Special Education Services in Schools Jacob Campbell, LICSW at Heritage University Spring 2024 SOWK 322 Photo by Renan Kamikoga on Unsplash
Agenda How Does Special Education Services Work in Schools Week three course plan General overview of special education Referral process for special services Positions and rolls Jacob Campbell, Ph.D. LICSW at Heritage University Spring 2024 SOWK 322
Week Three Course Plan What You Need to Do Disability History and Law: Where Are We Now and Where Do We Need To Go What Does Access Really Mean The Disability Rights Movement Disability Law and Your Curiosity Review and Take Quiz At Least 3 Replies in Forums An Overview of the Americans with Disabilities Act Americans with Disabilities Act Call toll-free 1-800-949-4232 V/TTY An Overview of the Americans with Disabilities Act The Americans with Disabilities Act (ADA), enacted in 1990, is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The ADA is divided into five titles (or sections) that relate to different areas of public life. Title I - Employment • Designed to help people with disabilities access the same employment opportunities and benefits available to people without disabilities. • Applies to employers with 15 or more employees. Read Chapter 3 The Disability Rights Movement in the United States • Requires employers to provide reasonable accommodations to qualified applicants or employees. A “reasonable accommodation” is a change that does not cause the employer “undue hardship” (too much difficulty or expense). • Defines disability, establishes guidelines for the reasonable accommodation process, addresses medical examinations and inquiries, and defines “direct threat” when there is risk of substantial harm to the health or safety of the individual employee with a disability or others. • Regulated and enforced by the U.S. Equal Employment Opportunity Commission. http://www.eeoc.gov/laws/types/disability.cfm Title II - Public Services: State and Local Government • Prohibits discrimination on the basis of disability by “public entities,” which are programs, services and activities operated by state and local governments. • Requires public entities (programs, services and activities operated by state and local governments) to be accessible to individuals with disabilities. Watch Videos • Outlines requirements for self-evaluation and planning; making reasonable modifications to policies, practices, and procedures where necessary to avoid discrimination; identifying architectural barriers; and communicating effectively with people with hearing, vision and speech disabilities. • Regulated and enforced by the U.S. Department of Justice. http://www.ada.gov Title III - Public Accommodations and Services Operated by Private Entities • Prohibits places of public accommodation from discriminating against individuals with disabilities. Public accommodations include privately-owned, leased or operated facilities like hotels, restaurants, retail merchants, doctors’ offices, golf courses, private schools, sports stadiums, theaters, and so on. • Sets the minimum standards for accessibility for alterations, new construction and barrier removal. www.adata.org 1 Jacob Campbell, Ph.D. LICSW at Heritage University 2015 Ed Roberts: His Words, His Vision Spring 2024 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, Ph.D. LICSW at Heritage University Spring 2024 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 2024 SOWK 322 f f ff Jacob Campbell, Ph.D. LICSW at Heritage University
Important Terms in Special Education • 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, Ph.D. LICSW at Heritage University Spring 2024 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 2024 SOWK 322 f Jacob Campbell, Ph.D. 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 the student will spend in special ed and general ed settings, and who is responsible for the implementation of services and tracking of progress • De ines a transition plan and course of study after age 16 Spring 2024 SOWK 322 f f f f Jacob Campbell, Ph.D. 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, Ph.D. LICSW at Heritage University Spring 2024 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 2024 SOWK 322 f f Jacob Campbell, Ph.D. 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, Ph.D. LICSW at Heritage University Spring 2024 SOWK 322
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, Ph.D. LICSW at Heritage University The Road to Referrals Spring 2024 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 ! Spring 2024 SOWK 322 f Jacob Campbell, Ph.D. LICSW at Heritage University The best person to send the referral to is the building administrator and/or the school psychologist
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, Ph.D. LICSW at Heritage University Other data shared includes: • absence pro ile • assessment information from student track • primary language • discipline history • health • academic history Spring 2024 Spring SOWK 2023322 SOWK 322
Timeline What Are the Requirements after a O icial 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 2024 SOWK 322 ff Jacob Campbell, Ph.D. LICSW at Heritage University
Eligibility Categories & Programs What Is O ered In Pasco 14 Eligibility Categories 13 Special Service Programs ff Jacob Campbell, Ph.D. LICSW at Heritage University • Health Impairment • Emotional/ Behavioral Disability • Behavior Programs (BRIDGES) Spring 2024 SOWK 322
Coordinating Services How Outside Services Can Collaborate with Special Education Requesting records Connecting with case manager Seeing programs irst hand Participating in meetings Sharing recommendations f Jacob Campbell, Ph.D. LICSW at Heritage University Spring 2024 SOWK 322
Positions and Rolls Jacob Campbell, Ph.D. LICSW at Heritage University Spring 2024 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, Ph.D. LICSW at Heritage University • School Social Workers Spring 2024 SOWK 322