SPECIAL EDUCATION

The White Paper on Education, Charting our Education Future (1995), states: ALL
STUDENTS, regardless of their personal circumstances, HAVE A RIGHT of access to
and participation in the education system, according to their potential and ability.
DEFINITION:
SPECIAL EDUCATION OR SPECIAL NEEDS EDUCATION - is the education of
students with special needs in a way that addresses the students' individual differences
and needs. It also refers to the arrangement of teaching procedures, adapted
equipment and materials, accessible settings, and other interventions designed to
address the needs of students with learning differences, mental health issues, physical
and developmental disabilities, and giftedness.
VISION FOR CHILDREN WITH SPECIAL NEEDS “The State, community and family
hold a common vision for the Filipino child with special needs. By the 21st century, it is
envisioned that he/she could be adequately provided with basic education. This
education should fully realize his/her own potentials for development and productivity as
well as being capable of self-expression of his/her rights in society. More importantly,
he/she is God-loving and proud of being a Filipino.
GOAL OF SPECIAL EDUCATION - to provide children with special needs appropriate
educational services within the mainstream of basic education. The two-pronged goal
includes the development of key strategies on legislation, human resource
development, family involvement and active participation of government and non-
government organizations.
1987 Philippine Constitution. Article II, Section 17 -provides that the state must give
priority to education. Article XIV, Section 1 guarantees that this education be accessible
to all: appropriate steps must be taken. Sec. 12 mandates that the "State shall take into
consideration the special requirements of disabled persons in the formulation of
educational policies and programs."
Chapter II of Title II of the Magna Carta for Disable Persons, RA 7277 On the other
hand, learning institutions are encouraged "to take into account the special needs of
disabled persons with respect to the use of school facilities, class schedules, physical
education requirements, and other pertinent consideration." Specifically, learning
institutions are encouraged to provide "auxiliary services that will facilitate the learning
process for disabled persons."
Sec. 14 of RA 7277 provides that the State "shall establish, maintain and support
complete, adequate and integrated system of special education for the visually
impaired, hearing impaired, mentally retarded persons and other types of exceptional
children in all regions of the country."
OBJECTIVES OF SPECIAL EDUCATION
1. Provide a flexible and individualized support system for children and youth with
special needs in a regular class environment in schools nearest the students’
home.
2. Implement a life-long curriculum to include early intervention and parent
education, basic education and transition programs on vocational training or
preparation for college, and
3. Make available an array educational programs and services: the Special
Education Center built on “a school within a school concept” as the resource
center for children and youth with special needs; inclusive education in regular
schools, special and residential schools, homebound instruction, hospital
instruction and community-based programs; alternative modes of service delivery
to reach the advantaged children in far-flung towns, depressed areas and
underserved barangays.
Special Education Act of 2007 identifies ten groups of Children with Special Needs
(CSNs): 1. gifted children and fast learners 2. mentally handicapped/mentally retarded
3. visually impaired 4. hearing impaired 5. children with behavior problems 6.
orthopedically handicapped 7. children with special health problems 8. children with
learning disabilities (perceptual handicap, brain injury, minimal brain dysfunction,
dyslexia and developmental aphasia) 9. speech impaired 10. persons with autism
PRINCIPLES OF SPECIAL EDUCATION
• students with special educational needs have a right to an appropriate education
• the needs of the individual student are paramount in decisions relating to their
education
• parents should have an active role within the system
• a continuum of educational services should be provided and, where practicable,
appropriate education should be provided in ordinary schools for all students with
special educational needs
• only in exceptional circumstances should a student have to live away from home to
avail of an appropriate education
• the state should provide adequate resources to enable students with special
educational needs to avail of an appropriate education.
 "INCLUSIVE EDUCATION IS THE FOUNDATION OF EQUITY AND
COLLABORATION"
 Published on January 3, 2018

Inclusive education means that all students attend and are welcomed by their
neighbourhood schools in age-appropriate, regular classes and are supported to learn,
contribute and participate in all aspects of the life of the school.
Inclusion in education is an approach to educating students with special educational
needs. ... Inclusion rejects the use of special schools or classrooms to separate
students with disabilities from students without disabilities.
Inclusive education means different and diverse students learning side by side in the
same classroom. They enjoy field trips and after-school activities together. They
participate in student government together. ... Inclusive education values diversity
and the unique contributions each student brings to the classroom.

What is inclusive education?

Inclusive education means different and diverse students learning side by side in the
same classroom. They enjoy field trips and after-school activities together. They
participate in student government together. And they attend the same sports meets and
plays.

Inclusive education values diversity and the unique contributions each student brings to
the classroom. In a truly inclusive setting, every child feels safe and has a sense of
belonging. Students and their parents participate in setting learning goals and take part
in decisions that affect them. And school staff have the training, support, flexibility, and
resources to nurture, encourage, and respond to the needs of all students. Inclusive
education means that all students attend and are welcomed by their neighbourhood
schools in age-appropriate, regular classes and are supported to learn, contribute and
participate in all aspects of the life of the school.Inclusive education is about how we
develop and design our schools, classrooms, programs and activities so that all
students learn and participate together.

Neighbourhood schools are the heart of our communities, and Inclusion BC believes
they are essential for a quality inclusive education system. Therefore we believe it is
important to support a public education system in B.C.

Benefits of Inclusive Education

All children benefit from inclusive education. It allows them to:

 Develop individual strengths and gifts, with high and appropriate expectations for
each child.
 Work on individual goals while participating in the life of the classroom with other
students their own age.
 Involve their parents in their education and in the activities of their local schools.
 Foster a school culture of respect and belonging. Inclusive education provides
opportunities to learn about and accept individual differences, lessening the
impact of harassment and bullying.
 Develop friendships with a wide variety of other children, each with their own
individual needs and abilities.
 Positively affect both their school and community to appreciate diversity and
inclusion on a broader level.

Why is inclusive education important?

Inclusive systems provide a better quality education for all children and are instrumental
in changing discriminatory attitudes. Schools provide the context for a child’s first
relationship with the world outside their families, enabling the development of social
relationships and interactions. Respect and understanding grow when students of
diverse abilities and backgrounds play, socialize, and learn together.

Education that excludes and segregates perpetuates discrimination against traditionally

marginalized groups. When education is more inclusive, so are concepts of civic
participation, employment, and community life.
Isn’t it better to separate children who need specialized attention?

Separate, special education provides no guarantee of success for children who need
special attention; inclusive schools that provide supportive, context-appropriate
conditions for learning demonstrate far better outcomes. Extracurricular activities, peer
support, or more specialized interventions involve the entire school community working
as a team.

What are the basic elements of inclusive education?

 Use of teaching assistants or specialists: These staff have the potential to be

inclusive or divisive. For instance, a specialist who helps teachers address the
needs of all students is working inclusively. A specialist who pulls students out of
class to work with them individually on a regular basis is not.
 Inclusive curriculum: An inclusive curriculum includes locally relevant themes
and contributions by marginalized and minority groups. It avoids binary narratives
of good and bad, and allows adapting the curriculum to the learning styles of
children with special education needs.
 Parental involvement: Most schools strive for some level of parental
involvement, but it is often limited to emails home and occasional parent–teacher
conferences. In a diverse school system, inclusion means thinking about multiple
ways to reach out to parents on their own terms.

How can we advance inclusive education?

To make inclusive education a reality we need to do the following:

 ensure that educators have the training, flexibility, and resources to teach
students with diverse needs and learning styles
 ensure that kindergartens and schools receive adequate and sustainable
financial support so that all activities and services are fully inclusive
 empower parents to assert their children’s right to education in inclusive settings
 enable the entire community—including mainstream and special educators,
social workers, parents, and students—to work together and participate in the
design, delivery, and monitoring of education, thereby reframing inclusive
education as a shared responsibility
 hold governments accountable for implementing antidiscrimination legislation,
legal mandates for inclusion, and policies to remove barriers

Is inclusive education expensive?

Making education inclusive is not a cost-cutting measure. Governments must be

prepared to invest substantial resources at the outset on system reforms such as
teacher and staff training; improving infrastructure, learning materials, and equipment;
and revising curricula to implement inclusive education successfully. However, by
eliminating redundancy and the high costs of running parallel systems, such
 investments are an efficient and effective use of funds, and hold the potential to
improve education for all students.

Funding mechanisms must be reformed so that schools that enroll students with special
needs receive the necessary additional financial resources. When students move from
special schools to mainstream schools, the funding should also follow.

How do Open Society Foundations support inclusive education?

We promote changes to policy and practice in a variety of ways, including the following:

 advocate for the recognition of children’s legal rights, such as supporting

organizations of parents with children with special educational needs and
disabilities in Armenia
 fund empirical research, including support for an organization of young people
with disabilities in Uganda that is documenting barriers to education
 support sustainable services like networking and learning opportunities for
schools and NGOs, such as teacher associations and parent groups
 strengthen civil society groups that give young people, parents, and educators a
voice, including parent-led organizations advocating for the rights and inclusion
of children with disabilities in Tajikistan
 engage with civil society and other actors in policy development by, for instance,
providing technical support to the development of key inclusive education–related
laws, policies, and strategies at the national level
 support governments and system services to pilot models of successful inclusive
education provision that could be scaled up and replicated

Developing an Inclusive Education System

Particular attention needs to be given to developing a more inclusive education system

that provides quality and equitable opportunities to indigenous and hinterland children
and children with disabilities. Gender equality and equity also need to be integrated as
a goal within a truly inclusive system.

The Ministry of Education understands the need for an education system that is flexible
and accommodates diversity. This means that the MOE has to create the opportunity for
all students to be in regular classes where the education programme caters for their
individual needs and where they are accepted and supported.

The development of an inclusive education system also means that the MOE has to
make the system flexible to cater for children along the entire spectrum from the very
gifted to the severely disabled. The tendency in Guyana however, is to regard inclusive
education as necessary for children with physical disabilities and to cater less for the
gifted and highly talented children UNICEF in a listing of the “Characteristics of a
Rights- Based and Child-Friendly School” supports the provision of an education
opportunity that “meets differing circumstances and needs of children (e.g. as
determined by gender, culture, social class, ability level)”. In Guyana, efforts have been
made to reduce sex stereotyping in education material, to offer a module in the teacher
training program me on gender, to offer males and females the same program me
options and to respond to the needs of the indigenous communities where English may
not be the first language and where cultural norms may be somewhat different from
other communities. In addition it has sought to meet Special Education Needs. There
have been different degrees of success in various areas. Sex stereotyping in
materials has certainly been significantly reduced and although there are still
perceptions in society about traditionally male and female subject areas, and males and
females cluster in different specialities in the higher grades, the Ministry offers the same
curriculum to all students.

There have been limited attempts to respond to the language issue with the Ministry
supporting the use of the children’s mother tongue, where possible, in the early years of
school and giving support to projects such as the Macushi Language project. These are
very preliminary efforts and more needs to be done at the teacher training level to
respond to the needs of different genders or groups.

One of the areas of greatest concern has been the inability to adequately meet special
education needs of children with physical or mental disabilities. Although some efforts
have been made in the last five years to meet special education needs (SEN) it is
probably true that this is one of the most neglected areas in the education sector. This is
reflected in surveys and consultations that were conducted by other organizations such
as the National Commission on Disability (NCD) and the Volunteer Service Organization
(VSO), from which the education sector has benefited. In a study carried out under the
auspices of NCD with the assistance of VSO, it was found that of the persons surveyed
15% have never attended school, 42% of which were under 16 years. There are some
children with disabilities who are able to access education in Special
Education Institutions; however data shows that less than 40% of the teachers in these
schools have sufficient training. Further research also reports that persons with
disabilities who are mainstreamed in regular schools have to contend with negative
attitudes from other students and teachers.

During the period under review a special education module was developed, which every
teacher trainee at CPCE must take. This is a very basic module however and there is a
critical need for higher levels of specialized training to be offered. It is also essential to
the effective implementation of SEN programmes that the Ministry appoints a Special
Education Coordinator who will drive the process from the level of Central Ministry;
especially since so much inter-ministry and other levels of coordination is crucially
necessary. The Ministry also needs to make several policy decisions to give direction to
the scope and strategies/methodologies of implementation. These include the
management and funding of special schools, level or scope of inclusion, teacher
training, curriculum modification, support services, levels of parent education and
partnership and career paths for teachers. Indeed, there are few persons willing to work
in this area, especially teachers, because the career path is very limited. The new plan
must also address these issues.
Barriers to Inclusive Education

There is a long list of barriers that hinder inclusive education. These are summarized
below.

Attitudes

The greatest barriers to inclusion are caused by society, not by particular medical
impairments. Negative attitudes towards differences result in discrimination and can
lead to a serious barrier to learning. Negative attitudes can take the form of social
discrimination, lack of awareness and traditional prejudices. Regarding disabled
children some regions still maintain established beliefs that educating the disabled is
pointless. Often the problem is identified as being caused by the child's differences
rather than the education systems shortcomings.

Physical Barriers

The vast majority of centres of learning are physically inaccessible to many learners,
especially to those who have physical disabilities. In poorer, particularly rural areas, the
centres of learning are often inaccessible largely because buildings are rundown or
poorly maintained. They are unhealthy and unsafe for all learners. Many schools are not
equipped to respond to special needs, and the community does not provide local
backing. Environmental barriers included: doors, passageways, stairs and ramps and
recreational areas. A major problem identified by many students is physically getting
into school.

Curriculum

In any education system, the curriculum is one of the major obstacles or tools to
facilitate the development of more inclusive system. Curriculum is often unable to meet
the needs of a wide range of different learners. In many contexts, the curriculum is
centrally designed and rigid, leaving little flexibility for local adaptations or for teachers
to experiment and try out new approaches. The content might be distant to the reality in
which the students live, and therefore inaccessible and unmotivating.

Teachers

Teachers' abilities and attitudes can be major limitations for inclusive education. The
training of staff at all levels is often not adequate. Where there is training it often tends
to be fragmented, uncoordinated and inadequate. If teachers do not have positive
attitudes towards learners with special needs, it is unlikely that these children will
receive satisfactory education.
Language and communication

Teaching and learning often takes place through a language which is not the first
language of some learners. This places these learners, at a disadvantage and it often
leads to significant linguistic difficulties which contribute to learning breakdown. Second
language learners are particularly subject to low expectations and discrimination.

Socio-economic factors

Inadequacies and inequalities in the education system and are most evident in areas
which have sustained poverty and high levels of unemployment. The impact of violence
and HIV/AIDS can also have adverse effects.

Funding

A major constraint is serious shortages of resources – lack of schools or inadequate

facilities, lack of teachers and/or shortage of qualified staff, lack of learning materials
and absence of support. The inadequacy of resources available to meet the basic
needs in education is a pervasive theme. It is estimated that achieving education for all
will require additional financial support by countries and donors of about US$ 8 billion
per year (Dakar Framework for Action, 2000).

Organization of the education system

Education systems are often centralized and this can inhibit change and initiative.
Responsibility for decisions tends to be located at the highest level and the focus of
management remains orientated towards employees complying with rules rather than
on ensuring quality service delivery. There is also a lack of information within many
systems and often there is not an accurate picture of the number of learners excluded
from the school system. Only a small percentage of learners who are categorized as
having ‘special needs' receive appropriate education in ordinary schools or special
settings and there is no support available for those learners who are outside the system.
Existing provision after primary school is inadequate to meet the needs.

Policies as barriers

Policy makers who do not understand or accept the concept of inclusive education are a
barrier to the implementation of inclusive policies. In some countries there may still exist
policies that facilitate the possibility for authorities to declare that some children are
‘uneducatable'. Usually this practice applies to children with severe intellectual disability.
In some other countries, the education of some specific groups of learners might the
responsibility of another authority than the Ministry of Education. Very often this leads to
a situation where these learners are not expected to participate in mainstream
education and, consequently, they do not have equal opportunities for further education
or employment.

These are the principles that guide quality inclusive education:

All children belong.

Inclusive education is based on the simple idea that every child and family is valued
equally and deserves the same opportunities and experiences. Inclusive education is
about children with disabilities – whether the disability is mild or severe, hidden or
obvious – participating in everyday activities, just like they would if their disability were
not present. It’s about building friendships, membership and having opportunities just
like everyone else.

All children learn in different ways.

Inclusion is about providing the help children need to learn and participate in meaningful
ways. Sometimes, help from friends or teachers works best. Other times, specially
designed materials or technology can help. The key is to give only as much help as
needed.

It is every child’s right to be included.

Inclusive education is a child’s right, not a privilege. The Individuals with Disabilities
Education Act clearly states that all children with disabilities should be educated with
non-disabled children their own age and have access to the general education
curriculum.

Common Misconceptions About Inclusive Education

Some opinions about inclusive education are based on unsound information. Three
common myths about inclusion are:

Myth 1:Separate is better.

Reality: Segregation doesn’t work. Whether children are separated based on race,
ability, or any other characteristic, a separate education is not an equal education.
Research shows that typical children and children with disabilities learn as much or
more in inclusive classes.

Myth 2: Children must be “ready” to be included.

Reality: All children have to the right to be with other children their own age. A
child with disabilities does not have to perform at a certain grade level or act exactly like
the other children in their class to benefit from being a full-time member in general
education.
Myth 3: Parents don’t support inclusive education.

Reality: Parents have been and continue to be the driving force for inclusive
education. The best outcomes occur when parents of children with disabilities and
professionals work together. Effective partnerships happen when there is collaboration,
communication and, most of all, TRUST between parents and professionals.

Making Inclusion a Reality

What you can do to promote inclusion for your child:

1. Encourage your child to participate in activities where she can meet

children her same age with different abilities.
2. When looking for activities, consider your child’s interests. The local school,
library, and recreation or community centers are good places to check out. You
also may want to consider national organizations that encourage diversity, such
as 4-H Clubs or Girl Scouts of America.
3. Search the Internet for activities or organizations that your child may want
to join.
4. Two community Web sites with numerous resources are The Family Village and
Kids Together: Information for Children and Adults with Disabilities.
5. Help your child develop friendships with classmates or other neighborhood
children.
6. Set up opportunities for your child to be with children he likes or children who
show an interest in him. Teach your child how to make and keep friends. For
other recommendations, visit the article Let’s Play Together: Fostering
Friendships Between Children with and Without Disabilities.
7. Share your goals and expectations for your child.
8. Before you meet with the school and decide upon your child’s Individualized
Education Plan (IEP), meet with his teachers, therapists and others to discuss
your goals, expectations, and future placement preferences for him.
9. Know the rights you and your child have to an inclusive education.
10. For more information on your rights, visit the article Family Rights: The
Educational Rights of Children with Disabilities.

What schools can do to promote successful inclusive education:

1. Consider inclusive education first.

2. Special education services can be provided in many different settings. Schools
are required to consider the general education class before considering any other
setting for your child to receive special education services.
3. Support each child’s learning.
4. Teachers support learning in inclusive classrooms in three ways. First, they teach
so that students with differing abilities and learning styles can understand and
participate. Second, they modify assignments when they are too difficult. Third,
they model respect and encourage friendships.
What families can do when they meet resistance in accessing inclusive education
for their children:

1. Get and share information.

2. Some schools do not support a family’s desire for inclusion, because they are
used to providing special education services to students in separate classes. Or
they may not understand how to make inclusion work for all children. Visit
general education classes and separate classes for students with disabilities.
Carefully explain to your child’s teachers, principal or IEP team why you believe
inclusive education would be best for your child. Share information with your
child’s school about the benefits of inclusive education.
3. Enlist the help of others.
4. Sometimes it is helpful to bring in an expert or advocate. This person will make
sure that your preferences about your child’s placement are heard. This person
can also help explain the benefits of inclusive education and how to make it
happen in your child’s school. You may find someone to help by contacting
advocacy organizations, special education parent groups in your child’s school,
and local colleges with teacher training programs.
5. Become your child’s advocate.
6. It takes time and energy to make inclusion happen in a school that is resistant to
change. Stay focused on what you believe is best for your child. Listen carefully
to the arguments against your child’s inclusion in a general education class and
use what you learn to advocate for change. For example, if you are told that your
child is not ready for the general education class, ask what supports could be
provided to help make her successful in the class.

What is the difference between inclusive and special education?

Special education is the practice of providing individualized instruction and support to
students with disabilities or learning difficulties. ... Inclusive education, on the other
hand, is the practice of educating students with disabilities alongside their peers without
disabilities, in the same classroom.

What is the main concept of inclusive education?

Inclusive education is when all students, regardless of any challenges they may have,
are placed in age-appropriate general education classes that are in their own
neighborhood schools to receive high-quality instruction, interventions, and supports
that enable them to meet success in the core curriculum (Bui, Quirk)
July 6, 2009

DO 72, s. 2009
Inclusive Education as Strategy for Increasing Participation Rate of Children

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
Schools Division/City Superintendents

1. Special Education in the Philippines has only served 2% of the targeted 2.2
million children with disabilities in the country who live without access to a basic
human right: the right to education. Most of these children live in rural and far
flung areas whose parents need to be aware of educational opportunities that
these children could avail of.
2. The Department of Education (DepED) has organized the urgency to address
this problem and therefore, guarantees the right for these children to receive
appropriate education within the regular or inclusive classroom setting. Inclusive
education embraces the philosophy of accepting all children regardless of race,
size, shape, color, ability or disability with support from school staff, students,
parents and the community.
3. A comprehensive inclusive program for children with special needs has the
following components:
1. Child Find. This is locating where these children are through the family
mapping survey, advocacy campaigns and networking with local health
workers. The children with special needs who are not in school shall be
listed using Enclosure No. 1. These children shall be visited by Special
Education (SPED) teachers and parents should be convinced to enroll
their children in SPED Centers or schools nearest their home.
2. Assessment. This is the continuous process of identifying the strengths
and weaknesses of the child through the use of formal and informal tools
for proper program grade placement. Existing SPED Centers in the
Division shall assist regular schools in the assessment process.
3. Program Options. Regular schools with or without trained SPED
teachers shall be provided educational services to children with special
needs. These schools shall access educational services from SPED
Centers or SPED trained teachers.The first program option that shall be
organized for these children is a self-contained class for children with
similar disabilities which can be mono-grade or multi-grade handled by a
trained SPED teacher.The second option is inclusion or placement of the
child with disabilities in general education or regular class where he/she
learns with his/her peers under a regular teacher and/or SPED trained
teacher who addresses the child’s needs.
 The third option is a resource room program where the child with
disabilities shall be pulled out from the general education or regular class
and shall report to a SPED teacher who provides small group/one-on-one
instruction and/or appropriate interventions for these children.

4. Curriculum Modifications. This shall be implemented in the forms of

adaptations and accommodations to foster optimum learning based on
individual’s needs and potentials. Modification in classroom instructions
and activities is a process that involves new ways of thinking and
developing teaching-learning practices. It also involves changes in any of
the steps in the teaching-learning process. Curriculum modifications shall
include service delivery options like cooperative or team teaching,
consulting teacher program and others. The provision of support services
from professionals and specialists, parents, volunteers, and peers or
buddies to the children with special needs is an important feature in the
inclusion program.
5. Parental Involvement. This plays a vital role in preparing the children in
academic, moral and spiritual development. Parents shall involve
themselves in observing children’s performance, volunteering to work in
the classroom as teacher aide and providing support to other parents.
4. District and school-based special education and regular teachers, administrators
and parents need to collaboratively develop and facilitate the most effective
program for children with disabilities. This program shall be included in the
School Improvement Plan (SIP).
5. To realize the successful implementation of inclusive education in the schools,
the duties and responsibilities of DepED officials are defined in Enclosure No. 2.
6. Officials at the division, region and central offices shall provide the needed
training on inclusive education to administrators, teachers and other school staff;
regularly monitor the implementation of the program and provide the
corresponding technical assistance needed and conduct evaluation to determine
the effectiveness of the program and improve its implementation.
7. Immediate dissemination of and compliance with this Order is directed.

Encls.: As stated
Reference: None
Allotment: 1—(D.O. 50-97)
To be indicated in the Perpetual Index under the following subjects:
SPECIAL EDUCATION
TEACHERS
POLICY
PROGRAM
IDEA: The Foundation of Special Education
A Brief Overview

 The Individuals with Disabilities Education Act (IDEA) is a federal law that entitles
children to special education services if disability significantly impacts access to
education and a specially designed program is needed.
 Key concepts are from the Education for All Handicapped Children Act, passed in
1975. The United States celebrated 45 years of special education law Nov. 29,
2020. In recognition, the Office of Special Education Programs (OSEP) offers an
historical infographic: OSEP Fast Facts: IDEA 45th Anniversary.
 The IDEA is unchanged during the pandemic. Although education is delivered in a
variety of new ways, student rights and protections are intact. For more information,
PAVE provides a training video: Student Rights: Special Education During COVID-
19 and Beyond.
Full Article

The Individuals with Disabilities Education Act (IDEA) is a federal law that was passed
in 1990 and has been amended. The IDEA provides children with qualifying disabilities,
from birth to age 21, with the right to a free public education that is specifically designed
to meet their unique, individual needs.

Key concepts came from the Education for All Handicapped Children Act, passed in
1975. That was the first United States law that required schools to provide special
education services to all children with eligible disabilities. PAVE has an article about
special education history.

This article provides an overview of the IDEA, which is unique as a law that provides an
individual entitlement. Entitlement means that a child with unique needs gets those
needs served on an individual basis, not based on a system or program already built
and available. The strengths and challenges of a specific student are assessed, and a
team including family members and professionals works together to design a program.

No rights are waived due to COVID-19

The IDEA drives how states design their own special education policies and
procedures. Title 34, Part 104 is the non-discrimination federal statute under the Office
for Civil Rights Department of Education. In Washington State, rules for the provision of
special education are in Chapter 392-172A of the Washington Administrative Code
(WAC).

No federal or state laws are altered because of the COVID-19 pandemic. Although
education is being delivered in a variety of new ways, all student protections and special
education rights are intact.
FAPE is an important acronym to learn!

The first principle of the IDEA is the right to a Free Appropriate Public Education, FAPE.
Figuring out how to provide FAPE is the work of an Individualized Education Program
(IEP) team that includes school and family.

The local school district is responsible to provide FAPE through an IEP, which includes
specially designed instruction, services, accommodations, and anything else that the
team identifies as necessary to provide the student with education that is accessible,
equitable and appropriate.

Part of FAPE is ensuring that the student finds meaningful success, in light of the
circumstances. If a neighborhood school cannot provide the services and programming
to guarantee FAPE within the general education classroom, then the school district is
responsible to create a program within a placement that does meet the student’s needs.
Keep in mind that Special Education is a Service, Not a Place: see PAVE’s article with
that statement as its title.

The IDEA considers the whole life of a person with a disability

The IDEA is written in three parts: A, B and C. The right of a child with disabilities to
receive an education that prepares that child for adult life is stated in Part A:

“Disability is a natural part of the human experience and in no way diminishes the right
of individuals to participate in or contribute to society…

“Improving educational results for children with disabilities is an essential element of our
national policy of ensuring equality of opportunity, full participation, independent living,
and economic self-sufficiency for individuals with disabilities.”

Part B of the IDEA covers children ages 3 through 21—or until graduation from high
school. Students who receive services through an Individualized Education Program
(IEP) are covered under Part B. The six principles listed at the end of this article
describe IDEA’s Part B protections.

Part C protects children Birth to age 3 who need family support for early learning. The
disability category of developmental delay overlaps early learning and IEP and can
qualify a child for free, family-focused services to age 3 and school-based services
through age 9. PAVE has an article: Early Intervention: How to Access Services for
Children Birth to 3 in Washington.

To qualify for an IEP, a student meets criteria in one of the IDEA’s 14 disability
categories:
 Autism: A student does not need a medical diagnosis to be evaluated by the school.
If features from the autism spectrum may significantly impact access to learning,
then the school can assess those features to determine eligibility and special
education needs.
 Emotional Disturbance: Psychological or psychiatric disorders (anxiety,
depression, schizophrenia, post-traumatic stress, etc.) can fall under this category,
which Washington schools often refer to as Emotional Behavioral Disability
(EBD). Please note that all eligibility categories are intended to identify the needs of
students and are not intended to label children in ways that might contribute to
stigma or discrimination.
 Specific Learning Disability: Issues related to dyslexia, dysgraphia, dyscalculia, or
other learning deficits can be educationally assessed. A formal diagnosis is not
required for a student to qualify under this category. A Washington law taking full
effect in 2021-22 requires schools to screen for dyslexia: See PAVE’s article about
dyslexia.
 Other Health Impairment: ADHD, Tourette’s Syndrome and other medical
diagnoses are captured within this broad category, often shorted to OHI or Health-
Impaired on the IEP document.
 Speech/Language Impairment: This category can include expressive and/or
receptive language disorders in addition to issues related to diction (how a student is
able to produce sounds that are understood as words). Social communication
deficits also might qualify a student for speech services.
 Multiple Disabilities: Students with complex medical and learning needs can meet
criteria in this category.
 Intellectual Disability: A student with Down Syndrome or another genetic or
cognitive disorder might meet criteria in this category.
 Orthopedic Impairment: OI refers to physical disabilities that impact access to
education.
 Hearing Impairment: Whether permanent or fluctuating, a hearing impairment may
adversely affect a child’s educational performance.
 Deafness: A student unable to process linguistic information through hearing, with
or without amplification, may be eligible for services under this category.
 Deaf blindness: A combination of hearing and visual impairments establishes a
unique set of special education service needs.
 Visual Impairment/Blindness: Partial sight and blindness may fit this category
when, even with correction, eyesight adversely affects a child’s
educational performance. Washington State’s Department of Services for the Blind
(DSB) is an agency that provides youth and adult services for individuals who are
blind or low vision.
 Traumatic Brain Injury: Brain Injury Alliance of WA is a place for resources to
better understand TBI and how to support a student with medical and educational
needs.
 Developmental Delay (ages 0-8): This category can qualify a child for early
learning (Birth-3) services in addition to IEP services through age 8. By age 9, a new
evaluation may determine eligibility in another category for IEP services to continue.
Educational evaluations ask 3 key questions

The disability must have an adverse impact on learning. Not every student who has a
disability and receives an evaluation will qualify for an IEP. Following procedures
described by the IDEA, school districts evaluate students to consider 3 key questions:

1. Does the student have a disability?

2. Does the disability adversely impact education?
3. Does the student need Specially Designed Instruction (SDI)?
When each answer is yes, a student qualifies for services. In each area of eligibility,
specialized instruction is recommended to help the student overcome the impact of the
disability to access FAPE. PAVE provides various articles about the evaluation process,
including a sample letter to refer a student for services.

IDEA’s Primary Principles:

1. Free Appropriate Public Education (FAPE): Students with disabilities who need a
special kind of teaching or other help have the right to an education that is not only
free but also appropriate, designed just for them. Under IDEA rules, schools provide
special education students with “access to FAPE,” so that’s a common way to talk
about whether the student’s program is working.
2. Appropriate Evaluation: The IDEA requires schools to take a closer look at
children with potential disabilities (Child Find Mandate). There are rules about how
quickly those evaluations get done. The results provide information that the school
and parents use to make decisions about how the child’s education can be
improved.
3. Individualized Education Program (IEP): An IEP is a dynamic program, not a
packet of paper or a location (Special Education is a Service, Not a Place). The
program is reviewed at least once a year by a team that includes school staff and
family. Every student on an IEP gets some extra help from teachers, but the rest of
the program depends on what a student needs to learn. Areas of need may be
academic, social and emotional skills, and/or general life skills. By age 16, an IEP
includes a plan for life beyond high school, and helping the student make a
successful transition into life after high school becomes a primary goal of the IEP.
4. Least Restrictive Environment (LRE): The IDEA says that students should be in
class with non-disabled classmates “to the maximum extent appropriate.” Regular
classrooms and school spaces are the least restrictive. If the school has provided
extra help in the classroom but the special education student still struggles to access
FAPE, then the IEP team considers other options. The school explains placement
and LRE in writing on the IEP document. PAVE has an article about LRE.
5. Parent and Student Participation: The IDEA and state regulations about IEP team
membership make it clear that parents or legal guardians are equal partners with
school staff in making decisions about their student’s education. When the student
turns 18, educational decision-making is given to the student. The school does its
best to bring parents and students into the meetings, and there are specific rules
about how the school provides written records and meeting notices (WAC 392-172A-
03100).
6. Procedural Safeguards: The school provides parents with a written copy of their
rights at referral and yearly thereafter. A copy of the procedural safeguards is
available online from the Office of Superintendent of Public Instruction (OSPI), the
guidance agency for Washington schools. Parents may receive procedural
safeguards from the school any time they request them. They also may receive a
copy if they file a complaint with the state. Procedural safeguards are offered when a
school removes a student for more than 10 days in a school year as part of
a disciplinary action. When parents and schools disagree, these rights describe the
actions that a parent can take informally or formally.
PAVE provides information, resources and, in some circumstances 1:1 support through
our Parent Training and Information (PTI) center. To get help, reach out through
our Help Request Form or by calling 800-572-7368.
FOUNDATIONS OF SPECIAL EDUCATION
Learning knows no boundaries
OUTLINE • OBJECTIVES OF SPECIAL EDUCATION • CATEGORIES OF
EXCEPTIONALITIES • INDIVIDUAL PROGRAMS AND PLANS (IEP) INDIVIDUAL
WITH DISABILITIES EDUCATION IMPROVEMENT ACT
Special education • An educational program/service designed to meet the needs of
children with special needs who cannot profit from general or regular education because
of disabilities or exceptional abilities. SPECIAL EDUCATION All the efforts to uphold the
rights and dignity of children with disabilities primarily root from the philosophical
understanding of man.
PHILOSOPHICAL FOUNDATION These persons may be gifted/talented, fast learner,
mentally retarded, visually impaired, hearing impaired, with behavior problems,
orthopedically handicapped, with special health problems, learning disabled, speech
impaired or multiply handicapped.
Special Education Division Philippines Memorandum: Special education refers to the
education of persons who are GIFTED OR TALENTED and those who have
PHYSICAL, MENTAL, SOCIAL OR SENSORY IMPAIRMENT AND CULTURAL
DIFFERENCES so as to require modifications of the school curricula, programs and
special services and physical facilities to develop them to their maximum capacity -
should have the rights as normal children do - must NOT be isolated nor be looked
down - must be treated as persons of dignity - needs should be provided
PHILOSOPHICAL FOUNDATION “Every child with special needs has a right to an
educational program that is suitable to his needs.” “Special education shares with
regular education basic responsibilities of the educational system to fulfill the right of the
child to develop to his full potential.”
BASIC PHILOSOPHY OF SPECIAL EDUCATION To develop the maximum potential of
the child with special needs to enable him to become self-reliant and shall be geared
towards providing him with the opportunities for a full and happy life.
OBJECTIVE OF SPECIAL EDUCATION
SPECIFIC OBJECTIVE OF SPECIAL EDUCATION The development and maximization
of learning competencies, as well as the inculcation of values to make the learners with
special needs as useful and effective members of society.
ULTIMATE GOAL OF SPECIAL EDUCATION The integration or mainstreaming of
learners with special needs into the regular school system and eventually into the
community.
EXCEPTIONALITY An individual or a child who has an exceptionality has some area of
functioning in which he or she is significantly different from an established norm. This
definition includes both students with disabilities and those with special gifts or talents.
•learning disabilities •developmental delays •emotional and behavioral disorders
•communication disorders •hearing disabilities •visual impairments •physical disabilities
LEGAL CATEGORIES FOR EXCEPTIONALITIES
1. Autism 2. Deaf-blindness 3. Deafness 4. Emotional Disturbance 5.
Intellectual Disability 6. Hearing Impairment 7. Multiple Disabilities 8.
Orthopedic Impairment 9. Other Health impairment 10.Specific Learning
Disability 11.Speech or Language Impairment 12. Traumatic Brain Injury
13. Visual Impairment A developmental disability significantly affecting
verbal and nonverbal communication and social interaction.
Primary Features - Restricted range of social interaction - Impaired
communication skills - Persistent pattern of stereotypical behaviors,
interests, and activities
1. AUTISM A concomitant hearing and visual impairments, the combination of which
causes such as severe communication and other developmental and educational needs
that they cannot be accommodated in special education programs solely for children
with deafness or children with blindness.
2. DEAF-BLINDNESS . A hearing impairment that is so severe that the child is impaired
in processing linguistic information through hearing; with or without amplification that
adversely affects a child’s educational performance
3. DEAFNESS A condition exhibiting one or more of the following characteristics over a
long period of time and to a marked degree that adversely affects a child’s educational
performance. - Inability to learn that cannot be explained - Inability to build or maintain
satisfactory interpersonal relationships with peers - Inappropriate types of behaviors - A
general pervasive mood of unhappiness - A tendency to develop physical symptoms or
fears with personal or school problems *schizophrenia
4. EMOTIONAL DISTURBANCE An impairment in hearing, whether permanent or
fluctuating, that adversely affects a child’s educational performance but that is not
included under the definition of deafness.
5. HEARING IMPAIRMENT A significantly sub-average general intellectual functioning,
existing concurrently with deficits in adaptive behavior and manifested during the
developmental period, that adversely affects a child’s educational performance.
6. INTELLECTUAL DISABILITY Concomitant impairments, the combination of which
causes such severe educational needs that they cannot be accommodated in special
education solely for one of the impairments.
7. MULTIPLE DISABILITIES A severe orthopedic impairment that adversely affects a
child’s educational performance. Includes: - Congenital anomalies Ex. clubfoot - Caused
by disease Ex. poliomyelitis - Other causes Ex. Cerebral palsy
8. ORTHOPEDIC IMPAIRMENTS Having limited strength, vitality or alertness, including
a heightened alertness to environmental stimuli, that results in limited alertness with
respect to the educational environment. - Due to chronic or acute asthma, ADD, ADHD,
diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis,
rheumatic fever, and sickle cell anemia. - Adversely affects a child’s educational
performance.
9. OTHER HEALTH IMPAIRMENTS A disorder in one or more of the basic
psychological processes involved in understanding or in using language, spoken or
written, that may manifest itself In an imperfect ability to listen, think, speak, read, write,
spell, or to do mathematical discussions
10. SPECIFIC LEARNING DISABILITY Also brain injury, minimal brain dysfunction,
development aphasia. A communication disorder, such as stuttering, impaired
articulation, language impairment, or a voice impairment, that adversely affects a child’s
educational performance.
11. SPEECH OR LANGUAGE IMPAIRMENT An acquired injury to the brain caused by
an external force, resulting in total or partial functional disability or psychosocial
impairment, or both, that adversely affects a child’s educational performance.
12. TRAUMATIC BRAIN INJURY An impairment in vision that, even with correction,
adversely affects a child’s educational performance. The term includes both partial sight
and blindness.
13. VISUAL IMPAIRMENT INDIVIDUAL PROGRAMS AND PLANS The IEP is a
document developed by a team of persons from the child’s attending school system
who have a direct relationship to helping the student with special needs to be able to
reach his full potential.

INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP)

Must include information about students functional ability to perform & academic levels
Must include measurable yearly goals that are academic and functional Parents to be
provided progress reports IEP AMENDED 2004 (IDEA) A local representative from the
school agency The child's teacher. One or both of the child's parents or responsible
party The child, where appropriate Other individuals at the discretion of the parent or
agency.
MEMBERS OF IEP TEAM - Transportation - Speech-language pathology - Audiologist
services - Interpreting services - Psychological services - Physical therapy -
Occupational therapy - Recreation, including therapeutic recreation - Social work
services - School nurse services - Counseling services, including rehabilitation
counseling
TYPES OF RELATED SERVICES WHAT KIND OF SERVICES WILL HELP ME?
Assessment of Students needs (identify strengths and weaknesses) Details of disability
that are being addressed Individualization of IEP ◦ Classification ◦ Parental involvement
◦ Teacher involvement ◦ Collaboration of what best suites student’s needs
CONSIDERATIONS IN DEVELOPING THE IEP -To include ACCOMMODATIONS -To
include MODIFICATIONS on class work - To use a different assessment tool if needed
to measure child’s academic abilities -Teacher shall be an active part of the child’s
planning and must use modifications IEP IN THE CLASSROOM • Parents are to be
included as a member of IEP • Placement decisions cannot be reached without IEP
team agreement. • Parent and team consensus about aspects relative to child’s needs
and placement PLACEMENT DECISIONS Reviewed yearly Reassess annual goals
Revise the IEP to address: - any lack of expected progress - results of any re-evaluation
- info provided by the parents - anticipated needs REVIEWING AND REVISING IEP
Special Education Law Resource File.
Website: http://emquinlansped.weebly.com/index.html Department of Education,
Philippines.

Philosophical Foundations

To create and provide a positive environment with individualized programs specifically

designed to maximize all students' potential and meet the students' needs, learning
styles, abilities, and goals.
Historical Foundations
1965
Congress adds Title IV to the Elementary & Secondary Education Act of 1965, which
created a Bureau of Education for the Handicapped (today, this bureau is called the
Office of Special Education Programs or OSEP). At this time, educating students with
disabilities is NOT mandated by federal or state law.

1972
Supreme Court Decisions apply the equal protection argument to students with
disabilities [PARC v. Pennsylvania (1972) and Mills v. D.C. Board of Education (1972)].
Some students with disabilities start going to school as a result of these court decisions.

1973
Section 504 of the Rehabilitation Act of 1973 is enacted, which protects qualified
individuals from discrimination based on disability. Since this law was enacted without
excitement, most educators did not know that it applied to public schools.
1974
The Family Educational Rights and Privacy Act (FERPA) is enacted, which allows
parents to have access to all personally identifiable information used by the school
district regarding their child.
1975
The Education for All Handicapped Children Act (EAHCA or P.L. 94-142) is authorized
and is now known as the Individuals with Disabilities Education Act (IDEA). This
mandated that all school districts to educate students with disabilities. This included:
providing federal funding, FAPE, LRE, Procedural safeguards, Non-discriminatory
evaluations, and IEPs.

1977
The final regulations for EAHCA are determined, which include rules for school districts
to follow when providing an education to students with disabilities.

1986
The EAHCA adds the Handicapped Children's Protection Act, giving parents and
students rights under EAHCA (now IDEA) and Section 504
1990
The Americans with Disabilities Act (ADA) uses Section 504 regulations - "504 Plans"
are now made for individual students and have become much more common in schools
now.

1990
The EAHCA is now called the Individuals with Disabilities Education Act (IDEA). One of
the biggest changes to this Act is the transitional services for students with disabilities.
This included changes such as:

 The word "handicap" was changed to "disability"

 Person first language
 Added Traumatic Brain Injury (TBI) and Autism categories
 Transition services
 Assistive technology & related services

1997
IDEA amends that students with disabilities are to be included in on state and district-
wide assessments. Regular Education teachers are now also required to be part of the
IEP team. These changes included and/or affected:

 FAPE
 Nondiscriminatroy evaluation
 IEP
 LRE
 Discipline
 Related Services
 Parents Rights
2001
No Child Left Behind: This states that all students (including those with disabilities) to be
proficient in math and reading by the year 2014.
2004
IDEA changes again in many ways. The biggest change creates more accountability at
the state and local levels. Another change is that school districts must provide
instruction and intervention for students to help keep them out of special education, if
possible.

Legal Foundations for SPED

Special Education litigation became more common in the 1960s and by 1974 there were
over 36 lawsuits filed for the "right to education" in 25 states. Lawsuits involving
education started as early as in the 1800s and included topics such as:

 Exclusion & School Attendance

 Rights/Services
 Litigation Rights & Services

P1 94-142 (Education for all Handicapped Children Act - 1975)

Function and Key Elements of IEPs and 504 Plans

504 Plans
Individualized Education Plan (IEP)
Purpose: The IEP is an important document and when it is done correctly, it "should
improve teaching, learning and results. Each child's IEP describes, among other things,
the educational program that has been designed to meet that child's unique needs" (A
Guide to the Individualized Education Program, 2007).
"Section 504 is a civil rights law that prohibits discrimination against individuals with
disabilities. Section 504 ensures that the child with a disability has equal access to an
education. The child may receive accommodations and modifications." Section 504 has
fewer procedural safeguards in place for the child with a disability as well as the child's
parents, as opposed to IDEA.
Contents:

 Current level of performance

 Annual goals and short-term objectives
 Who provides services & where are they provided?
 Start date and duration of services
 Participation in general education settings
 Participation in state-and district-wide tests
 Explanation of not being in general education
 Evaluation plan for objectives
 Transitional plans (by age 14)
 Age of majority
 Measuring progress

504 Plans
"Section 504 is a civil rights law that prohibits discrimination against individuals with
disabilities. Section 504 ensures that the child with a disability has equal access to an
education. The child may receive accommodations and modifications." Section 504 has
fewer procedural safeguards in place for the child with a disability as well as the child's
parents, as opposed to IDEA.
Learning & Behavioral Characteristics of Individuals with Learning Disabilities
According to Lerner (2000) in Characteristics of Children with Learning Disabilities from
NASET LD Report #3 (n.d.):
Disorders of Attention
Written Language Difficulties
Poor Motor Abilities
Reading Difficulties
Oral Language Difficulties
Social Skills Deficits
Psychological Process Deficits
Quantitative Disorders
Information Processing
Problems
Disorders of Attention
Attention-Deficit Hyperactivity Disorder (ADHD):

 Inattentive ADHD: student cannot get focused or stay focused on a task/activity

 Does not pay attention to details
 Cannot stay focused on work or play
 Doesn't follow through with instructions or finish work
 Cannot organize tasks
 Gets distracted easily
 Loses things easily
 Hyperactive-Impulsive ADHD: student is very active and often acts with
impulsivity
 Fidgits and squirms
 Gets out of seat when he/she is not supposed to
 Run and climb constantly
 Cannot play quietly
 Talks too much
 Blurts out answers and interrupts others
 Has trouble waiting for own turn
 Butts into games others are playing.
 Combined ADHD: student is inattentive, impulsive, and too active
 Inattentive ADHD: problems with paying attention

Reading Difficulties
"Reading provides a fundamental way for individuals to exchange information. It also a
means by which much of the information presented in school is learned. As a result,
reading is the academic area most often associated with academic failure"
(Characteristics of Children with Learning Disabilities, n.d., 2).
Approximately 90% of students with learning disabilities have reading difficulties
Most educators believe that the problem with reading skills is directly correlated to
deficient language skills, especially phonological awareness (speech can be broken
down into smaller sound units - words, syllables, phonemes).
According to Kirk, Gallagher, & Anastaiow (2003, 224) in Characteristics of Children
with Learning Disabilities (n.d.), these problems could prevent a child with learning
disabilities from learning how to read.

 Faulty auditory perception without hearing impairment

 Slow auditory or visual processing
  Inability to distinguish or separate the sounds of spoken words
 Lack of knowledge of the purpose of reading
 Failure to attend to critical aspects of the word, sentence, or paragraph
 Failure to understand that letters represent units of speech

Poor Motor Abilities

Handwriting using fine motor skills. If a student has poor fine motor skills, he/she will
have difficulty with handwriting.
Motoric Dysfunction: This is a nonverbal learning disorder (NLD) that includes a lack of
coordination, severe balance problems, and difficulties with graphomotor skills.
Written Language Difficulties
Students with learning disabilities often experience deficits with written language skills.
Written language refers to: composition, spelling, and handwriting. Those with written
language problems often exhibit the following:

 Feeling overwhelmed by the idea of getting started

 Struggling to organize and use the mechanics of writing
 Struggling to develop fluency
 Having difficulties spelling and construction written products in a legible fashion
 Submit written work that is too short

Handwriting Difficulties can include the following:

 Dysgraphia
 Dyslexic Dysgraphia
 Motor Dysgraphia
 Spatial Dysgraphia

Oral Language Difficulties

Oral language deficits can affect both academic and social interactions. The following
are common problems that students with oral language problems have:

 Choosing the appropriate word. Often times the child will use a less appropriate
word because the right word will not come to him/her.
 Understanding complex sentence structures
 Responding to questions
  Difficulties in retrieving words. The response rate is often times slower than that
of students without disabilities, therefore students with difficulties with oral
language may speak more slowly.

Social Skills Deficits

Many students with disabilities experience social skills deficits, which can include the
following:

 Acceptance by peers
 Difficulty making friends
 Being seen by peers as overly dependent
 Being less likely to become leaders
 Resolving conflict
 Managing frustrations
 Initiating or joining a conversation or play activities
 Listening
 Demonstrating emphathy
 Maintaining a friendship
 Working in groups

Social Skills Deficits

Many students with disabilities experience social skills deficits, which can include the
following:

 Acceptance by peers
 Difficulty making friends
 Being seen by peers as overly dependent
 Being less likely to become leaders
 Resolving conflict
 Managing frustrations
 Initiating or joining a conversation or play activities
 Listening
 Demonstrating empathy
 Maintaining a friendship
 Working in groups

Psychological Process Deficits

Individuals with disabilities can have psychological problems including feelings of
inadequacy, anxiety, frustration, and anger (Bender, 2002 as qtd. in Characteristics of
Children with Learning Disabilities, n.d., 24).
Quantitative Disorders
These usually affect students in mathematics such as those with calculation disorders
or written symbol system disorders.
According to Characteristics of Children with Learning Disabilities, "mastery of
fundamental quantitative concepts is vital to learning more abstract and complex
mathematics, a requirement for youth with learning disabilities who are seeking to
complete high school and attend colleges or universities" (n.d., 13).
Information Processing
Problems
Individuals with disabilities often...

 process information in a linear, sequential fashion, and are therefore unable to

see multiple dimensions of a situation.

 have slow auditory and/or visual processing

 have an inability to accurately and fluently decode single words

Purposes of Assessments & Evaluations

 Assessment is an integral part of good teaching.

 Assessment involves identifying the strengths and weaknesses of a student.
 Teaching is only one component of the assessment process.
 Teaching is associated with putting information in (assessment with drawing
evidence of skills out of pupils).
 Results of assessments, including tests, should inform testing.

Evaluations are the initial evaluation that is required by IDEA before special education
services can be provided. The purposes for conducting evaluations include:

 To see if the child is a "child with a disability, as defined by IDEA

 To gather information that will help determine the child's education needs
 To guide decision making about appropriate educational programming.
(Evaluating Children for Disability, 2014).

in SPED
  Assessment is an integral part of good teaching.
 Assessment involves identifying the strengths and weaknesses of a student.
 Teaching is only one component of the assessment process.
 Teaching is associated with putting information in (assessment with drawing
evidence of skills out of pupils).
 Results of assessments, including tests, should inform testing.

Types of Assessments
Functions of Assessments
Diagnostic

 Takes place before instruction to determine the presence, or lack thereof, of

prerequisite skills.
 This could include the administration of: standardized achievement tests,
standardized diagnostic tests, teacher-made tests, observation, and checklists.
 Screening
 Referral
 Classification
 Instructional Planning
 Monitoring Progress
 Checking Mastery
 Developing Understanding
 Therapeutic
 Empowering the Pupil

Summative
This is a process which takes place after instruction and measures achievement up to
the time of the assessment for the purposes of accountability or selection.
Formative
This takes place during instruction. This provides progress checks in relation to what is
being taught.

Types of Assessments
Diagnostic

 Takes place before instruction to determine the presence, or lack thereof, of

prerequisite skills.
 This could include the administration of: standardized achievement tests,
standardized diagnostic tests, teacher-made tests, observation, and checklists.

Summative
This is a process which takes place after instruction and measures achievement up to
the time of the assessment for the purposes of accountability or selection.
Formative
This takes place during instruction. This provides progress checks in relation to what is
being taught.

Functions of Assessments

 Screening
 Referral
 Classification
 Instructional Planning
 Monitoring Progress
 Checking Mastery
 Developing Understanding
 Therapeutic
 Empowering the Pupil

Evaluations are the initial evaluation that is required by IDEA before special education
services can be provided. The purposes for conducting evaluations include:

 To see if the child is a "child with a disability, as defined by IDEA

 To gather information that will help determine the child's education needs
 To guide decision making about appropriate educational programming.
(Evaluating Children for Disability, 2014).

Culture, Ethnicity, & Diversity

The primary aims of educational diversity are to "recognize, foster and develops
sensitivity to the needs of students in various identity categories" (Zannu & Dixon, n.d.,
3).
Culturally Responsive means to "acknowledge the presence of culturally diverse
students and the need for those students to find relevant connections among
themselves and the subject matter and the tasks teachers ask them to perform" (Zannu
& Dixon, n.d., 3).
Cultural Reciprocity in special education includes more than the differences in people
that are easily recognizable (skin, dress, food preferences, accents, etc.); it includes
more subtle aspects such as "deep-seated values that underlie our attitudes and
behaviors" (Kalyanpur & Harry, 2012).
Instructional Effectiveness
"'School effectiveness' refers to effectiveness enhancing conditions defined at school
level and 'Instructional effectiveness'" [refers] to effectiveness enhancing conditions
situated at the teacher and classroom level" (Scheerens, 2004, 1).
Effectiveness-enhancing factors:

 Achievement orientation & high expectations

 Educational leadership
 Consensus and cohesion among staff
 Curriculum quality & opportunity to learn
 School climate
 Evaluative potential
 Parental involvement
 Classroom climate
 Effective learning time. (Scheerens, 2004, 10-12)

Teaching Strategies
Paraeducators provide academic support in the following areas:

 Adaptations
 Accommodations: "changes in how a student accesses information and
demonstrates learning;" and
 Modifications: "changes in what a student is expected to learn" (Strategies for
Paraprofessional Support, 2011, 18).
 General strategies
 Content specific strategies
 Assistive technology: especially any technology that is used by a student; once
identified as necessary, assistive technology should always be available to the
student.
Elements of Successful Use of Paraprofessionals

 The paraprofessional provides supplementary instruction (not primary instruction)

 Instruction is designed in a way that does not require significant instructional
decision making by the para
 Proven instructional methods are used
 Paraprofessionals are trained in the instructional approach they are required to
implement
 Paraprofessionals are supervised and monitored to ensure consistency of
instruction (Strategies for Paraprofessional Support, 2011, 27).

Elements of Successful Use of Paraprofessionals

 The paraprofessional provides supplementary instruction (not primary instruction)

 Instruction is designed in a way that does not require significant instructional
decision making by the para
 Proven instructional methods are used
 Paraprofessionals are trained in the instructional approach they are required to
implement
 Paraprofessionals are supervised and monitored to ensure consistency of
instruction (Strategies for Paraprofessional Support, 2011, 27).

Professionalism
Paraeducators "advocate for their profession by maintaining positive, supportive,
collaborative, and professional relationships with other members of the education team"
(Supporting Paraeducator Professionalism, 2015).
Professionalism is important to understand as a paraeducator because "it is the
understanding that everything you do has an effect on the development of the student"
(Lóser, 2009, 20).

Confidentiality & Ethics

"Maintaining confidentiality is mandated by the Federal Educational Rights and Privacy
Act. It is the law and it is imperative that school personnel follow this ethical code of
conduct. We are expected to respect the legal and human rights of children and their
families. Therefore, maintaining confidentiality is essential" (Paraeducator Handbook,
n.d., 10).
Tips:
1. Never violate confidentiality
2. Differentiate between public and private self
3. Always ask before accessing or sharing information
Paraeducators must always "maintain confidentiality; respect the legal and human rights
of children, youth and their families; follow district policies for protecting the health,
safety, and well-being of children and youth; ... [and] demonstrate dependability,
integrity, respect for individual differences and other standards of ethical conduct"
(Paraeducator Handbook, n.d., 10).
School Safety
Always have the "knowledge of and ability to follow health, safety, and emergency
procedures of the agency" (Paraeducator Handbook, n.d., p. 5).
To ensure the safety of both yourself and of your students, ALWAYS consult the school
health office and/or school or district procedures and policies when you have questions
or concerns.
If you are to perform any health care procedures, you must ensure that the children
under your care are safe by being "trained and supervised by a licensed health care
professional" (Paraeducator Handbook, n.d., p. 27)
You should be trained in techniques for "universal precautions" to use with all students.
Finally, it is important to comply with a "direct order, unless you feel you will jeopardize
the safety of the student" (Paraeducator Handbook, n.d., 27).
"Maintaining confidentiality is mandated by the Federal Educational Rights and Privacy
Act. It is the law and it is imperative that school personnel follow this ethical code of
conduct. We are expected to respect the legal and human rights of children and their
families. Therefore, maintaining confidentiality is essential" (Paraeducator Handbook,
n.d., 10).
Tips:
1. Never violate confidentiality
2. Differentiate between public and private self
3. Always ask before accessing or sharing information
Paraeducators must always "maintain confidentiality; respect the legal and human rights
of children, youth and their families; follow district policies for protecting the health,
safety, and well-being of children and youth; ... [and] demonstrate dependability,
integrity, respect for individual differences and other standards of ethical conduct"
(Paraeducator Handbook, n.d., 10).
Always have the "knowledge of and ability to follow health, safety, and emergency
procedures of the agency" (Paraeducator Handbook, n.d., p. 5).
To ensure the safety of both yourself and of your students, ALWAYS consult the school
health office and/or school or district procedures and policies when you have questions
or concerns.
If you are to perform any health care procedures, you must ensure that the children
under your care are safe by being "trained and supervised by a licensed health care
professional" (Paraeducator Handbook, n.d., p. 27)
You should be trained in techniques for "universal precautions" to use with all students.
Finally, it is important to comply with a "direct order, unless you feel you will jeopardize
the safety of the student" (Paraeducator Handbook, n.d., 27).

Professional Developments
Paraeducator professional development resources can be found at www.ascd.org
Plan to Determine the Effectiveness of the Staff Developments
Duty to Engage in Professional Developments
Plan to Provide Paraeducator with Staff Development Related to Content
Duty to Engage in Professional Developments
The purpose of professional developments for paraeducators is to provide opportunities
for paraeducators to gain knowledge and skills to enhance their professional growth.
The NEA believes that education support professionals, such as paraeducators,
professional development should be required throughout their entire careers. "To have
high standards for students, there must be high standards for the staff members who
work with them" and "appropriate training is vital to the quality of paraeducator
participation in the entire program of any state or school district" (Providing Ongoing
Professional Development, 2015).
Plan to Provide Paraeducator with Staff Development Related to Content
"Educational opportunities begin with a foundation of basic knowledge skills, and
competencies, followed by more purposeful learning that builds on previous
experiences [which] enables the paraeducator to take part in classes that become
progressively more focused, in-depth, and tailored to the individual job situation or
career goals" (Providing Ongoing Professional Development, 2015).
Professional development can be broken into two categories

 Programs required for all paraeducators

 Optional programs that allow individuals to make their own decisions for their
continued professional growth.

Possible Delivery Systems for Professional Development:

 Paraeducator in service sponsored by the school district

 Teacher in service, sponsored by the school district, in which paraeducators are
full participants
 Universities, community colleges, and technical institutes
 Educational service districts
 Business, professional, and community organizations
 National, state, and local Associations
 UniServ offices or councils
 Private vendors

Plan to Determine the Effectiveness of the Staff Developments

 Use an operational model for the implementation of an effective staff

development program
  The effectiveness depends on the personalization of the development programs
 Emphasis should be on personal strengths and creative talents instead of on the
remediation of personal weaknesses. "The major focus of growth is on what the
individual can do and how these strengths can be further developed and used"
(The Staff Development, 2008, 196).
 "The most effective staff development is self-development" (The Staff
Development, 2008, 196).

Staff Development
The RPTIM Model for Staff Development is one of the most effective models used for
effective staff development over 30 years later. The five stages include: (1) readiness,
(2) planning, (3) training, (4) implementation, and (5) maintenance.
Mentors should also be used to offer experience, expertise, and friendship. An effective
mentor helps with staff development by: (1) developing an improved self-esteem, (2)
teaching specific management skills related to effective teaching and/or administration,
(3) serving as a role model, (4) encouraging personal and professional growth through
effective feedback and personal support, (5) helping develop a plan for continuous
professional growth and development, (6) help to gain an understanding of the social
and political environments in which the profession of teaching takes place, and (7)
providing appropriate program activities that result in opportunities to assume new and
challenging responsibilities.
"Approaches to staff development that emphasize remedial programs generally have
proven ineffective. A focus on employee strengths and self-fulfillment fosters self-
development from a positive perspective. Potential growth best occurs when the
individual's dispositions agree with the organization's growth expectations" (Staff
Development, 2008, 228).

Summary
Paraeducators are an integral part of special education. As paraeducators, you (along
with all other educators) are responsible for ensuring the children under your care and
guidance are receiving an appropriate education.
Paraeducators must thoroughly know about the following:

 The function and key elements of the IEP

 Student learner characteristics
 Assessments: types, purposes, and evaluations
 Culture, ethnicity, and evaluation
 Instructional effectiveness
 Effective and research-based teaching strategies
 Professionalism
 Confidentiality, ethics, and school safety
 Professional developments