Chapter 2 Summary (pp43-62)

Chapter 2 Summary: Understanding the Diverse Educational Strengths and Challenges of Students with Disabilities ( pp 43-62)

Resources:

1) http://www.myeducationlab.com/

2) http://iris.peabody.vanderbilt.edu/

3) http://www2.ed.gov/parents/needs/speced/iepguide/index.html

Summary:

· A Comprehensive planning team is composed of families and professionals who join together to come up with a plan to help students who are struggling in the general education classroom. Once students who are struggling are identified, the team comes up with a plan to help them. This plan is put in place before further special education classes and services are considered.

· Mediation is offered when there are disagreements that result between family members and educators about the plan of how to best help the child.

· An impartial hearing officer steps in when disagreements cannot be easily settled.

· Prerefferal System- this is a process used to assist teachers with helping to meet children’s needs before a referral for special ed. placement is made. If this process works for the child in the general education classroom, then it is continued. If it does not work, then the team will look further into special education accommodations.

· Response to Intervention (RTI) are also used before special education is considered. They are “ multitiered identification and instructional models used for assessing the extent to which the child responds to and needs more intensive and individualized instruction to succeed in the inclusion classroom.”

· Progress monitoring- monitors the effectiveness that your program has on the student’s progress.

· IEP’s ( Individualized Education Program) these are written individualized plans that identify the special education and related services that the student will receive to address their needs. Assistive Technology may or may not be implemented within these plans, but if it is then it must be written into the IEP. To determine whether or not it is to be used, an individualized technology assessment is performed.

· Transition services are natural points of transition that a student will go through and activities are implemented that coordinate with the different points of transition to help the student easily progress throughout these periods of transition.

· Summary of Performance (SOP) are made after the student graduates or surpasses the age for receiving special education services. They address the student’s achievement and also give suggestions to help the student succeed their post-secondary goals.