Accommodations do not reduce grade level standards but rather help provide access to the curriculum.
Examples of accommodations includ
Large print;
Braille;
Books on tape;
Audio amplification devices;
Visual cues;
Note taker;
Reduction in the length of the assignment but not the content of the assignment (i.e. every other problem);
Audio recordings;
Speech to text;
Word processing;
Graphic or visual organizer;
Extended time;
Breaks in assignments or tests;
Modifications actually lower learning expectations and should only be used if this is the only way for the child to be successful.
Examples of modifications include:
Reducing assignments so a student only completes the easiest problems;
Altering assignments to make them easier;
Requiring a student to learn less materials than are required by the State’s academic content standards;
Providing help to a student via hints or clues to the correct answers on assignments and tests
Augmentative and Alternative Communication communication (AAC) is an alternative way to help students and adults with language disorders use expressive language or receptive language. AAC can be accomplished through assistive technology devices such as computers or hand held devices.
A Behavior Intervention Plan (BIP) is a special education term used to describe the written plan used to address problem behavior that includes positive behavioral interventions, strategies and support. May include program modifications and supplementary aids and services.
http://www.understandingspecialeducation.com/special-education-terms.html
For More Information:
http://www.p12.nysed.gov/specialed/publications/topicalbriefs/BIP.htm
Designated Instruction Services (DIS) are instruction and services not normally provided by regular classes, resource specialist programs or special day classes. They include speech therapy and adaptive physical education.
http://www.understandingspecialeducation.com/special-education-terms.html
For More Information:
If the parent/guardian and the school district cannot reach a decision through mediation, or if the parent/guardian prefers not to mediate, he/she can request a due process hearing. Here the parent/guardian and the school district present written evidence about the disputed issue and have witnesses testify before a hearing officer. If the parent/guardian does not agree with the outcome of the hearing they can appeal the decision all the way to state or federal court.
Usually disputed issues revolve around parts of the IEP that cannot be agree upon. If the school district has violated a legal rule, such as failing to hold an IEP meeting, conduct an evaluation, meet a time limit or implement the IEP, the parent/guardian must file a complaint. Each school district has its own complaint procedure.
http://www.understandingspecialeducation.com/IEP-due-process.html
During mediation, the parent or guardian of the student and a representative of the school district meet with a neutral third party, who then tries to help both parties reach an agreement. The mediator has no authority to impose a decision. Their job is to help the parent/guardian and the school district come up with a mutually agreed upon decision with regards to the dispute. The parent/guardian is not required to mediate but it can be a very good way to resolve the dispute. Each state has a list of mediators who are assigned cases on a random basis and they finance the cost.
http://www.understandingspecialeducation.com/IEP-due-process.html
FAPE is the term used to describe the educational right of children with disabilities in the United States. This right is guaranteed by Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA.) It is defined as an educational program that is individualized to fit the specific needs of a child having a disability or qualifying for special education. The program must meet the child’s unique needs, provide access to the general education curriculum and meet State grade level standards.
A free appropriate public education is provided at no cost to parents. School districts must allow parents to review and examine records, participate in IEP meetings and have access to complaint procedures. Parents must be given notice of any proposed changes to their child’s placement or program. Parents who disagree with the school’s findings are allowed to request an Independent Educational Evaluation (IEE) at no expense to them. Parents also have the right to pursue due process.
Districts are considered to be in compliance with FAPE if the IEP enables the child to achieve educational progress. Sometimes, parents demand that the district provide their child with the latest gadget, service or even a private aide. However, the law states that a school district is NOT required to provide the BEST possible educational program, only one that meets the unique needs of the child and demonstrates educational benefit. Often, the root of an contensious IEP meeting are the parties trying to agree on what should be considered a free and appropriate education.
http://www.understandingspecialeducation.com/fape.html
For More Information:
http://www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html
Inclusion is a term used to describe services that place students with disabilities in general education classrooms with appropriate support services. Student may receive instruction from both a general education teacher and a special education teacher.
http://www.understandingspecialeducation.com/special-education-terms.html
See Also Mainstreaming vs. Inclusion
A school district is required by law to conduct assessments for students who may be eligible for special education. If the parent disagrees with the results of a school district's evaluation conducted on their child, they have the right to request an independent educational evaluation (IEE). The district must provide parents with information about how to obtain an IEE. An independent educational evaluation means an evaluation conducted by a qualified examiner who is not employed by the school district. Public expense means the school district pays for the full cost of the evlaution and that it is provided at no cost to the parent.
http://www.understandingspecialeducation.com/special-education-terms.html
For More Information: http://idea.ed.gov/explore/view/p/,root,regs,300,E,300%252E502,
Individualized Family Service Plan (IFSP) is a process of providing early intervention services for children ages 0-3 with special needs. Family-based needs are identified and a written plan is developed and reviewed periodically.
http://www.understandingspecialeducation.com/special-education-terms.html
Individualized Transition Plan (ITP) starts at age 14 and addresses areas of post-school activities, post secondary education, employment, community experiences and daily living skills.
The ITP must include a statement about the child’s future needs along with any services that will help the child develop the skills necessary to meet these goals. The transition IEP should also list any non-educational agencies that might provide the child with additional support. The IEP team should consider what strategies would assist the child in taking steps toward vocational, employment, independent and post high school educational plans.
The Individual Transition Plan helps create goals for the child’s future. The transition IEP assessment is the ongoing process of collecting data that reflects the child’s needs, preferences and interests as they move towards adulthood. Age appropriate assessments are mandated by IDEA and should now include the areas of education, employment, and independent living.
Parents/guardians and students are encouraged to research potential adult services providers, vocational, college and university programs that offer programs aligned with the child’s future goals.
http://www.understandingspecialeducation.com/transition-IEP.html
For More Information:
http://bridgeschool.org/transition/schooltoadult/itp.php
http://www.greatschools.org/special-education/health/873-transition-planning-for-students-with-ieps.gs
According to the IDEA, the LRE means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent appropriate. They should have access to the general education curriculum, extracurricular activities, or any other program that non-disabled peers would be able to access.
http://definitions.uslegal.com/l/least-restrictive-environment-lre
For More Information:
http://www.wrightslaw.com/info/lre.index.htm
http://www.specialeducationadvisor.com/least-restrictive-environment-legal-judicial-and-practical-meaning/
Mainstreaming is a term used to describe the integration of children with special needs into regular classrooms for part of the school day. The remainder of the day is in a special education classroom.
http://www.understandingspecialeducation.com/special-education-terms.html
See Also Mainstreaming vs. Inclusion
Though the terms “mainstreaming” and “inclusion” may be used interchangeably at times, they are in fact two very different movements. The controversy of mainstreaming vs. inclusion stems from a difference in understanding why a student with disabilities should join a general education classroom when possible.
Mainstreaming - A child is usually expected to keep up with the classroom instruction, although some accommodations are allowed. For example, if the class is learning about the names and capitals of the US States, a mainstreamed student may need to know only the names of the states, in addition to his own state capital.
A student with disabilities may benefit from being in a general education classroom, both academically and socially.
A mainstreamed student may have slight adjustments in how she is assessed, but she learns mostly the same material and must show that she is gaining from her classroom placement.
Inclusion - The curriculum is often completely rewritten for the included student so that he will have the capability to pass the assessments and gain confidence in his skills, even if he is not performing anywhere near the level of his peers. The child may also receive one-on-one instruction by a paraprofessional in order to accomplish this assessment goal.
The concept of inclusion is based on the idea that students with disabilities should not be segregated, but should be included in a classroom with their typically developing peers.
A student in an inclusion classroom usually needs only to show that she is not losing out from being included in the classroom, even if she is not necessarily making any significant gains.
This blanket statement does not apply to all inclusion settings, but proponents of inclusion tend to put more of an emphasis on life preparation and social skills than on the acquisition of level-appropriate academic skills
Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. For more information, please see