2-1
Framework TM for Implementing IDEA
Six Values Guiding Special Educators
Six IDEA Principles
Zero reject Nondiscriminatory evaluation Appropriate education Least restrictive environment Procedural due process Parent and student participation
2002 by Pearson Education, Inc. All rights reserved.
Envisioning great expectations Enhancing positive contributions Building on strengths Acting on choices Expanding relationships Ensuring full citizenship
1999 by Prentice-Hall, Inc. All rights reserved.
TM 2-2
Nondiscriminatory Evaluation
Evaluation Team - group that performs the full nondiscriminatory evaluation Two Purposes of Evaluation
Determine whether a student has a disability Decide the nature of the special education and related services Screening Prereferral Referral Nondiscriminatory evaluation procedures
2002 by Pearson Education, Inc. All rights reserved.
Four-Step Process
1999 by Prentice-Hall, Inc. All rights reserved.
TM 2-3
Nondiscriminatory Evaluation: A Funneling Process
2002 by Pearson Education, Inc. All rights reserved.
1999 by Prentice-Hall, Inc. All rights reserved.
TM 2-4
Evaluation Team
Must consist of:
A
representative of the school district special education teacher general education teacher of the student
One One An
individual who can interpret the instructional implications of the evaluation results individuals who have knowledge of the student or special expertise student, when appropriate
2002 by Pearson Education, Inc. All rights reserved.
Other The
1999 by Prentice-Hall, Inc. All rights reserved.
TM 2-5
Assessment Terminology
Assessment - refers to the specific instruments used to gather information (usually includes standardized and nonstandardized tests) Evaluation - refers to the interpretation of information secured through assessment
1999 by Prentice-Hall, Inc. All rights reserved.
2002 by Pearson Education, Inc. All rights reserved.
Differences Between Norm-Referenced and Criterion-Referenced Tests
TM 2-6
2002 by Pearson Education, Inc. All rights reserved.
1999 by Prentice-Hall, Inc. All rights reserved.
TM 2-7
Ranges of Intelligence
2002 by Pearson Education, Inc. All rights reserved.
1999 by Prentice-Hall, Inc. All rights reserved.
TM 2-8
Administration of Nondiscriminatory Assessments
Three aspects
Guarding against cultural and linguistic bias of some tests Ensuring parental input on the evaluation team Compiling assessment data and making evaluation decisions
Four areas to assess
Cognitive Behavioral Physical Developmental
2002 by Pearson Education, Inc. All rights reserved.
1999 by Prentice-Hall, Inc. All rights reserved.
TM 2-9
Cultural/Linguistic Issues in Assessment
Bias and differential treatment may occur in assessment (Harry, Recommendations Allen, & McLaughlin, 1995)
Use short-term predictions of achievement Avoid relying on previously accumulated information Focus on observed learning and problem solving Tie assessment to curriculum goals and objectives
Portfolio assessment
Document progress over an extended period of time Leads to more specific and helpful recommendations for improving educational programs
2002 by Pearson Education, Inc. All rights reserved.
1999 by Prentice-Hall, Inc. All rights reserved.
TM 2-10
Individually Appropriate Education
IEP - individualized education program that provides the
foundation for the students appropriate education and assures that the student will benefit from special education through full participation
reviewed at least once a year must promote movement from school to adult outcomes
IFSP - individualized family service plan that describes
services that the infant-toddler and the family will receive
(option to identify resources, priorities, and concerns and to include outcomes and services related to enhancing the childs development)
reviewed at six-month intervals or more often if necessary developed within 45 days of the time of referral
2002 by Pearson Education, Inc. All rights reserved.
1999 by Prentice-Hall, Inc. All rights reserved.
TM 2-11
IEP Contents
present levels of educational performance measurable annual goals, including benchmarks special education and related services and supplementary aids and services extent to which the student will not participate with students who do not have disabilities in general education classes individual modifications in the administ...