Who is Involved in Special Education Planning?

Many parents have no idea about the laws that protect special needs/disabled children’s right for a free and appropriate education. This article is a parental resource for Special Education Planning.

According to Terri Mauro, “Under the IDEA, all children with disabilities are entitled to a Free Appropriate Public Education (FAPE) in the Least-Restrictive Environment (LRE), and some are entitled to Early Intervention (EI) and Extended School Year (ESY).” Typically in most states free and appropriate public education is available to students with special needs until at least 21 years of age.

Read more: Who is Involved in Special Education Planning?

Teaching Toolbox: Diagnosis and Assessment

This article is written in its entirety by my good friend Diane Fesler-Macaluso


Teaching Toolbox: Diagnosis and Assessment
Abstract

This paper provided a discussion about what kind of special education teacher the author would like to be one day. Understanding the special education teacher must be fully competent in evaluation and assessment the paper addresses the strengths and weakness of assessment, what if assessment results are inaccurate and some causative factors to faulty assessment results. Additionally, biased assessments are discussed as a way for the special educator to be cognizant of developing strategies to overcome bias in evaluation. The final section of this paper is a self-reflection on the author’s ideas on how assessment will be used in teaching, and the identification of current strengths and weakness in terms of diagnosis and assessment. A professional growth plan of action is developed designed to overcome weaknesses in evaluation administration and implementation.

What kind of special education teacher would you like to be and what kind will you likely be?

Demonstrating a working knowledge of the process of evaluation and assessment is imperative for the special education teacher. Being cognizant of the potential hazard of biased testing procedures or in the selection of the type of assessment given to the student equips the teacher with skills necessary to find the best possible determination of a student’s ability to learn. The special educator able to balance evaluation, assessment, the creation of the Individualized Educational Plan while teaching and modifying curriculum is one who exhibits a professional demeanor and what's more, shows compassion for the student’s served. This teacher must be able to build an alliance with families, colleagues, bureaucracy of the public school system and the community. For the excellent teacher, work does not end at the end of the school day. The business of educating the public is ongoing and those working in the field of special education are the greatest advocates for persons with disabilities.

What is the value of assessment and what are weaknesses of assessment?

Evaluating as assessing students for special education is vital to student achievement in that a determination of eligibility for special education, goals and objectives are derived from the assessment process. Eligibility for special education must comply with the Individuals with Disability in Education Act (IDEA) which outlines thirteen different disability categories a student may be found appropriate to receive services (Kupper, 1999). Due to biases in testing as denoting one of the weaknesses of testing when given a standardized test, IDEA has determined the evaluation and assessment procedures must be given in the child’s native language or in the student’s typical mode of communication. Additionally the tests cannot inhibit the accuracy of the results on the basis of racial, cultural or disabling conditions (1999). Furthermore, Research warns against using only standardized testing to qualify learning disabled students because non-learning disables students often show a discrepancy between academic performance and intellectual abilities (Fowler, R., 2010).

Student outcomes in terms of inaccurate assessment results

Many times a student is believed to have a learning disability by either the parent or one or more school staff member. Without accurate evaluation the student will be served by those using emotion, building academic program based on hopes and fears, rather than objectivity (Wright, & Wright, 2007). An unbiased and accurate assessment is crucial to the foundation of the correct course of instruction. Inaccurate assessment results are contraindicated in deciding the proper actions to take on behalf of the student. Tests administered by those not properly credentialed or trained or that are biased against the culture or disability of the student will not yield accurate results and in fact are illegal. As the court case Diana vs. the state of California revealed in 1970 when children who were Spanish speaking were labeled mentally retarded because the tests given were in English and the students were not able to understand the questions. Many students were wrongfully placed in special education classes, some for years, when in fact they were not mentally retarded (n.d. http://www.ldldproject.net/legal.html).

What would cause inaccurate assessment results?

Inaccurate assessment results may come from other places than a linguistic difference between student and test modalities. Structured observations completed by those who maintain a biased belief about the student’s performance may taint the final outcome of an informal assessment. Students of foreign decent may understand the English language enough to respond to questions on an evaluation, but the frame of reference these individuals possess will likely affect the outcome of the assessment. In another scenario, an evaluator determines the student has an above average intellectual ability even though his or her reading level is below grade level school personnel and parents may think of the student as lazy or unmotivated to learn. Such a student may be pressured to just “work harder.” Despite all of the effort the student makes he or she still cannot do the work required. Because of prior biased beliefs on the part of the educational professionals the student is not given the appropriate diagnostic tests and the student is labeled lazy instead of having dyslexia (Wright & Wright, 2007).

How would I know if a test is biased? What adjustments could be made if it were know that test results were the consequence of bias?

For the evaluator selecting the appropriate test is a key component in beginning the process of evaluation. Understanding the parameters and limitations of the test is an important aspect of test selection. By carefully planning the entire evaluation process embedded with formal and informal assessments reaching across all domains of intellectual, social, familial and extended school personnel would be the preferred plan of action Sales & Fox, 1982).

What are my strengths and weakness in terms of diagnosing and assessing special students and their needs?

Currently the author of this paper has limited experience with intellectual testing protocols and procedures. Serving as an Occupational Therapy Assistant for 17 years in the public school provided a rich opportunity to learn and administer evaluations designed to assess motor, sensory and visual motor discrepancies. These tests were standardized and gave standard deviation, subtest and composite scores similar to IQ scoring. Providing information as part of the multidisciplinary team assisted in the basic knowledge of interpreting IQ scores as reported by the school psychologist or special education teacher. Gaining greater proficiency in administering and interpreting IQ tests is one of the objects for personal development this author deems important.

How do I see assessment fitting into my teaching goals and student expectations?

Developing and maintaining the ability to thoroughly evaluate the student is critical to interpreting student ability and sets the foundation for developing the Individualized Educational Plan, writing present levels of student academic, social/behavioral and functional performance for the annual goals. Demonstrating a proficient knowledge of formal and informal assessment and writing the evaluation report is considered an integral part of the special education teacher’s job.

Plan Implementing for Continuing My Professional Development in the Field of Special Education

To accomplish the personal goal of proficiency in evaluation testing and assessment methods, this author has set up a schedule with two school psychologists and two special education teachers to observe testing procedures for evaluations at the preschool, high school and transition levels prior to beginning student teaching. A school psychologist has been selected to mentor the writer in procedures and techniques for the purpose of assisting this new special education teacher to be as prepared as possible to evaluate students. Additionally, maintaining membership in three professional associations is considered an appropriate method to keep abreast of current assessment information. The associations are: National Association of Special Education Teachers (NASET), The Council for Exceptional Children (CEC), and the Washington Occupational Therapy Association (WOTA).

Teaching students with special needs is a privilege that comes with enormous responsibility. The course Diagnosis and Assessment in Special Education has provided the Masters level student with an understanding in the basic premise, evaluation procedures and implementation of information gathered by informal and form an assessment. Having a working knowledge of what each evaluation is designed to measure and more importantly understanding the students’ needs is a skill set the new educator will gain competence in as more practice is available. Using the correct assessment, knowledge of any testing bias and what the strengths and weaknesses of tests are give the new teacher and the student an advantage. No teacher is perfect. Being aware of one’s own strengths and weakness is a positive attribute for all professionals. Accompanying the recognition of a specific weakness must be the plan to overcome and gain competence for the sake of the students served in special education.

Educating Children with Visual and Hearing Impairments

From my Factoidz page Special education teachers are charged with teaching a diverse group of learners. Some students come to the classroom with visual and or hearing impairments that impact not only the child’s developmental level, but his or her academic achievement. The educator must have a working knowledge of the types, degrees and causes of these impairments. Additionally, the teacher should be familiar with the legal definition and the definition as it relates to educational outcomes so that he or she can correctly select, plan and implement the Individualized Education Plan (IEP).

Hearing Impairments

Humans are equipped to hear sounds by way of the intricate workings of the ear and the ability of the ears functional relationship with the brain. Heward (2010) describes the hearing process as the outer ear absorbs sound waves that travel through the tympanic membrane, more commonly known as the eardrum, transferring the energy of sound to the middle ear and entering the most complex part of the brain the cochlea. The cochlea is the main receptor organ for hearing and works with the semicircular canals which control our sense of balance (2010). The auditory nerve carries the sound as it has been transferred through this intricate system to the brain, where the information is process for response.

Emotional/Behavioral Disorders and Physical/Health Impairments

From my Factoidz Pages: A special education teacher will undoubtedly have a class filled with children that come to school with varied disabling conditions, temperaments, skills and abilities. Some students will arrive with emotional/behavioral disorders that may or may not have been yet diagnosed. Others may have physical or heath impairments that require specialized equipment. As broad as they are, the teacher needs to be aware of the definitions and characteristics of disabling conditions. Additionally, the teacher must have in his or her tool box strategies for creating and maintaining a classroom where expectations are high, motivation to learn is fostered and every child is embraced and accepted for who he or she is. The teacher should be ready to meet the child where he or she is and guide that student to a new more skilled and independent place. For more see: Emotional/Behavioral Disorders and Physical/Health Impairments

Mediation in the Special Education School System

The mediation process in the public school system can be a powerful resource for parents, but it can also be intimidating as well. Although the mediation process can be intimidating for parents, mediation provides an environment for open communication between parents and school district personnel.

An informed and involved parent is vital to the success of their child’s special education program. All too often, I have heard parents say that they weren’t aware of what is in their child’s curriculum. When the finally decided to pay a visit to their child’s class, the special education instructor had nothing to offer the parent for what their child is supposed to be learning. I must make this clear that there are plenty of excellent and qualified special education instructors that keep excellent records and open communication lines for parents. Federal laws and Washington State regulations enable a parent to play an important role in the special education process. The parents make an important contribution to the child’s education by sharing what they know about their child and help make decisions instead of handing over the educational decisions to the professionals.

A parent’s decision should based on knowledge and understanding of their rights and responsibilities. This requires trust and open communication with the school district. If problems and misunderstandings do arise, there are several ways to address them.

First, a parent may want to talk with the school personnel directly involved with the problem and discuss their concerns. If problems and misunderstandings do arise, there are several ways to address them. First, a parent may want to talk with the school personnel directly involved with the problem and discuss their concerns. If the problem is not resolved, they may request a mediation meeting, file a formal complaint, and/or request a due process hearing. Each of these options has a specific purpose for helping parents with their concerns, so it is important for parent to choose the best option for them (Wright 2006). Mediation with in the special education spectrum is when parents of a child with a disability and the staff sometimes disagree about the child’s special education or section 504 This process assist those individuals in reaching an agreement. It can be a quick and positive method for resolving disputes. Mediation can help by giving both parties equal opportunities to solve their problems by developing an agreement which reflects the best educational interest of the child (Wright 2006).

The characteristics of special education mediation are: 1) Voluntary. 2) Confidential. It is open communication in a confidential setting. There is no disclosure of information given by either party unless permission is obtained from the party. 3) At no cost to the parent, the state shall bear the cost of the mediation process, and 4) An alternative may occur prior to or concurrent with a request for a complaint investigation or a due process hearing. It does not interfere with the right to due process or due process time lines. Mediation in most cases will help resolve differences between parents and school personnel (Wright 2006).

Albeit, mediation is under the umbrella of special education, but it is also available under the Disability Law Section 504 and for other equity/discrimination laws such as gender and race/national origin. However, the laws do not provide the same level of support to the process as the Individuals with Disabilities Education Act (IDEA).

In June 1997, IDEA was reauthorized and signed into law. Under the reauthorization, all school districts are required to make special education mediation available to parents of children with disabilities. In Washington State, the use of mediation is strongly encouraged as a means to resolve disagreements between parents and school districts.

School districts are responsible for the cost incurred in mediation of Section 504 or equity disputes. Mediators have familiarity with these disability and equity laws. There are available to provide mediation services in these cases.

If a mediation session results in an agreement which would require changes to a student’s Individual Education Plan (IEP), and IEP team should be assembled as soon as possible to consider incorporation of elements of the agreement into the student’s IEP. The agreement may specify other agreed upon actions that are able to be taken. Not all mediation sessions result in agreements. If agreement is not reached, the mediator will certify to all the parties in writing that mediation has been unsuccessful. Even if an agreement is not reached, there is the potential of both parties leaving the session with an enhanced perspective of the issues and with the focus on the student. Most mediation results in better communication between the school and the parents. This often leads to an improved situation for the student (Wright 2006).

Mediators who have been involved with special education mediation have expressed that mediation is successful because it is a nurturing process. The process nurtures rather than destroys the trust and cooperation between people with an interest in the education of children with special needs. The existence of an ongoing relationship between both parties in a dispute contributes to the success of mediation. As a result, amicable settlements are more likely to occur.

Mills and Duff-Mallams (2000) examine and explain the empowerment and agreement process that contribute to the success of mediation are the well trained advocates, consistency with which statutory and regulatory requirements that have been enforced by school personnel, equality of bargaining power between the parties, a sense of empowerment, suitability of the issue to resolution through mediation, and the knowledge that the alternative to settlement is a full blown due process hearing.

For several years I have advocated for children in my community who have special needs. Parents and educators have utilized my knowledge of legal statues that are applied under 504 Disability Act. When parents arrive at the decision for mediation, their experience is not always a positive one. Parents feel they are up against the power of the institution because they are several members of the school personnel along with the mediator. The mediator is paid by the school district which leads me to believe that parents feel that the mediation process is not an equal process. Parents have shared with me that they feel empowered when they are able to utilize nonprofit organizations who advocate for parents with special needs such as the ARC of Whatcom County or other volunteer agencies. My experience with the school district is when a parent arrives with advocates, the school district appears to be more willing to find accomodations for a student.