FURTHER RESOURCES

ASSISTIVE TECHNOLOGY
http://www.resnaprojects.org/
nattap/at/resources.html

ADDITIONAL SUPPORTS
Students with disabilities are often
more successful when using strengths
to work around their disabilities.
Assistive Technology tools are
designed to promote strengths.
Assistive Technology Resources:
Alternative keyboards
Audio books and publications*
Information/data managers
Optical character recognition
Personal FM listening systems
Portable word processors
Proofreading programs*
Speech recognition, synthesizers,
screen readers
Talking calculators, spell checkers
and electronic dictionaries.
Variable-speed tape recorders*
Word-prediction programs*
Instructional software*
LEP students additional support: *

BEST PRACTICES
http://education.cu-portland.edu/
blog/special-ed/advice-on-the-bestpractices-for-teaching-specialeducation/
DISCRIMINATION
http://www2.ed.gov/about/offices/
list/ocr/know.html

Teaching ALL
Students
Law Review

A resource for 1st year public

school teaching professionals.

ENGLISH LEARNERS
http://usedulaw.com/279-equaleducational-opportunity-act.html
SPECIAL EDUCATION
http://www.cde.ca.gov/sp/se/lr/
http://www2.ed.gov/about/offices/
list/ocr/504faq.html

For further information contact:

Daniela Cupples
Phone: (909) 795 9357
Preferred contact:
E-mail:
daniela.cupples@calbaptist.edu
PUBLICATION DATE: MARCH 19, 2016

GENERAL DISCRIMINATION
Brown v. Board of Education, Williams
v. State of California, and the Equal
Educational Opportunities Act (EEOA)
prohibit different treatment of
individuals based on race, color,
national origin, sex, disability, and on
the basis of age in programs or
activities that receive Federal funds
from the Department of Education.
How Teachers Fail to Implement
Discipline favors certain students.
Accepting discriminatory behaviors
towards other students.
Exclusion of students from
programs and activities.
Positive Classroom Practices
Multicultural activities
Heterogeneous cooperative
learning groups
Provide a safe supportive learning
environment for all students.
Consistently enforce classroom/
school rules for all students.

STUDENTS WITH SPECIAL NEEDS

ENGLISH LEARNERS

Three laws protect the rights of students

with disabilities. Section 504 of the
Rehabilitation Act the American with
Disabilities Act, and the Individuals with
Disabilities Education Act IDEA. These laws
regulate educational services to children
ages 0 21 diagnosed with a disability.
Mental retardation, speech/language
impairments, visual impairments, auditory
impairments, orthopedic impairments,
autism, severe emotional disturbance,
traumatic brain injury, other health
impairments, or specific learning disabilities
qualify as disabilities. Students are placed
on an IEP (Individualized Education Plan),
which specifies accommodations and special
services to meet the individual educational
needs. Students need to be serviced in the
LRE (Least Restrictive Environment) and are
entitled to FAPE (Free Appropriate Public
Education).

Lau v. Nichols, the Equal Education

Opportunity Act, and Proposition 227
protect the rights of students with limited
English proficiency (LEP). Legislation
requires that schools and districts take
active steps to support students with
limited English proficiency (LEP) in
overcoming their language barriers to
successfully participate in meaningful
instructional activities. Programs must be
based on sound educational theory,
adequately supported by effective staff, and
periodically evaluated and revised. ELL
students are evaluated to exit the program
based on objective evaluation of their ability
to read, write, speak and comprehend
English, and being able to participate in the
regular educational program at grade level
without the help of adapted English
materials.

How Teachers Fail to Implement

Delegate implementation of IEP to the
special education teacher.
Fail to appropriately document student
behavior issues & implement behavior
modification plans.

Positive Classroom Practices

Implement PBIS (Positive Behavior
Intervention and Support).
Differentiate instruction, introduce
concepts in multiple ways.
Diligently monitor & track student
progress & have high expectations.
Reevaluate instructional strategies and
collaborate with IEP team.

How teachers fail to support LEP students

Attribute an LEP students lack of
participation to laziness/disinterest.
Not providing adequate response time
when calling on LEP students.
Positive Classroom Practices/LEP
Use native language for clarification.
Provide explicit academic language
instruction within all subjects.
Use concrete examples and images.
Model activities, project outcomes and
expectations.
Speak slowly and clearly and provide
adequate wait time for responses.