The special education process, State/Federal special education laws/regulations, and Response to Intervention (RTI)
A TIMELINE OF SPECIAL EDUCATION HISTORY - Although students with disabilities are guaranteed a free and appropriate education, this has not always been the case. This timeline shows the various laws that have regulated special education over the last 50 years.
RESPONSE TO INTERVENTION - Response to Intervention (RtI) is part of IDEA and is used to proactivley provide supports for students as soon as it becomes evident they need them instead of waiting for them to fail. Data is used to determine the need for interventions and high-quality instruction is provided at all levels. |
A COMPARISON OF ADA, IDEA and SECTION 504 - There are three separate, but equally important pieces of legislation that cover students with disabilities. This chart explains the three pieces and their differing purposes.
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At the beginning of the year there are so many things to do and it can be easy to overlook the responsibilities related to your students with disabilities. It is imperative that you make time to review IEPs and figure out how to implement them if you are unsure. Some schools have a system that is clearly outlined with special education teachers that take on a great deal of the workload. Other times you will be given IEPs and expected to implement almost all of the requirements on your own. This To-Do list was created for this project to help teachers, new and old remember the things to do at the beginning of a school year or new position.
I have been in both situations. I worked at a small private school and was given IEPs and had to discover many things on my own. For students that needed separate locations, extended time and tests read I needed to make arrangements. It was more of an unofficial system that required teamwork among staff to implement. In the beginning I did not even know the right questions to ask. In my present position I work with a team that includes two wonderful and dedicated special education teachers that create summaries of required accommodations and modifications and are primarily responsible for the implementation of the IEPs. However, it is still my responsibility to know what is required and sometimes the special education teachers cannot be in class. I am lucky to have daily co-planning time with my co-teachers and I can rely heavily on their expertise. I have learned a great deal from this class and feel that I can contribute new ideas and teaching strategies that I have learned. |