disabilities
16. Rosenberg/Westling/McLeskey
Special Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.
All Rights Reserved
Referral
Can be submitted by anyone (teacher, parent,
other school personnel, etc.)
Describes concerns (observations) about
academic and/or behavioral performance
Identifies interventions attempted and results
17. Rosenberg/Westling/McLeskey
Special Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.
All Rights Reserved
Evaluation
Individual evaluation in all areas related to suspected
disability
Can include RTI data
Includes more than one test
Use validated, unbiased tests
Administered by qualified persons
Given individually, in students’ native language
Must have parents’ consent
18. Rosenberg/Westling/McLeskey
Special Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.
All Rights Reserved
ARD/IEP Meeting
Participants: general education teacher, special
education teacher, administrator, evaluator,
specialists/therapists, parent, and possibly others
(student, advocate, doctor, etc.)
Review evaluation data
Decide whether child has disability
Identify needs of the child
Determine placement and services
19. Individualized Education Program (IEP)
Present level of performance
Annual measureable goals
How progress measured and reported
Statement of special education and related services
Extent of participation in general education
Dates, frequency, location, and duration of services
20. Other Special Education Plans
Individualized Family Service Plan (ISFP)
504 Plan
Behavior Intervention Plan
Transition Plan