Special education encompasses the programs which serve students with mental, physical, emotional, and behavioral disabilities. The major law governing special education is the federal Individuals with Disabilities Education Act, which guarantees a “free appropriate public education” to children with disabilities and mandates that, to the “maximum extent appropriate,” they be educated with their nondisabled peers in the “least restrictive environment.” (Riser-Kositsky, M.,“Education Week”, July 2024) 

How many students are in special education?

• In the U.S. overall, 15.2 percent of all students were special education students (ages 3-21) in 2022-23. The percentage varied by state from 11.7 percent in Hawaii to 21.1 percent in Pennsylvania.

Has the number of students served in special education increased?

• Yes. In the past decade, the number of students with disabilities has grown from 6.4 million, or 12.9 percent of all students in 2012-13, to almost 7.5 million, or 15.2 percent in 2022-23.

**LCPS will serve over 9900 students with disabilities this year.

SDI is defined in the Individuals with Disabilities Education Act (IDEA) as “adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction—

(i) To address the unique needs of the child that result from the child’s disability; and

(ii) To ensure access of the child to the general curriculum…”

SDI can be provided in a variety of domains (i.e. academic, behavioral, social, etc.).

An individualized education program (IEP) serves as a blueprint for special education services. Its creation should be a collaborative process, serving the student as a living document, its implementation requiring a constant and collaborative conversation between all stakeholders. 

An IEP is comprised of specially designed instruction that involves adapting the content, methodology, or delivery of instruction to address the needs of the student and accommodations, modifications, and other supplementary aids and services to ensure their access to the general curriculum so the child can meet the educational standards that apply to all children in the Commonwealth.

The IEP Content Addresses:

• Present level of academic achievement and functional performance (PLAAFP)

• Measurable annual goals

• Benchmarks or short-term objectives

• Related services including supplementary aids

• Participation with neurotypical children

• Participation in state and division-wide assessments

• Duration, frequency, and location of services

• Monitoring of progress towards annual goals

• Initial transition

• Secondary transition

Accommodations are HOW a student accesses information, demonstrates knowledge, or completes assignments without altering the fundamental content or expectations of the curriculum. They “Level the playing field.” Example: Student writes one paragraph instead of a multi-paragraph essay about the parts of government.

Common Accommodations: Extended time, chunking of assignments, reduced for mastering, completed copy of notes/study guides, accessible instructional materials, access to editing checklists/graphic organizers, verbal prompts. 

Modifications are a change in WHAT the student is learning to ALTER the content, standards, or expectations of the curriculum. An example is allowing a student to label a picture with the parts of the government. 

• Attend IEP meetings as requested.

• Provide all necessary accommodations in conjunction with your co-teacher.

• Assist your co-teacher with “Reducing for Mastery”.

• Complete the Teacher Input Form in a timely manner

• Attend IEP meeting.

• Share IEP@a Glance

• Provide all necessary accommodations in conjunction with the general education teacher.

• Collect Data/Progress Monitor

• Compile all information for the IEP Meeting to include Teacher Input Forms from Gen Ed Teachers.

• Provide Specially Designed Instruction