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Answers to Activity

Landmark Legislation for Persons with Disabilities

Legislation Related to Education:

Public Law 94-142, the Education for All Handicapped Children Act of 1975 Public Law 105-17, the Individuals with Disabilities Education Act Amendments of 1997 Public Law 108-446, the Individuals with Disabilities Education Improvement Act of 2004 Public Law 107-110, No Child Left Behind Act of 2001

Civil Rights Legislation:

Section 504 of the Vocational Rehabilitation Act of 1973 Public Law 101-336, the Americans with Disabilities Act of 1990

Seven Principles of IDEA

(refer to your Resource Collection Artifact from the UPC)


Free-at no cost to parents Appropriate-suited to the individual needs of the child Public-provided by, or paid for by , the public school system Education (including extracurricular activities)

Seven Principles of IDEA (cont.)

2. Appropriate Evaluation

must be knowledgeable and trained. A variety of instruments and procedures must be used to gather information about the student. Tests and other procedures must be selected and administered so as not to be discriminatory or a racial or cultural basis.

Seven Principles of IDEA (cont.)

3. Individualized Education Program (IEP)

Team members meet at least annually. Team develops, reviews, and (if appropriate revises the IEP. The IEP is used to guide the education of the child.

Seven Principles of IDEA (cont.)

4. Least Restrictive Environment (LRE) the maximum extent appropriate children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are non disabled; and that special classes, separate schooling or other removal of children with disabilities from the regular education environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved

Seven Principles of IDEA (cont.)

5. Parent and Student Participation in Decision-making

Congress finds the following:

Over 20 years of research and experience have demonstrated that the education of children with disabilities can be made more effective by strengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home.

Seven Principles of IDEA (cont.)

6. Procedural Safeguards
Parent notification Parent consent Parent access to educational records Due process hearings, including disclosure of evaluation results and recommendations Opportunity to present due process complaints Mediation

Seven Principles of IDEA (cont.)

7. Right to Educational Achievement

goals for students with disabilities that are consistent with goals for all children. Included in the state-wide assessment with appropriate accommodations and alternative assessments when necessary. Special Education teachers must be adequately prepared.


Civil Rights Law Does not directly deal with the education of students with disabilities. Requires employers make reasonable. accommodations to all individuals with disabilities. Ensures that transportation and buildings and public places are accessible. No additional funds provided.

Civil Rights Law Eliminates discrimination on the basis of disability.

Protects all school-age children who have a physical or mental disability that substantially limits a major life activity.
No additional funds provided. Requires an plan prepared by a group of persons knowledgeable about the student.


Accountability Parental Choice School Flexibility and Local Control Research-Based Teaching Methods Highly Qualified Teachers and Para-educators Even private schools and those who homeschool are governed by this law in that they must provide equitable programming to public education.

Junctions: IDEA and NCLB

Assessment Goals for Student Performance Flexibility of Funds Highly Qualified Teachers and Para-educators



Annual Review




The Referral Process

(refer to your Resource Collection Artifact from the UPC)

IEP or 504?

IEP Contents
(Well come back to this one with a scavenger hunt)

PLAAFP Measurable Goals Objectives if appropriate Progress measured, reported

Extended School Year (ESY) Special Factors

School-Wide Assessment

Special Education and Related Services

Type Amount Frequency Accommodations, modifications, supplementary aids and supports for student or teacher


Start from regular education full time with supports Initial consent for placement and services Annual review Written notice of change

Writing Goals & Objectives

Annual Goals

A statement of what a student can reasonably accomplish during the duration of the IEP (one year)
1. 2. 3. 4. 5.

Direction of change Areas of excess or deficit Present levels of performance Expected annual ending level Resources needed to accomplish expected performance level

For example . . . .

3. 4. 5.

Susan will increase Reading readiness From pre-primer To primer level Using individual and small-group instruction

Another example . . .

Joe will decrease shouting out behavior from 5 times or more per class period to 0 times per class period using a point sheet with rewards and response cost
Direction Behavior Present Level Ending Level Resource

1. 2. 3.


Short-Term Objectives or Benchmarks

Provide a basis for determining a students progress towards meeting the goal. Must be observable and measurable! Minimum of 2 per goal. Four components include:
1. 2.


Performance of specific behavior Conditions under which the behavior is performed Criterion for attainment Evaluation procedures

For example . . . .

2. 3. 4.

Given a list of ten words and a list of meanings selected from science units, James will match the word to its meaning with 90% accuracy as measured on end-of-unit tests.

Another example . . .

Given 5 word problems during each daily math class, Susan will select the correct answer from four options with 80% accuracy as charted by the teacher.
1. 2. 3.


Performance of specific behavior Conditions under which the behavior is performed Criterion for attainment Evaluation procedures

What is wrong with these examples?

Andrew will play appropriately with his peers during lunch recess 9 out of 10 times as observed by his teacher.

Next example . . . .

The child will increase reading skills to grade-level performance.

And another . . . .

Billie will complete all assignments and turn them in 80% of the time.

And another . . .

Jonathan will stay on-task during math class as observed by his peer-tutor.

Assessment Participation and Accommodations Policy f Policy.pdf