•  Special Educators

  • Largely responsible for designing IEPs.

  • Helps ensure that the goals of an IEP are met.

  • In collaboration with the general education teacher and other specialists, special education teachers help to differentiate curricula and instruction and also provide and recommend modifications and adaptations that would be appropriate for each student. 

  • Special education teachers are also responsible for solving problems that arise in the classroom, evaluating each student’s services, and communicating student progress to the team.

• General Educators

  • Expected to educate all students in his/her class.

  • Plans lessons, teaches the lessons, and assesses students' skills and progress. 

  • Teach students with IEPs and those without disabilities or learning challenges.

  • Typically considered the content expert for the particular grade level and subjects being taught.

• An IEP (Individualized Education Plan) 

  • Put in place when the student needs accommodations as well as specialized education plans more geared toward that student's specific needs.  

  • Required by IDEA education law.

  • Specialized instruction focused on what the student is learning.

  • States receive additional funding for eligible students.

  • Student needs to have 1 of 13 disabilities.

  • Parents must consent to having the child evaluated.

  • Team of parents, teacher, and other specialists work to meet the needs of the student.

• 504 Plan 

  • Consists of accommodations for students to receive the same education as their peers. 

  • Required by the Rehabilitation Act (civil rights law).

  • States do not receive additional funding.

  • Person has any disability.

• Accommodation: A change in HOW the student will learn the same material as their peers and alters the environment.

  • Breaks

  • Large Print

  • Additional Time

  • Small Group Setting

  • Assistive Technology

  • Preferential Seating

• Modification: A change in WHAT the student is expected to learn and alters the curriculum.

  • Fewer Questions

  • Lower Level Texts

  • Alternate Projects

  • Adjusted Curriculum

  • Shortened Assignments

  • Adjusted Grading Scale

Person first language puts the person before the disability. This emphasizes what a person may have, rather than what the person is.

• Examples

  • Student with autism

  • Student with anxiety

  • Student with spinal cord injuries

• Non-Examples

  • Autistic child

  • Handicapped student

  • Epileptic child