SOWK 322 - Week 03 - Special Education Services in Schools
A presentation at Heritage University at CBC Week 03 in in Pasco, WA 99301, USA by Jacob Campbell
Special Education Services in Schools Jacob Campbell, LICSW at Heritage University Spring 2022 SOWK 322 Photo by Renan Kamikoga on Unsplash
Agenda How Does Special Education Services Work in Schools General overview of special education Referral process for special services Positions and rolls Jacob Campbell, LICSW at Heritage University Spring 2022 SOWK 322
Legal Basis for Special Education • Americans With Disabilities Act • Individuals With Disabilities Education Improvement Act • Washington Administrative Code (Chapter 392-172A): Rules for the Provision of Special Education to Special Education Students Jacob Campbell, LICSW at Heritage University Spring 2022 SOWK 322
A service not a place… • Special education is not a classroom, it is a continuum of services • Special education is de ined by the type of instruction the student gets, not where the instruction occurs • Special education is specially designed instruction which is de ined as: a change in the teaching strategies and methods used in order to di erentiate material for students Spring 2022 SOWK 322 f f ff Jacob Campbell, LICSW at Heritage University
Terms you should know • Free and Appropriate Public Education (FAPE) A program designed to meet the individual needs of the student at no cost to the family. • Specially Designed Instruction (SDI) Organized and planned instructional activities, which adapt, as appropriate, the content, methodology, or delivery of instruction, in order to address the unique needs that result from a student’s disability. Jacob Campbell, LICSW at Heritage University Spring 2022 SOWK 322
504 Plan Explanation & Eligibility A 504 plan is an accommodation plan that allows a student access to his/her educational program to the same extent as nondisabled peers. To be eligible, a student must have an identi ied disability that: Adversely impacts educational progress Requires accommodations to mitigate the inequity in their to access to their educational program Spring 2022 SOWK 322 f Jacob Campbell, LICSW at Heritage University
What is an IEP? Individualized Education Program • De ines the student’s present levels of performance in areas of eligibility • Outlines measurable goals and objectives in all areas of eligibility • Describes the accommodations and modi ications the student requires • Identi ies the least restrictive environment (LRE), how much time student will spend in special ed and general ed settings, and who is responsible for implementation of services and tracking of progress • De ines a transition plan and course of study after age 16 Spring 2022 SOWK 322 f f f f Jacob Campbell, LICSW at Heritage University
Quali ication for Services What Does it Take? A student eligible for special education must: Have an identi ied disability (in one of 14 categories) that… 1. Adversely impacts their education progress and 2. Requires specially designed instruction (SDI) A student can have a disability and not meet the other 2 tiers, therefore, not be eligible for special education services under IDEA. f f Jacob Campbell, LICSW at Heritage University Spring 2022 SOWK 322
Typical Referral Concerns Frequent Needs of Students • Academic delays of ~2 or more years despite average capabilities/ cognitive skills and multiple interventions over time • Lack of progress within an intervention when peers are making consistent progress • Attention or behavior results in signi icant academic delays or lack of access to instruction • Social skill or behavior delays result in underperformance or inability to bene it adequately from instruction Spring 2022 SOWK 322 f f Jacob Campbell, LICSW at Heritage University
• Limited English pro iciency Considerations What Do Schools Look At? • Lack of attendance over time/numerous absences • Environmental issues • Exposure to adequate instruction in reading and math • Interventions provided prior to referral f Jacob Campbell, LICSW at Heritage University Spring 2022 SOWK 322
The Road To Referrals Who Makes Them Anyone can make a referral for special education services if they believe the student would bene it from a more specialized instructional program than can be provided in the general education setting f Jacob Campbell, LICSW at Heritage University Spring 2022 SOWK 322
The Road To Referrals What is the Process Anyone can make a referral for special education services if they believe the student would bene it from a more specialized instructional program than can be provided in the general education setting A referral must be submitted in writing to the building or district level The best person to send the referral to is the building administrator and/or the school psychologist Spring 2022 SOWK 322 f Jacob Campbell, LICSW at Heritage University !
At The Referral Team Meeting The teacher presents the data they have collected on: • Interventions that have been attempted, • How long they were attempted, and • Results of the interventions Based on this information the referral team makes a determination as to whether to proceed with a special education evaluation or if more information is needed. f Jacob Campbell, LICSW at Heritage University Other data shared includes: • absence pro ile • assessment information from student track • primary language • discipline history • health • academic history Spring 2022 SOWK 322
Timeline What Are the Requirments after a O ical Request 25 school days • The amount of time the team has to meet to decide if an evaluation is going to occur and inform parents of the decision and obtain consent to evaluate 35 school days • The number of days from the data of consent that a team has to complete an evaluation if one is recommended. So… an evaluation is not a quick process 30 calendar days • The number of days a team has to develop an initial IEP if the student is found to be eligible for special education services. Spring 2022 SOWK 322 ff Jacob Campbell, LICSW at Heritage University
Eligibility Categories & Programs 14 Eligibility Categories 13 Special Service Programs Jacob Campbell, LICSW at Heritage University • Health Impairment • Emotional/ Behavioral Disability • Behavior Programs (BRIDGES) Spring 2022 SOWK 322
Coordinating Services Requesting records Connecting with case manager Seeing programs irst hand Participating in meetings Sharing recommendations f Jacob Campbell, LICSW at Heritage University Spring 2022 SOWK 322
Positions and Rolls Jacob Campbell, LICSW at Heritage University Spring 2022 SOWK 322
Positions and Rolls • Student • Parent • Teachers • School Counselor • Special Services Administrators • Speech Language Pathologist • School Psychologist • Occupational Therapist • Education Specialists • Physical Therapist • School Administrators or Principals • School Nurse Jacob Campbell, LICSW at Heritage University • School Social Workers Spring 2022 SOWK 322
In week three we continue to learn about the disability rights movement in the United States. Students have a reading quiz about the American’s with Disabilities Act (ADA). In the lecture video for this week, students will also have the opportunity to learn about legislation such as ADA and the Individuals With Disabilities Education Improvement Act (IDEA) mean for schools. The following are the learning objectives for this week.
- Develop an understanding of the modern disability rights movement
- Demonstrate knowledge of some key components of the Americans with Disabilities Act
- Learn about some of the experience persons starting in the disability rights movement in the United States
- Hear information about what some of the laws mean in practice for students in K-12 settings
This presentation is focused on understanding how special education services work within a school setting. It examines:
- General overview of special education
- Referral process for special services
- Positions and rolls
