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Introduction to Special Education

Published by Dinah Barton Modified over 5 years ago

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Presentation on theme: "Introduction to Special Education"— Presentation transcript:

Categories of Disability Under IDEA

Definition of Special Education NATIONAL ASSOCIATION OF SPECIAL EDUCATION TEACHERS.

Working with Parents of a Child with Disabilities Perry C. Hanavan, Au.D.

Understanding Each Child’s Exceptionality and their Accommodations

Parent Academy Topic: Special Education Basics 1.

1 Agenda Welcome! We’re so glad you’re here ---- Housekeeping Opening Activity – getting to know disabilities MOVEMENT – continuum/stand-up Video on working.

1 WACs - Disabilities Defined … a student eligible for special education.…has been evaluated and determined to need special education because of having.

SPECIAL EDUCATION OVERVIEW

The Center for the Improvement of Child Caring Types of Childhood Disabilities and Other Special Needs  Autistic Spectrum Disorders  ADD/ADHD  Visual.

By: Tiffany Barnes Cathy Binetti Rachel Ivie Cathy Uhl

Function ~ Process ~ Responsibilities

Defining Disabilities. Illinois Special Education Stats Children (3-21) receiving special education services in Illinois 2009 = 318,000** ** 2009 is the.

 IDEA is a federal law that helps millions of children with disabilities to receive special services designed to meet their unique needs  Under IDEA.

Disability Awareness Criteria used in determination of eligibility as defined in federal and state law.

Assessment of Mental Retardation & Giftedness: Two End of the Normal Curve Lecture 12/1/04.

Eligibility Requirements Special Education Disability Categories.

MIKE CUMMINGS & ANNE HAMMOND Special Education an Initial Overview of the Basics.

Special Education Process

 Parents, or other adults involved with the student can make a referral for an evaluation.  A referral can be made at any time.  A district may not.

SPECIAL EDUCATION 101 FEBRUARY 5, 2014 SARAH TRUSTY AND AMANDA DAVIDSON.

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Home > Special Education & Autism Resources > Special Education Resources > Social Skills PowerPoints

PowerPoints on Social Skills in Special Education

PowerPoints on social skills in special education were developed in response to current social research in the field of autism spectrum disorders, the difficulties these students experience with writing skills, the need for curriculum for students at the middle and high school level, and decreased planning time afforded to special education educators. In addition, staff at Watson Institute – including consultants, social workers, psychologists, and special education teachers – shared their observations from years of work in the field and research settings to determine a medium that would meet the needs they viewed as important to students with social challenges.

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Social Skills for Voice Volume in Conversation

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I Can Stress Less at School

Special Education 101

Aug 07, 2012

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Special Education 101. Special education is: general and special education teachers working together to meet the needs of a disabled student.

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• emotional disturbance
• multiple learning styles
• educational process
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• special education processthe iep

Presentation Transcript

Special Education 101 • Special education is: • general and special education teachers working together to meet the needs of a disabled student. • provisions of the general education curriculum, with modifications and accommodations, as agreed upon by an ARD (Admittance, Review, and Dismissal) committee.

Special Education Legislation • 1975-Public Law 94-142 The Education for All Handicapped Children Act • FAPE-Free and Appropriate Public Education Each school district provides, at no cost to the parents or guardians, a free and appropriate public education to all students ages 3-22, who meet eligibility requirements, and reside in the district. • 1997-IDEAIndividuals With Disabilities Education Act Reauthorization of federal laws relating to special education

It Can’t Be Like This…Look, Listen, and Learn http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=31655997-445a-4f0c-8053-77e112458d4b

Referrals from teachers, administrators, and/or parents lead to the identification of a student who may need special services. Once a referral is made, a comprehensive individual assessment is made. Determination for assessment is based on: 1. A physical, mental, and/or emotional disability, 2. Not achieving at his/her age level 3. A severe discrepancy between achievement and intellectual ability How are Students Identified for Special Education?

Who is Eligible? Students 3-22 years of age, who may have one or more disabilities. • Orthopedic Impairment • Other Health Impaired • Mental Retardation • Emotional Disturbance • Learning Disability • Speech Impairment • Autism/Pervasive Developmental Disorder-Not Otherwise Specified • Traumatic Brain Injury • Multiple Disabilities • Auditory/Visual Impairment • Students disabled for a minimum of 4 weeks • Non-categorical

All campuses provide services for special education. Specialized programs for some students are strategically located throughout the district. District will provide transportation to students needing services outside their attendance area. Can All Schools Serve a Child with a Disability?

1. The LST Local Support Team meeting (Often called an IMPACT meeting by elementary campuses within AISD) The committee will develop an academic and social support plan which includes accommodations, modifications, and differentiations to the general curriculum. Modifications and accommodations may also be determined for the student’s academic environment. The Special Education Identification Process

Local Support Team The Curriculum MUST ALLOW • the development of a rich and responsive educational environment through accommodation, modification, and differentiation • the flexibility to meet the needs of diverse student learners.

COMMUNICATION THROUGHOUT THE PROCESSInvolve the Parents • Consult and involve parents every step of the way. • 2. Set the stage for a positive relationship. • Build trust and respect. • Stay “child centered” • 5. Use student work and examples to validate your point.

The Special Education Identification Process 2. The LST Local Support Team Committee Meeting

The LST Is Special Education the Right Service? Modifications, accommodations, and curricular differentiation has been tried and documented of having little or no successes.

Always Remember…If General Education is Responsive, • More students will get the education they need. • More students will get the support they need. • More teachers will understand how to work effectively with multiple learning styles and differing student needs. • Referrals to special education will be made for the right reasons. • Disabled students will get the help they need from both special and general education.

The Special Education Process The ARD Meeting 3. The ARD Committee Meeting Admission, Review, and Dismissal

The Child Centered Educational Process • Timelines/ Legal Mandates of the Special Education Processes

The Special Education ProcessThe IEP • The IEP- Individual Education Plan

The IEP Includes… Modifications Changes in what a student is expected to learn Accommodations Changes in how a student accesses Information and demonstrates learning Differentiated Curriculum Varied instructional approaches that can be adapted for individual and diverse student learning processes.

The BIP- Behavior Intervention Plan • The BIP The BIP will identify targeted behavior, step-by-step interventions for de-escalating the behavior, and the appropriate student response to the intervention. • Crisis Plan

School Related Issues and the Law • Non-compliance • Child abuse • Second language learners

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Free Powerpoint Templates Special Education

Special Education

Transcript: Essential questions Who is required to be on a student’s IEP team? Why do schools/districts differ in their regulations of the IEP team? Why does my school require all educators, which have contact with the student, to attend the student’s IEP meeting or formally be excused? States the team members that need to be present at the IEP meeting: The Parents Representative of LEA A person who can interpret the evaluation results At least, I of the regular education teachers At leat, 1 of the special education teachers Other people, parents or school selected Child IDEA The Statue states that the IEP team is The parents Not less than I regular education teacher (if the child is in regular education or will be Not less than I special education teacher A representative of the local educational agency A person whom can supervise A person whom can interpret the results (can be other role) Parents’ invite Child Implications- All members to the meeting Time constraints High expectations set Positives and Negative Positives- All information is shared and discussed All members have a voice All members are informed of the teams plan Invested Unified All members input Negatives- Overwhelming Length of meeting Time for members Space IEP Team attendance as stated in IDEA All members most be present. Exceptions (Not required to attend a given meeting) Parents agree in writing Because the member’s area/service in not being modified or changed at the meeting. Prior to the meeting, the excused member must submit in writing their input in relationship to the development of the child South Washington County Schools Team members Special Education case manager Assistant Principal School Psychologist School counselor All 6 regular education teachers All other Special Education teachers Student Roles- Special education teacher- leads the meeting- agenda they must follow School Psychologist- takes notes and answers questions School Administration- answer questions Teachers- updates, needed, strengths, weaknesses Parents- listen and share concerns Students- speaks about experience My experience Regular education teacher- Positives of having teachers present - Knows the students’ strengths and weaknesses well Knows the accommodations needed Knows the curriculum and standards that need to be fulfilled Can explain and answer questions on PLEP Will implement the plan Negatives on being present- Too many meetings The length of time per meeting Student teacher time Not heard, at times Special education teacher Positives Time for reflection on successes and failures Speak about the classroom experience Can suggest need accommodations Understands the modifications Committed to the student Negative Not always focused Too many members deciding Hard to get a time that works for everyone Special Education- Policy Connection IEP Team members Jeanne Parker Students with Disabilities Educational Amendment Act of 1997

Transcript: There are 6,483,000 students ages 3-21 in the US with disabilites To support learning in school students with disabilties can be provided with accommodations, assistive technology, parent and school partnerships, and much more. Disabilites in the US Children with disabilities are still children and should be given every opportunity to succeed Teaching Children with Disabilities IDEA: Guarantees that all students with disabilities will recieve a free, appropriate, public education in the least restrictive environment. Children's Rights Special Education in the Classroom Teaching children with disabilites is my goal and dream!

Friday, March 6th, 2020

Transcript: The Iceberg Model Friday, March 6th, 2020 Gametime! 1. ‘AI Application in Education’, Ron Schmelzer, July 12 2019, https://www.forbes.com/sites/cognitiveworld/2019/07/12/ai-applications-in-education/#619e9ac762a3 2. ‘China offers tax breaks to chip makers’, Zhang Shidong, May 22 2019, https://www.scmp.com/business/article/3011377/china-offers-five-year-tax-breaks-chip-makers-software-developers-bolster 3. ‘AI: Educational Activities’, Novemver 15 2019, https://cyber.harvard.edu/projects/ai-educational-activities 4. Image source: https://slidemodel.com/free-powerpoint-templates/free-iceberg-diagram-powerpoint/ 5. Image source: https://inews.co.uk/news/education/schools-hong-kong-china-closed-coronavirus-ai-1556423 6. ‘Liulishuo’, https://www.liulishuo.com/ Bibliography App that assists English diction without the need for a teacher Vol XCIII, No. 311 The Coronavirus 1.25 CONCLUSIONS Image source: https://slidemodel.com/free-powerpoint-templates/free-iceberg-diagram-powerpoint/ Actor Map: who has a vested interest? EDUCATION

Special Education: Understanding Special Education

Transcript: Modifications https://www.understood.org/en/school-learning/special-services/special-education-basics/understanding-special-education Strategies that help special education students in a general education classroom Accommodations Assistive technology (Ex: providing laptop in class for notetaking Accommodations (Ex: placing child near teacher's desk Modifications (Ex: limiting amount of homework given Paraprofessionals (Ex: aid to help children in areas needed Documents of child's learning goals and plans each year Discusses services and supports that child will recieve How much a child is expected to learn Ex: shorter writing assignments, extra time on exams A variety of ways that will help the child succeed An example of this would be a ramp so a child using a wheelchair can access a building Another example is test taking accommodations Child could receive extra time on a test or receive the test in another way Helping children with disabilities learn Learning in an environment that is most comfortable for the student; General education classroom or Special education classroom Education that meets each child's individuals needs IDEA: Individuals with Disabilities Education Act Under law, public schools are required to provide services to those who Have a noted disability under IDEA In need of special education services Student will have an evaluation to see where they fall within the services provided If the child has autism, hearing impairment or an intellectual disability, they qualify for services What is it? References Special Education: Understanding Special Education Out-of-district placement Specialized teaching that students may not receive in a public school Child could go here if they are not making progress in their public school Inclusion classroom A mix classroom of students who do, and don't receive services Classroom has both a general ed and special ed teacher Classroom Placements Who qualifies for it? Self-contained classroom: Students stay strcitly in a special education classroom They may learn best in this environment How to obtain an IEP: 1. Referral for evaluation (School must agree) 2. Evaluation 3. Determination for eligability 4. Developing the IEP Individualized Education Program (IEP)

PowerPoint Game Templates

Transcript: Example of a Jeopardy Template By: Laken Feeser and Rachel Chapman When creating without a template... http://www.edtechnetwork.com/powerpoint.html https://www.thebalance.com/free-family-feud-powerpoint-templates-1358184 Example of a Deal or No Deal Template PowerPoint Game Templates There are free templates for games such as jeopardy, wheel of fortune, and cash cab that can be downloaded online. However, some templates may cost more money depending on the complexity of the game. Classroom Games that Make Test Review and Memorization Fun! (n.d.). Retrieved February 17, 2017, from http://people.uncw.edu/ertzbergerj/msgames.htm Fisher, S. (n.d.). Customize a PowerPoint Game for Your Class with These Free Templates. Retrieved February 17, 2017, from https://www.thebalance.com/free-powerpoint-games-for-teachers-1358169 1. Users will begin with a lot of slides all with the same basic graphic design. 2. The, decide and create a series of questions that are to be asked during the game. 3. By hyper linking certain answers to different slides, the game jumps from slide to slide while playing the game. 4. This kind of setup is normally seen as a simple quiz show game. Example of a Wheel of Fortune Template https://www.teacherspayteachers.com/Product/Wheel-of-Riches-PowerPoint-Template-Plays-Just-Like-Wheel-of-Fortune-383606 Games can be made in order to make a fun and easy way to learn. Popular game templates include: Family Feud Millionaire Jeopardy and other quiz shows. http://www.free-power-point-templates.com/deal-powerpoint-template/ Quick video on template "Millionaire" PowerPoint Games Some games are easier to make compared to others If users are unsure whether or not downloading certain templates is safe, you can actually make your own game by just simply using PowerPoint. add logo here References Example of a Family Feud Template PowerPoint Games are a great way to introduce new concepts and ideas You can create a fun, competitive atmosphere with the use of different templates You can change and rearrange information to correlate with the topic or idea being discussed. Great with students, workers, family, etc. For example: With games like Jeopardy and Family Feud, players can pick practically any answers. The person who is running the game will have to have all of the answers in order to determine if players are correct or not. However, with a game like Who Wants to be a Millionaire, the players only have a choice between answers, A, B, C, or D. Therefore, when the player decides their answer, the person running the game clicks it, and the game will tell them whether they are right or wrong.

MS ppt vs google slides

Transcript: By lana g8 MS powerpoint vs google slides MS powerPoint what is MS ppt Microsoft PowerPoint is a presentation program created in a software company called Forethought, Inc. by Robert Gaskins and Dennis Austin. It was first released for Macintosh computers only on April 20, 1987. Microsoft acquired PowerPoint three months after it emerged for $14 million. Google Slides is a presentation program that is included as part of a free, web-based office software suite that Google offers in its Google Drive service. The service also includes Google Docs and Google Sheets, word processor, and table what is google slides Google slides Google Slides comes with a gallery of basic pre-made templates that can be edited and changed according to your preferences. In addition, the web is full of ready-made templates you can use as a basis for your presentation, free as well as premium PPT- PowerPoint also incorporates a gallery of ready-to-use templates for different purposes. With the thousands of custom templates and graphic elements on the web created especially for PowerPoint, PowerPoint certainly takes the lead when it comes to template diversity. templates/themes templates Google Slides is a part of Google apps and is completely free to use.along with the other associated apps such as google docs and sheets. PowerPoint is part of a package on Microsoft Office. Therefore you need to have a Microsoft Office license to use it. The packages start at $70 per annum charged with included OneDrive storage, or $150 one-time charge without support from OneDrive. Google Slides does not require installation of any software to run it. Since it's a cloud-based software, the Google account and the internet are all you need to start preparing your presentation. That makes Google Slides and your templates accessible from any internet-connected device. Google Slides comes with Chromecast, Hangouts, and AirPlay support, too . PowerPoint, on the other hand, requires that you install the Microsoft Office software on your PC to run. Your presentations will be saved on your hard disk, meaning they will be accessible on your personal computer. If you need to access your presentations online, you'll need access to OneDrive cloud storage from Microsoft and save your templates there.. affordability and Accessibility affordability and Accessibility Google Slides offers basic animations and transitions that are relatively fewer compared to its PowerPoint rival. If you're more of a creative person, it may feel a little restrained to open up your full potential. PowerPoint, on the other hand, is an advanced software with many more features and special effects (reflections, 3D, fancy transitions) available only in the desktop-based version. PowerPoint Online is a much more basic product than its analog desktop-based. Special effects special effects Google Slides lets you and your team members collaborate seamlessly. You can chat, comment, and make edits while simultaneously creating your presentation. All modifications are instantly viewed by the rest of the team. Also, older versions of the presentation can be easily restored Collaboration with PowerPoint isn't always possible. You and your team members need to work with PowerPoint 2010 or later to collaborate on a PowerPoint presentation, then save your template on OneDrive, and share the presentation with your colleagues. PowerPoint Online is a further option collaboration/ teamwork collaboration/ teamwork

Special Education;

Transcript: Special Education Teacher. -general special education licenses across a variety of disability categories, while others license several different specialties within special education Teacher, Physically Impaired -- Teaches elementary and secondary school subjects to physically impaired students, adapting teaching techniques and methods of instruction to meet individual needs of students in schools, hospitals, and students' homes. By; Selena Canup Required; Teacher, Mentally Impaired -- Teaches basic academic and living skills to mentally impaired students in schools and other institutions. https://www1.cfnc.org/Plan/For_A_Career/Career_Profile/Career_Profile.aspx?id=8L7cW03Y4ohiCYRyayuOrwXAP3DPAXXAP3DPAX Entry Annual Wage -$32,460 Teacher, Hearing Impaired -- Teaches elementary and secondary school subjects to hearing impaired students, using various methods of communication to receive and convey language. Teachers are assigned to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education. sources; Pay; courses,timeframe, degree; >> Special education teachers are needed everywhere - it is an excellent degree and certification to pursue. Teacher, Emotionally Impaired -- Teaches elementary and secondary school subjects to students with emotional impairments in schools, institutions, or other specialized facilities. Optional ; 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. -All States require special education teachers to be licensed, which typically requires at least a bachelor's degree and completion of an approved training program in special education teaching. -Many States require a master's degree. -special education teachers receive a general education credential to teach kindergarten through grade 12 -Many states also require special education teachers to obtain a master's degree in special education, involving at least one year of additional course work, including a specialization, beyond the bachelor's degree. Experienced Hourly Wage-$28.84 Average Hourly Wage -$21.69 Careers that are more detailed or close to this career: Teacher, Learning Disabled -- Teaches elementary and secondary school subjects in schools, institutions, or other specialized facilities to students with neurological problems in learning. Entry Hourly Wage -$15.61 Experienced Annual Wage -$59,980 Teacher, Visually Impaired -- Teaches elementary and secondary school subjects and daily living skills to visually impaired students. Average Annual Wage -45,110 Teachers Support Network <[email protected]> Once employed you can absolutely advance based on tenure, professional development, continued education, and student outcome. The advancement opportunities vary by state and district and there a a plethora of opportunities for special education teachers both in and out of the schools. It is the most sought after teacher certification. 0 + - = 9 8 7 1 2 3 4 5 6 c

Transcript: Level two students spend more time in the special education setting. They can have a variety of disorders. They require more accommodations to be successful. Funding Cognitive Disabilities Level 3 These students spend 76% or more time in the special education setting. They require a lot of accommodation or modification and probably require an associate. What to expect Cognitive disorders common mental disorders affect cognitive functions, mainly memory processing, perception and problem solving. Intellectually disabled is what Iowa legislators use instead of Mental Retardation. What does this mean for me? Level 1 As a general education teacher, you will have special education students in your room. You are required, by law, to differentiate core curriculum for them. Special education teachers are there for help. Students are considered level one if they spend 25% or less of their day in the special education setting. These students may have 1 or more learning goals. Normally, these students primarily have learning disabilities. Iowa does not label students based on a diagnosis. All students are labeled EI (Eligible Individual). There are numerous types of learning disabilities. Level 2 The federal government pays the school based on a students level. If the student receives medicare, the school can seek reimbursement for some costs. Schools are paid for a year based on the numbers from the previous year. Special education count is done at the end of October every year. Special Education

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Special Education PowerPoint Templates & Google Slides Themes

Unlock your presentation potential: explore our collection of professionally crafted free and premium powerpoint templates and backgrounds for instant download.

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That's why we've created a set of PowerPoint design templates with a Special Education theme. These Special Education PowerPoint templates are a great choice for a wide variety of presentation needs. Spend your time wisely - download the Special Education PowerPoint Templates today.

Special Education PowerPoint Presentation Themes FAQ

What are special education powerpoint templates.

A PowerPoint template is a pattern or blueprint for your slides that you save as a .pptx or .potx file.

All the Special Education PowerPoint templates are natively built in PowerPoint, using placeholders on the slide master, color palettes, and other features in PowerPoint, and can contain layouts, theme colors, theme fonts, theme effects, background styles, and even content (according to Microsoft Office).

How to choose Special Education PowerPoint templates for presentations?

Choose after carefully studying the template features and viewing the big preview images. All the product information is on the product page in the description and a list of the features can be found in the horizontal scrolling bar under the Download button. You may download a few free templates before making the final decision.

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Home Collections Education Free Special Education Powerpoint Templates

Free Special Education PowerPoint Templates & Google Slides

Puzzle Graphics Special Education Slide 

Special education is a critical tool for providing equal opportunities and support to individuals with diverse learning needs. It aims to create a learning environment that is tailored to each individual's strengths and challenges, and provides the necessary resources and accommodations to help them succeed. Special education also plays a vital role in promoting inclusion and diversity in our schools and communities, and helps to create a more equitable and just society. By investing in special education, we can unlock the potential of every individual and ensure that everyone has access to the education they need to achieve their goals.

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What is Special Education?

Special Education is a set of services provided to students who experience exceptional learning needs. Governed by federal law ( Individuals with Disabilities Education Act, IDEA ), special education is defined as: “Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability.” Special education services may be provided across a variety of educational environments to students who have an individualized education program (IEP).

Eligibility for special education services requires that students have an identified disability that impacts their ability to learn and requires additional services and resources to effectively participate in school. Children who typically qualify for special education services include those with the following disabilities:

• Intellectual disability
• Hearing impairments (including deafness)
• Speech or language impairments
• Visual impairments (including blindness)
• Serious emotional disturbance
• Orthopedic impairments
• Autism spectrum disorder
• Traumatic brain injury
• Other health impairments
• Specific learning disabilities
• Developmental delay

Under the law, the IDEA ensures that regardless of a student’s disability or level of severity, schools must provide an appropriate education to ALL children with a disability (ages 3-21). It also requires that the following six principles be provided for students who receive special education services:

• Free and Appropriate Public Education (FAPE) — a public education at no cost to parents/guardians or children designed to meet the individual needs of each student, provide access to the general education curriculum, provides services in accordance to a student’s IEP, and results in an educational benefit to the child.
• Nondiscriminatory Identification and Evaluation — refers to the process and instruments used to identify individuals with a disability. Schools are required to use nonbiased methods as well as multiple approaches in the evaluation process to ensure that there is no discrimination on the basis of race, culture, or native language. All evaluation instruments must use the child’s first language. No identification or placement decisions may be based on a single evaluation instrument or test score.
• Individualized education program (IEP) — this document is the foundation of special education and specifically describes the services to be provided to the student with a disability. The IEP includes a description of a student’s current level of educational performance, information on how his or her disability influences academic performance, and details needed adaptations and accommodations. This document also specifies the educational settings in which the student will receive instruction in the least restrictive environment, the learning goals and objectives that will be addressed within a targeted year, behavior management plan (if needed), transportation needs, and related services.
• Least Restrictive Environment (LRE) — this indicates the educational settings in which a student with a disability receives special education services. The assumption is that all children will be educated alongside their peers without disabilities, to the greatest extent appropriate. It is only when it is determined that a student’s education cannot be achieved satisfactorily using supplemental aids and services in general classroom settings that alternative educational settings would be identified. At that time, the LRE might include special education services received part- or full-time in a resource room setting, a self-contained classroom setting, and/or community-based settings.
• Parent Participation — parents of a child with a disability must be a member of any group that makes decisions regarding the placement and LRE of their child. Parents have a right to notification of all meetings regarding their child’s placement, access to planning and evaluation materials, and notification of any planned evaluations. Both parents and students must be invited to attend IEP meetings.
• Due Process Safeguards — these include the protections afforded to children and their parents under IDEA. Safeguards include: obtaining parental consent for all evaluations and educational placement decisions, confidentiality of all records relating to a child with a disability, independent student evaluation at public expense, and due process hearings when the school and parent may disagree.

If you are ready to make a difference as an educator and learn new ways to nurture a modern classroom, earn your online Master of Science in Education in Special Education from Purdue University. Within this convenient online platform, you can reach your goals of higher education at an accelerated pace. Call 877-497-5851 to speak with an admissions advisor.

NASET.org Home Page

Exceptional teachers teaching exceptional children.

• Overview of NASET
• NASET Leadership
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• Contact Membership Department
• Resources for Special Education Teachers
• Advocacy (Board Certification for Advocacy in Special Education) BCASE
• Board Certification in Special Education
• Inclusion - Board Certification in Inclusion in Special Education (BCISE) Program
• Paraprofessional Skills Preparation Program - PSPP
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• ADHD Series
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• Back to School - Special Review
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• Discipline of Students in Special Education Series
• Early Intervention Series
• Genetics in Special Education Series
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• JAASEP - Research Based Journal in Special Education
• Lesser Known Disorders
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• Resolving Disputes with Parents Series
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• Week in Review
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• Author Guidelines for Submission of Manuscripts & Articles to NASET
• SCHOOLS of EXCELLENCE
• Exceptional Charter School in Special Education
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• Board Certification Programs
• Employers - Job Posting Information
• Latest Job Listings
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• PDP - Professional Development Courses
• Board Certification in Special Education (BCSE)
• Board Certification in IEP Development (BCIEP)
• NASET Continuing Education/Professional Development Courses
• HONOR SOCIETY - Omega Gamma Chi
• Other Resources for Special Education Teaching Positions
• Highly Qualified Teachers
• Special Education Career Advice
• Special Education Career Fact Sheets
• FAQs for Special Education Teachers
• Special Education Teacher Salaries by State
• State Licensure for Special Education Teachers

MODULE SUMMARIES

Naset / aasep - paraprofessional skills preparation program.

The NASET and AASEP Paraprofessional Skills Preparation Program ( PSPP ) is comprised of a comprehensive compilation of 5 Modules. Each Module contains video lectures, PowerPoint presentations, supplemental videos and supplemental readings. At the end of each Module, there is a multiple choice examination which must be successfully completed with a grade of at least 80% to move on to the next Module.  Upon successful completion of each Module, you will immediately be able view/save or print a professional certificate of recognition. Modules are enabled for review one at a time in a sequential order, per the listing below.

Roles and Responsibilities of Paraprofessionals

Video Lecture and PowerPoint Presentation:    A paraprofessional is an employee who works under the supervision of teachers and other licensed personnel who have the ultimate responsibility for the design and implementation of education and related service programs. “Paraeducator” or “paraprofessional” is currently the most generally accepted and recognized job title. Paraprofessionals provide assistance to a variety of students including those with and without disabilities, with health needs, with limited English proficiency, and others. A paraprofessional’s position in a school is either instructional in nature or as someone who delivers other direct or indirect services to children, youth and /or their parents. Typically employed by school districts and area education agencies, they work in a range of educational settings. The responsibilities of a paraprofessional can vary between districts, schools, and even between classrooms. The special education teacher, principal, or other staff members will identify the daily responsibilities of paraprofessionals they supervise. The focus of this lecture will be on the roles and responsibilities of paraprofessionals. After completing this lecture, you should understand the following:

 What is a Paraprofessional?

• Definition of Paraprofessional
• Overview of the Profession

What Can a Paraprofessional Do?-Responsibilities of a Paraprofessional

• Introduction to Responsibilities of a Paraprofessional
• Supervision of Groups of Students
• Behavioral Supports
• Delivery of Instruction/Therapy/Service
• Activity Preparation/Follow-up
• Health/Personal Related Services
• Data Collection/Reporting Observation and Recording:
• Observing and Keeping Good Data
• Observation Biases
• Observation
• Objective Observation
• Anecdotal Records
• Frequency or Duration Notes

Role of the Teacher v. Role of the Paraprofessional

• Classroom Organization
• Setting Objectives
• Behavior Management
• Working with Parents
• Building a Classroom Partnership

Paraprofessionals May….

Never:   what can paraprofessionals not do, successful paraprofessionals, conclusion-roles and responsibilities of paraprofessionals.

Supplemental Readings - In this section, you will have the opportunity to reinforce concepts presented in this Module through additional publications and articles.

Supplemental Videos - In addition to the video lecture presentation in this Module, there are multiple supplemental videos available to enhance the concepts presented in this Module.

RETURN TO INTRODUCTORY PSPP PAGE

Special Education Today: Basic Principles of Special Education

Video Lecture and PowerPoint Presentation:   Special education is instruction that is specially designed to meet the unique needs of children who have disabilities. It is provided in public schools at no cost to the parents and can include special instruction in various types of educational setting. Special education is mandated for students with disabilities by a federal law, the Individuals with Disabilities Education Improvement Act (or IDEIA). This law gives eligible children with disabilities the right to receive a free appropriate public education (FAPE). More than 6 million children ages 3 through 21 receive special education and related services each year in the United States. This lecture focuses on an overview of terms and concepts of importance in special education.  Areas covered include:

• Definition of special education
• Individuals with Disabilities Education Act
• Exceptionality
• Deaf-Blindness
• Developmental Delay
• Emotional Disturbance
• Hearing Impairments (including deafness)
• Intellectual Disabilities
• Multiple Disabilities
• Orthopedic Impairments
• Other Health Impairments
• Specific Learning Disabilities
• Speech and Language Impairments
• Traumatic Brain Injury
• Visual Impairments
• Gender issues in special education
• Early intervention
• Causes of disabilities
• Accommodations v. modifications
• Universal Design for Learning (UDL)
• What makes special education truly special?
• Disability v. handicap
• 10 basic steps in the special education process
• Using correct language (appropriate first person language)

Supplemental Videos - In addition to the video lecture presentation in this Module, there are multiple supplemental videos available to enhance the concepts presented in this Module.

Educating Children with Special Needs and Classroom & Behavior Management for Paraprofessionals

Video Lecture and PowerPoint Presentation:    This lecture is going to cover many different areas that you need to understand when educating children with special needs as a paraprofessional. The first part of the lecture will address where students can be educated (Least Restrictive Environment) and the written plan that explains the special education and related services they will be provided (Individualized Education Program; IEP). The 2 nd  part of this lecture will then focus on both classroom and behavior management techniques and strategies when working with children with special needs. After completing this lecture, you should understand the following:

• Regular (General Education) Classroom
• Inclusion Classroom
• Resource Room
• Separate Class
• Separate School
• Residential Facility
• Hospitalization
• Homebound Instruction
• Individualized Education Programs (IEPs)
• Assistive Technology
• Related Services
• Classroom Management
• How to Manage Behavior Issues in the Classroom
• Interacting with Students as a Paraprofessional
• Instruction
• Motivating Students
• 9 Classroom Management Tips for Paraprofessionals 
• Fostering Friendships, Creating Social Opportunities 
• General Behavior Management Techniques
• Group Management Strategies
• Strategies for Increasing Positive Student Behaviors
• Support and Approval of Children’s Behaviors

Effective Communication and Collaboration with Teachers as a Paraprofessional

Video Lecture and PowerPoint Presentation: As a paraprofessional, you are an important part of the classroom team. You may be asked to collaborate with general education teachers, special education teachers, administrators, speech-language pathologist, occupational or physical therapists, the school nurse or other staff members in your building.  It is important to build a good relationship with the other members of the team to benefit students and create a positive working environment. In order to maximize student learning, collaborative teams must be able to communicate effectively to identify solutions.  Good communication involves back-and-forth conversation that is focused on students’ needs, being respectful of others’ ideas and perspectives, and being a good listener.  No matter how well a program is designed, success depends on good communication between the teacher and the paraprofessional. Poor communication skills and negative statements are at the heart of most problems.  The learning process is totally dependent upon the staff establishing and maintaining good lines of daily communication. The focus of this lecture will be on effective communication and collaboration with teachers as a paraprofessional. After watching this lecture, you should understand the following:

• Supervision Styles
• Discipline Styles
• Materials Style
• Classroom Style (Organization and Rules)
• Effective Communication Skills for Paraprofessionals
• Teaming/Collaborations
• Conflict Management
• How Paraprofessionals Can Establish Healthy Communication with Teachers
• Part I:  Planning
• Part II:  Working with Students
• Part III: Communicating the Performance of Students to the Teacher
• Part IV: Reflection on the Instructional Session      
• Being a Team Player as a Paraprofessional

Confidentiality, Professional Behavior and Ethical Responsibilities as a Paraprofessional

Video Lecture and PowerPoint Presentation:  Paraprofessionals play an active and essential role in their work with children and youth by providing encouragement, support, assistance, and advocacy. They are critical to the social, emotional, academic, and vocational success of children and youth. Paraprofessionals are respected and valued members of the educational team. They understand the needs of children and youth and have the specialized training to meet student needs. Communication among paraprofessionals, licensed personnel, and parents is carefully planned and carried out. Paraprofessionals have a professional identity and advocate for their profession by maintaining positive, supportive, cooperative, and professional relationships. The value of paraprofessionals and the complexity of their roles are recognized as important to the success of the school. The focus of this lecture will be on professionalism and ethics as a paraprofessional. After watching this lecture, you should understand the following:

• The Family Educational Rights and Privacy Act (FERPA)
• Confidentiality
• Confidentiality Pointers
• Tips to Keeping Confidentiality from Becoming a Problem
• Professional Attitude
• Appropriate Clothing
• Cell Phone and Other Electronic Devices
• Attendance and Punctuality
• Photography
• Release of Students
• Respect and Dignity
• Accepting Responsibilities
• Relationships with Students and Parents
• Relationship with the Teacher (Supervisor)
• Relationship with the School
• Avoiding Unprofessional Conduct
• Final Thoughts on Professionalism and Ethics

PSPP Application - Click here   

Pspp cost & who can apply - click here, pspp faq  - click here, go to module access portal, go to the main pspp page, career center.

• Cost & Who Can Apply
• MODULE SUMMARIES (Paraprofessional Skills Preparation Program)
• PSPP FAQ - Frequently Asked Questions
• Module Access Portal

©2024 National Association of Special Education Teachers. All rights reserved

Archived Webinars

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The Arc@School’s archived webinars

Restrained and Secluded: How a Change in Perspective for Students with Disabilities and Simple Science Can Change Everything (September 2023)

Restrained and Secluded: How a Change in Perspective for Students with Disabilities and Simple Science Can Change Everything powerpoint

Assistive Technology Ensures Inclusion First by Insuring Participation (April 2023)

Assistive Technology Ensures Inclusion First by Insuring Participation powerpoint

Engagement in the Early Intervention Program Planning Process for Parents and Professionals (September 2022)

Engagement in the Early Intervention Program Planning Process for Parents and Professionals powerpoint

Education for Students with Disabilities in the Juvenile Justice System (March 2022)

Education for Students with Disabilities in the Juvenile Justice System powerpoint

Supporting Spanish-Speaking Families as They Learn About Special Education (September 2021)

Supporting Spanish-Speaking Families as They Learn About Special Education powerpoint

How Marginalized Families Are Left Behind in Disability Education Services and How to Address It (June 2021)

How Marginalized Families Are Left Behind in Disability Education Services and How to Address It powerpoint

Ensuring Free and Appropriate Education (FAPE) During COVID-19 (March 2021)

Ensuring Free and Appropriate Education (FAPE) During COVID-19 powerpoint

Special Education in Charter Schools: Policy, Challenges, Opportunities and the Impact of COVID-19 (December 2020)

Special Education in Charter Schools: Policy, Challenges, Opportunities and the Impact of COVID-19 powerpoint

Instructional Planning for School and Distance Learning for Students with Significant Disabilities (October 2020)

Instructional Planning for School and Distance Learning for Students with Significant Disabilities

Demystifying School Psychological Evaluations in Special Education Eligibility (December 2019)

Demystifying School Psychological Evaluations in Special Education Eligibility powerpoint

Be the Architect of Opportunity: Building Self-Determination in Schools and Beyond (October 2019)

Be the Architect of Opportunity: Building Self-Determination in Schools and Beyond powerpoint

Endrew F: Advocating for High Expectations in Special Education (August 2019)

Endrew F: Advocating for High Expectations in Special Education powerpoint

Proactive Planning for Successful Post-secondary Transition (May 2019)

Proactive Planning for Successful Post-secondary Transition powerpoint

“ Oh Behave” Advocating for Students with IDD with Behavioral Needs (November 2018)

“ Oh Behave” Advocating for Students with IDD with Behavioral Needs powerpoint

“ Oh Behave” Advocating for Students with IDD with Behavioral Needs materials

• Preferences

SPECIAL EDUCATION - PowerPoint PPT Presentation

SPECIAL EDUCATION

The individuals with disabilities in education act was originally enacted ... to ensure that the rights of children and youth with ... within 90 calendar days ... – powerpoint ppt presentation.

• Dawn Sessa-White
• DawnW1224_at_aol.com
• HFU EDU 509
• August 4, 2003
• Federal and State Laws
• How to refer a child
• Classification Process and Terms
• Specific Learning Disability
• Strategies for the classroom
• The Individuals with Disabilities in Education Act was originally enacted in 1975 as PL 94-142
• Established the right of all eligible school aged children and youth with disabilities to receive a free, appropriate, public education
• To ensure that the rights of children and youth with disabilities and their parents are protected
• To ensure that children with disabilities have a free, appropriate, public education available to them, one which emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living
• Must be a child with a disability
• Evaluated according to IDEA requirements
• Determined to fall into a specific disability category as defined by IDEA/State
• Requires special education and related services
• after pre-referral intervention has been unsuccessful
• difficulties must impact educational performance
• must not be result of lack of exposure or experience
• with primary school aged children must be certain not due to developmental issues
• when a student does not speak English, must have been exposed to English instruction for a reasonable amount of time
• Child may be referred by parent, counselor, teacher, principal
• An evaluation plan meeting is scheduled to determine if evaluation is warranted and scope of evaluation
• If the evaluation is warranted it must include at least 2 of the first 4 assessments
• Psychological Assessment
• Educational Assessment
• Social History
• Speech and Language Assessment
• Psychiatric Evaluation
• Neurological Evaluation
• Medical Evaluation
• Audiological Evaluation
• Evaluations completed within 90 calendar days
• Eligibility meeting includes one member of child study team, parent, regular education teacher, special education teacher and student
• Program and IEP developed at this meeting
• Auditorily Impaired
• Cognitively Impaired
• Emotionally Disturbed
• Socially Maladjusted
• Other Health Impaired
• Preschool Disabled
• Orthepedically Impaired
• Traumatic Brain Injury
• Visually Impaired
• Multiply Disabled
• Meeting each childs unique needs
• Giving each child access to the general curriculum
• Using classroom modifications and/or accomodations to reach the curricular goals
• Modifying the curriculum
• Testing reveals a severe discrepancy
• between intelligence level and
• performance level
• Discrepancy must be at least 2 standard deviations
• Learning Disability vs Slow Learner
• Visual Motor Integration
• When the image you see is transmitted through your brain to your hand for you to reproduce the same image
• Includes measurable annual goals and short term objectives
• Special education/related services and supplementary aids the child will receive
• Read the IEPs and know what each child needs
• Use ACE (Action, Color, Exaggeration) to enhance lessons
• Simulation and role play add a kinesthetic dimension to learning
• Rhyme, Rhythm and Music add an
• auditory dimension to learning
• BE OPEN TO ACCOMODATIONS AND MODIFICATIONS TO HELP YOUR SPECIAL EDUCATION STUDENTS REACH THEIR GOALS

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Home / Publications & Research / General Election manifesto analysis / General Election 2024: An analysis of manifesto pledges for education

General Election 2024: An analysis of manifesto pledges for education

Ahead of the general election on 4 th July, the Education Policy Institute (EPI), funded by the Nuffield Foundation, has published an analysis of the plans for education set out in the manifestos of the main political parties in England.

This report provides an independent, evidence-based assessment of the extent to which each of the main parties have committed to addressing the biggest challenges facing education in England.

This is the second report published by EPI on education in the general election, following our report last July in which we set out the challenges facing the education system in England and made a number of calls on any incoming government.

Overall, our analysis finds that:

• There have been proposals put forward by all the main parties that address some of the challenges facing the education system. In particular, pledges by Labour and the Liberal Democrats to reform school accountability and tackle the rising issue of children’s mental health are welcome, as are pledges by the Liberal Democrats to target funding to disadvantaged children in the early years and between the ages of 16-19. A greater focus from all parties on boosting vocational education and skills is also a positive step.
• However, there is a striking lack of clear commitments to school and college funding, with neither of the two main parties committing to increasing school funding over the next Parliament. Coupled with an absence of specific pledges to better target funding towards disadvantaged children and young people, this could lead to rising inequalities.
• Commitments in the early years and in post-16 education also lack a focus on improving quality and targeting support to the most disadvantaged children and young people. All parties have committed to rolling out free early years entitlements (and Labour’s pledge to create 3,000 nurseries in schools could help to raise quality), but there is little focus on improving access for the most disadvantaged and rebuilding early intervention services.
• Overall, the manifesto commitments do not go far enough towards addressing the key challenges facing the education system. All parties should have been clearer on how they would: tackle the soaring costs of provision for children with Special Educational Needs and Disabilities (SEND), recruit and retain the education workforce our system needs (beyond headline pledges of commitments to new teachers) and address the widening disadvantage gaps across all phases, through targeted interventions and funding.

We have considered each party’s offer as a whole. We conclude that:

• The Conservative party have few commitments that seek to address the key challenges facing education and have included a number of commitments that are largely unnecessary distractions and unlikely to have any real impact on improving outcomes or tackling inequalities.
• The Labour manifesto seeks to tackle more of the immediate challenges facing the system, including through a more whole-child approach by introducing a child poverty strategy and new Young Futures Hubs. But there are still key omissions from Labour, particularly around school and college funding.
• The Liberal Democrats have the most number of commitments that are rooted in evidence, but lack detailed plans on how these commitments will be funded and delivered.
• The Green Party have made substantial commitments to additional school funding, but their proposals for ending formal assessments and abolishing Ofsted are not supported by research evidence and may lead to falling standards overall and widening attainment gaps.
• The education related commitments from Reform are somewhat limited in nature. They do not address the challenges in the education system today in any substantial way.

You can read the report in full here.

This research has been kindly funded by the Nuffield Foundation. 

The Nuffield Foundation  is an independent charitable trust with a mission to advance social well-being. It funds research that informs social policy, primarily in Education, Welfare, and Justice. The Nuffield Foundation is the founder and co-founder of the Nuffield Council on Bioethics, the Ada Lovelace Institute and the Nuffield Family Justice Observatory. The Foundation has funded this project, but the views expressed are those of the authors and not necessarily the Foundation. Website:  www.nuffieldfoundation.org  Twitter:  @NuffieldFound

Jon Andrews

Robbie Cruikshanks

Shruti Khandekar