SPECIAL

EDUCATION
Alexis Spade
SPED 500

The Purpose
of Special Education
The purpose of special

education is to provide equal

access to education for
children ages birth through 21
by providing specialized
services that will lead to
school success in the general
curriculum. If your childs
health care provider, teacher,
other interested party or you
suspect that your child may be
eligible for special education
services, it is helpful to know
what to expect and where to
begin. The following
information is an outline of the
special education process and
brief descriptions of its
elements.

Exceptional Learners
and Special education needs

The term exceptional childrenincludes children who experience

difficulties in learning as well as those whose performance is so
superior that modifications in curriculum and instruction are
necessary to help them fulfill their potential. Thus, exceptional
children is an inclusive term that refers to children with learning
and/or behavior problems, children with physical disabilities or
sensory impairments, and children who are intellectually gifted
or have a special talent. The term students with disabilities is
more restrictive than exceptional children because it does not
include gifted and talented children. Learning the definitions of
several related terms will help you better understand the
concept of exceptionality.

Common Characteristics
of Learners with Disabilities

Typical characteristics of
students with LD are listed
below. These characteristics,
taken independently or in
combination do not necessarily
indicate a learning disability.

Difficulty memorizing basic

facts.

Difficulty expressing ideas

orally which the student seems
to understand.

Poor organization of notes and

other written materials.

Need more time to complete

assignments.

Reading

Oral
Language

Problems describing events or

stories in proper sequence.

Difficulty following directions.

Social Skills

Confusion of similar words,

difficulty using phonics,
problems reading multisyllable words.

Poorly formed letters, difficulty

with spacing, capitals, and
punctuation.

Residual problems with

grammar, difficulty with
inflectional or derivational
endings.

Poor organization and time

management.

Difficulty "reading" facial

expressions, body language.

Slow reading rate and/or

difficulty adjusting speed to
the nature of the reading task.

Difficulty copying from board

or overhead.

Math

Study Skills

Problems interpreting subtle

messages such as sarcasm.

Difficulty with comprehension

and retention of material that
is read, but not with material
presented orally.

Frequent spelling errors,

inconsistent spelling, letter
reversals.

Difficulty memorizing basic

facts.

Problems with reasoning and

abstract concepts.

Confusion in spatial
orientation, getting lost easily,
difficulty following directions.

Writing

Difficulty with sentence

structure, poor grammar,
omitted words.

Confusion or reversal of
numbers, number sequence, or
operational symbols.

Difficulty reading or
comprehending word problems.

Disorientation in time,
difficulty telling time.

From: College Students with

Learning Disabilities, by Carol
Wren, 1985

Common Characteristics of Learners

with Gifts and Talents

Rapid
Rapid learner
learner
Excellent
Excellent memory
memory
Unusually
Unusually large
large vocabulary
vocabulary and
and complex
complex sentence
sentence structure
structure for
for age
age
Advanced
comprehension
of
word
nuances,
metaphors
and
abstract
Advanced comprehension of word nuances, metaphors and abstract ideas
ideas
Enjoys
Enjoys solving
solving problems,
problems, especially
especially with
with numbers
numbers and
and puzzles
puzzles
Often
Often self-taught
self-taught reading
reading and
and writing
writing skills
skills as
as preschooler
preschooler
Deep, intense
intense feelings
feelings and
and reactions
reactions
Deep,
Highly
Highly sensitive
sensitive
Thinking
Thinking is
is abstract,
abstract, complex,
complex, logical,
logical, and
and insightful
insightful
Idealism
and
sense
of
justice
at
early
age
Idealism and sense of justice at early age
Concern
Concern with
with social
social and
and political
political issues
issues and
and injustices
injustices
Longer
attention
span
and
intense
concentration
Longer attention span and intense concentration
Preoccupied
Preoccupied with
with own
own thoughtsdaydreamer
thoughtsdaydreamer
Learn basic
basic skills
skills quickly
quickly and
and with
with little
little practice
practice
Learn
Asks
Asks probing
probing questions
questions
Wide
Wide range
range of
of interests
interests (or
(or extreme
extreme focus
focus in
in one
one area)
area)
Highly
developed
curiosity
Highly developed curiosity
Interest
Interest in
in experimenting
experimenting and
and doing
doing things
things differently
differently
Puts
idea
or
things
together
that
are
Puts idea or things together that are not
not typical
typical
Keen
Keen and/or
and/or unusual
unusual sense
sense of
of humor
humor
Desire to
to organize
organize people/things
people/things through
through games
games or
or complex
complex schemas
schemas
Desire

DIFFERENTIATED INSTRUCTION
To begin differentiating for your gifted classroom, consider a standard
lesson objective. This objective includes the following, and each is an
opportunity to increase rigor.

THINKING SKILL: THE VERB

What students will be doing

CONTENT: THE CONTENT

What students will be learning

RESOURCE: THE INFORMATION

Where students will get information

PRODUCT: THE RESULT

What students will create

LITIGATION THAT HAS AFFECTED

VIRGINIA BEACH CITY SCHOOLS
Virginia Beach City Schools accused of
violating IDEA
On November 8, 1999, PIER issued a Press Release about the case against Virginia Beach City Schools regarding
discrimination of disabled students. PIER stated transportation services for students with disabilities in VBCPS
were different and unequal from those services provided for nondisabled.
Virginia Beach City Public Schools (VBCPS) entered into an agreement with the federal Office for Civil Rights
(OCR) to address allegations of discrimination of students with disabilities. Protecting Individuals with disabilities
Education Rights (PIER), a local community group, filed a complaint with OCR in December alleging VBCPS
systemically discriminated against students with disabilities who required transportation services.
Students with disabilities were routinely dismissed from school before the end of the instructional day, required
to use separate bus loading and unloading areas, arrived to school late in the morning, rode segregated
buses, and endured unreasonably lengthy bus rides.

In 1998 PIER conducted observations at 39 randomly selected schools. Ninety percent of these schools
dismissed students with disabilities before the end of the instructional day. PIER observed 347 incidents of
buses leaving school before the end of the instructional day. VBCPS provided documentation indicating that
all of these buses were used to transport students with disabilities

History
In July of 2002, Protecting Individuals with disabilities Education Rights (PIER) filed a
claim with the Office of Civil Rights (OCR) against Virginia Beach City Schools on
behalf of students with disabilities. They alleged that the transportation policies and
practices treated disabled students differently .

The
The length
length of
of their
their day
day was
was
shortened
shortened
They
They were
were denied
denied the
the minimum
minimum
instructional
instructional time
time required
required by
by
state
state law
law
They
They were
were denied
denied benefits
benefits and
and
services
available
to
services available to nondisabled
nondisabled
students
students

Members
Members of
of the
the PIER
PIER community
community
conducted
organized
conducted organized observations
observations of
of
school
school bus
bus departures
departures from
from school
school
property
property at
at 39
39 randomly
randomly selected
selected
VBCPS
schools.
VBCPS schools. Documented
Documented
observations
observations by
by PIER
PIER observations
observations by
by
PIER
PIER and
and data
data provided
provided by
by VBCPS
VBCPS
revealed
revealed that
that 35
35 of
of the
the 39
39 observed
observed
schools,
schools, school
school buses
buses transporting
transporting only
only
students
students with
with disabilities
disabilities departed
departed
from
from schools
schools before
before the
the ending
ending time
time of
of
the
instructional
day
established
the instructional day established by
by
the
the VBCPS
VBCPS School
School Board
Board and
and before
before
buses
buses transporting
transporting nondisabled
nondisabled
students
students departed
departed from
from the
the same
same
schools.
schools.

After the OCR investigated, VBCPS responded with a resolution to the Office
of Civil Rights that in no way acknowledges any wrongdoing.
Timothy Jenney, VBCPS
Superintendent

RESOLUTION AGREEMENT BETWEEN VBCPS and

OCR

VBCPS will notify parents of students with special transportation needs that
transportation can be arranged from a regular bus stop through a new parent resource
letter, the Dialogue.

The new IEP form will have a special transportation section added where parents can
voice their concerns. The issues that may be addressed are the shortened and/or
instructional day.

Special Education teachers will receive staff development or in-services addressing the
impact of the bus ride on special needs students.

VBCPS will provide OCR with a copy of this new special needs brochure, the Dialogue
for review and a list of students with special transportation needs.

VBCPS will submit the revised copy of IEP to OCR.

VBCPS will provide results of a survey of the special education teacher regarding
course work or staff development on the impact if the bus ride.

Implications for district

IEP VS 504
IEPs

SECTION 504 PLANS

The team that decides accommodations must consult the

parents.

The team deciding accommodations is not required to consult parents.

The school is required to include the parent in yearly IEP

meetings.

Parents may request to be included in the 504 meetings, but the school
is not required to have them in attendance.

An IEP ensures every child with a disability has access to

an individualized education.

A Section 504 plan ensures that every child with a disability have access
to an individualized education.

A team of professionals monitors the success of the child

throughout the school year and provides support to
improve the childs performance.

No team of professionals is required to monitor the childs success in

school once the accommodations are made.

An IEP plan requires a serious discrepancy in the childs

processing ability or a severe illness that can affect
learning.

A 504 plan is usually less in depth than and IEP. It will give temporary
support according to the levels of need.

WHEN SHOULD A BEHAVIOR PLAN

BE IMPLEMENTED?
The Committee on Special Education (CSE) or Committee on
Preschool Special Education (CPSE) must consider the
development of a behavioral intervention plan for a student
with a disability with the following:
The student with a disability is exhibiting persistent behaviors that impede his
or her learning or that of others, despite consistently implemented general
school-wide or classroom-wide interventions.
The students behavior places the student or others at risk of harm or injury.
CSE or CPSE is considering more restrictive programs or placements as a result
of the students behavior; and/or
The student is subject to disciplinary actions and a determination has been
made that the behavior is related to the students disability.

Overview of
LOW INCIDENCE DISABILITIES
Low-Incidence disabilities include the
following IDEA categories:

LOW INCIDENCE SERVICES

AUTISM SPECTRUM DISORDERS

Autism spectrum disorder (ASD) is a serious neurodevelopmental disorder
that impairs a child's ability to communicate and interact with others. It
also includes restricted repetitive behaviors, interests and activities.
These issues cause significant impairment in social, occupational and
other areas of functioning. ASD is defined by the American Psychiatric
Association's Diagnosis and Statistical Manual of Mental Disorders (DSM5) as a single disorder that includes disorders that were previously
considered separate autism, Asperger's syndrome, childhood
disintegrative disorder and pervasive developmental disorder not
otherwise specified.

Autism Spectrum Disorders

Identification Process

The most widely used diagnostic assessment is the Autism Diagnostic

Observation Schedule (ADOS). It is administered by a trained examiner .

There are 4 modules selected by age appropriateness in mind. Module one begins with an
expressive language assessment and is designed for young non-verbal children. Module two
through four will represent different phases of development. Module four is usually for verbally
fluent adults. The examiner interacts with individual in a certain number of developmentally
appropriate tasks and scores specific behaviors. They are then scored and evaluated with a
diagnostic algorithm to see if criteria can be met for special services.

Response to Intervention
Plan (RTI)

CULTURAL DIVERSITY
COMMUNICATION IDEAS
Progress Reports: We feel it is important to let you know how
your child is achieving socially, behaviorally and academically.
Based on family profiles completed by each family enrolled at
our school, information is sent out in the preferred language of
the family as indicated in the profile and translators are present
during parent/teacher conferences at the parents request.
Students with IEPs receive progress reports based on IEP
requirements and meetings are scheduled according to the IEP.
We will utilize every resource to ensure there is open and regular
communication between the school and parents regarding
student progress.

We
We use
use a
a buddy
buddy
system
in
system in our
our
classroom
classroom and
and pair
pair
students
students for
for mutual
mutual
support.
support. Students
Students
check
check each
each other
other for
for
completion
completion of
of the
the
morning
morning routine,
routine,
including
including filling
filling out
out
planners.
planners. About
About every
every
two
two weeks,
weeks, there
there is
is a
a
new
buddy
pairing.
new buddy pairing.
This
This way,
way, all
all students
students
get
get a
a chance
chance to
to make
make
new
friends
new friends
throughout
throughout the
the school
school
year.
year.

WEEKLY
WEEKLY

Students
Students will
will fill
fill out
out
their
planner
their planner every
every
day
day by
by copying
copying down
down
assignment
assignment due
due dates
dates
and
and special
special events
events II
post
post on
on the
the
SmartBoard
SmartBoard every
every
morning.
morning. Please
Please check
check
your
your childs
childs planner
planner
every
every day
day and
and initial
initial
under
under the
the date
date to
to
indicate
indicate that
that you
you read
read
over
over it.
it. If
If you
you have
have
questions
questions about
about due
due
dates
and
dates and
assignments,
assignments, please
please
email
email me
me at
at
teachersemail@school
teachersemail@school
.com
.com
.

BUDDY
BUDDY SYSTEM
SYSTEM

PLANNER
PLANNER

BLUE FOLDER: Monday through Thursday students will bring

home a BLUE homework folder with all homework assignments
and due dates for the week. Occasionally you will also find in
BLUE homework folder activity notices, field trip permission slips,
PTA information and forms, and other flyers. Please check the
BLUE folder every evening and return homework and permission
slips by due dates. Students with IEPs that require daily
progress reports will find these progress reports in the BLUE
folders. Arrangements are made based on family profile sheets
for communication in the familys primary language.

Every
Every Friday
Friday a
a RED
RED
folder
will
come
folder will come home
home
with
with students
students that
that
includes
includes completed
completed
assignments
assignments and
and
weekly
weekly progress
progress
reports
reports indicating
indicating
student
student progress
progress in
in
demonstrating
demonstrating Task
Task
Completion,
Completion, Following
Following
Rules
Rules and
and Procedures,
Procedures,
Creativity/Original
Creativity/Original
Thinking,
Thinking, and
and
Intellectual
Intellectual Risk
Risk
Taking.
Taking. Codes
Codes are:
are:
DEM
DEM (Demonstrating),
(Demonstrating),
PRG
PRG (Progressing),
(Progressing), N
N
(Not
(Not yet
yet evident).
evident).

STRATEGIES FOR COMMUNICATING

WITH NON-ENGLISH SPEAKING
FAMILIES
Use child to help translate! If a child in your class is
bilingual, ask them to help with communication with
their parents or others in your class.
Meetings should be scheduled in advance so parents
can make it! Give parents a couple times/dates to
choose from in order for them to be able to make a
conference for their child.
Send home letters translated in English and nonEnglish so parents can read important news or dates
going on at school.
Meetings with resource team bring someone to help
translate to make sure you understand your childs
needs are being met.
Get parents involved in school activities where the
language barrier does not stop them from
participating. Letting parents know that they are
needed even if verbal communication is difficult.

REFERENCES
"Special Education."Behavioral Intervention Plans: : EMSC : NYSED. N.p., n.d.
Web. 22 Aug. 2014.
<http://www.p12.nysed.gov/specialed/publications/topicalbriefs/BIP.htm>.
Exceptional Learners. An Introduction to Special Education, Eleventh Edition
Chapter 13: Learners with Low-Incidence, Multiple, and Severe Disabilities
ISBN: 9780205571048 Authors: Daniel P. Hallahan, James M. Kauffman, Paige C.
Pullen
Copyright Pearson Education (2009)

https://sites.google.com/site/inclusionresourcenotebook/disability-areas/lowincidence-disabilities