EDUC-1024EL Lecture Notes - Lecture 3: Individualized Education Program, Intellectual Disability, Developmental Disability
12 Jun 2018
School
Department
Course
Professor
Complies with Charter of Ed Act; all deserve equal access to education
-
Meet educational needs of exceptional students
-
Bill 82; 1980; first provisions (parents heroes)
-
Fought for this
-
Needs (DTQ)
The needs of some students cannot be met through regular instruction or
assessment
-
Special accommodations and modifications
-
Spelled out in IEP; Individualized Education Plan
-
Exceptional?
Student whose;
-
Behavioural
1.
Communicational
2.
Intellectual
3.
Physical
4.
Or multiple exceptionalities
5.
Are such they should be in a special education program
-
Behavioural
Specific problems; from not being able to get along with others to anxiety or
depression
-
Communication
Autism, hearing, language, speech impairment
-
Intellectual
Gifted, intellectual disability, developmental disability
-
Physical
Physical disability, blind, low vision
-
Identification (Boards do the policy, schools put it into action)
All boards must have a Special Education Advisory Committee (SEAC);
parents/trustees
Schools have an IRPC Committee (Identify Placement and Review Committee); 3
people min, principal must be on it (usually special education leader, VP and Guidance
also)
Identification
Many students already officially ID'd by a board psychometrics; student referred
by school or parent
-
Psych; trained to deliver/read diagnostic tests
-
So they test and diagnose
-
The IPRC Meeting
Meeting; committee and student and parent
-
Decide which course of action to take for IEP
-
Types of Special Ed Accommodations
Regular class with extra time on class
-
Regular class but student goes to resource for certain subjects
-
Full time special Ed class; no regular
-
SERT
Special ed resource teacher
-
Aka resource teacher
-
The IEP
A written plan; very specific accountability, student, teacher
-
As a teacher you are required to review IEP's for you class and implement
-
You may be assigned an EA to help with that particular child or children
-
Intellectually Delayed; never get a HS diploma
Section: cannot fit into regular class for a Mental Health Issue
These students are incorporated back into classroom when ready to cope
(strategies)
-
Not a holding tank… work on strategies
-
Teacher juggles the different grades and subjects
-
Overall
A little tender, love and care and understanding goes a long way
-
Special education teacher advocate with parents, other teachers and principal
-
Special Education
Wednesday, November 22, 2017
10:30 AM
Document Summary
Complies with charter of ed act; all deserve equal access to education. The needs of some students cannot be met through regular instruction or assessment. Are such they should be in a special education program. Specific problems; from not being able to get along with others to anxiety or depression. Identification (boards do the policy, schools put it into action) All boards must have a special education advisory committee (seac); parents/trustees. Schools have an irpc committee (identify placement and review committee); 3 people min, principal must be on it (usually special education leader, vp and guidance also) Many students already officially id"d by a board psychometrics; student referred by school or parent. Decide which course of action to take for iep. Regular class but student goes to resource for certain subjects. A written plan; very specific accountability, student, teacher. As a teacher you are required to review iep"s for you class and implement.
