In June 2014, the Office of Special Education announced changes in the monitoring and enforcement of special education for students with disabilities. Prior to this, OSEP focused on compliance driven requirements of the law in the monitoring and enforcing of special education regulations. Balancing between compliance and improved results for children and youth with disabilities and their families is the new focus. The basis of this decision was on concern with the current achievement rates and graduation rates for students with disabilities. Secretary Arne Duncan said in a press release regarding results driven accountability, “We have to expect the very best from our students- and tell the truth about student performance- so that we can …show more content…
Anderson (2006) defined command as involving hierarchic relationships among superordinate and subordinates. In order to improve outcomes for students with disabilities, Secretary Duncan used this type of decision making to hold states more accountable for educating students with disabilities largely because educational outcomes for students with disabilities have not improved as expected. However, members of Congress expressed concern regarding secretary Duncan’s actions. Duncan, a member of the executive branch unilaterally made changes to federal regulations and bypassed the legislative process for amending federal laws. Senator Hatch in collaboration with other senators sent a detailed correspondence to secretary Duncan. In this letter, the senators requested revoking the results driven accountability system in monitoring special education . In an attempt to improve outcomes for students with disabilities, OSEP placed new requirements on states focusing on results and not simply compliance with …show more content…
Need to cite this
To meet the requirements set on June 24, 2014 by the United States Department of Education, the VDOE revised its monitoring of special education into a system of “results-driven accountability (RDA) that provides greater supports to local education agencies in improving results for children and youth with disabilities, and their families. Until now, the emphasis for monitoring was on procedural compliance of special education regulations and not on the performance outcomes of students with disabilities.
Beginning with the 2014-15 school year, the VDOE no longer conduct the monitoring visits based on a cyclical process. The verification and monitoring visits used to ensure submitted data from each school division is accurate will continue. However, the weeklong federal review process from years past has changed because of the shift to a results driven accountability system. The revised monitoring system will utilize the federal review and technical assistance upon targeted need as determined by data analysis of the state’s Special Education Annual Performance Report
School leaders and faculty are responsible to ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards. As a special education program for severely disabled students including all these requirements in curriculum that is differentiated for the array of needs in the school isn’t easy. In response to the suggestions made by Ms. Joseph the principal decided that the best way to address it while still attending to the needs of the school would be to created an inquiry team that will research the findings in order to help with the decision making.
In the Evan v. Board of Education of Rhinebeck Central school district, the mother of the child Frank Evans, Catherine Evans filed a case for the reimbursement of the child’s education at the Kildonan School. The Kildonan School, which specializes in special education for children with learning disabilities like dyslexia. The basis for her case is that the school did not provide her son with the appropriate education, as is required for children with learning disabilities under the provisions of the Individuals with Disabilities Education Act (IDEA) (Wrightslaw - Caselaw - Evans v. Rhinebeck (S.D. NY 1996), n.d.).
Wedl, R. J. (2005). An alternative to traditional eligibility criteria for students with disabilities. In Response to Intervention (pp. 1-19). Education Evolving.
Elizabeth is a first-grader who has an intellectual disability called mental retardation; Elizabeth’s school has in place an IEP that includes her going to the special education room; where she receives highly structured reading instruction from Ms. Hackman, her special education teacher. In order to meet her least restrictive environment, Elizabeth is placed in a first grade class that is an inclusive classroom, which means that she has access to the general education curriculum as evidenced by her spending the majority of the school day in Ms. Clark’s general education classroom. She is provided assistance in her development in her speech because she is unable to talk in complete sentences; so she does receive related services including a
My mission statement has not changed. I still feel the way about teaching as I did then. I want students to want to come to school to learn. As my education journey comes closer to the end, I have learned many strategies and techniques to help me accomplish this goal. Teaching can be challenging just a learning can be for students, making it as interesting and fun as possible will ease that in some way. I firmly believe when students have confidence in themselves they will succeed, I want to help build the confidence. I have worked with special education student long enough to see it only takes a like gain to bring a smile to their face. Sometimes climbing one step may seem as if they climbed a mountain, and I want to share in their accomplishments.
The large special education student population combined with the administrative and staff turnover has posed a challenge. Ensuring all teachers and staff have the essential knowledgebase is vital, however my current role generates time restraints. EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices (6A) Understanding and Communicating Policy correlates with action plan. I will inform all members of the current legal mandates established by federal law, as safeguarding student rights is imperative. I will attend IEP and MD meetings to ensure federal mandates are applied to each child’s education pathway.
In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and modifications in place for the student.
Did you know that over two thirds of special education students receive services for non-mental health issues, among these students 17% have serious behavior as well as emotional issues compared to over 51% of special education students with mental health issues and 4% of students not in special education (Pastor and Ruben)? My research paper will first explain what Special Education actually is and it will focus on the issues that arise when disciplinary actions are called for and what is to be considered the most appropriate and effective forms of discipline in special education. It will also cover the most common issues that arise in special education as well as what strategies are effectively administered to solve these issues. My research paper will also take an in-depth look into special education students with non-mental health issues. It also will look at some misconceptions of special education students.
For a special education student to be successful and reach their true potential, it takes a collaborative effort between both the special education and general education teacher. Both teachers need to have an understanding of each student’s disability and unique academic needs. Both teachers play vital roles in participating as part of the IEP team, providing professional input, and best practices to develop the student’s IEP, which will provide all stakeholders in the child’s education the accommodations and modifications for the special needs child to be successful in the
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
National Dissemination Center For Children With Disabilities (2010). Applying Discipline Rules to Students with Disabilities. Retrieved from http://nichcy.org/SchoolsAndAdministrators/Pages/discipline.aspx
For my visitation I went to the public high school in my hometown. Due to time constraints I was not able to visit the school on a weekday when classes were in session. I did however get to witness another part of the special education/inclusion program called the Rooster Buddies. I did, however, get some information on the special education program from an administrator via phone and fax.
Students with disabilities are far too frequently isolated and separated from the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to protect them from discrimination, giving them a chance for equal opportunity to learn what other students are expected to learn.... ... middle of paper ... ...
Writing this final essay for this course one is able to reflection on the knowledge one has gained since the beginning of the course. This course has been affective and the benefits are using the information immediately to correct mistakes and grow in the profession. After interviewing attorneys and director’s special in the education program the reality of how important following the regulations are important and must be followed. As a special educator one is more prepared and ready to provide a first rate education. Everyone who works with special needs students should be prepared and understand the law taking a class in Law and Litigation is recommended.
One can do an Internet search and obtain a lot of information about special education and students with disabilities and special education, but is often left unsure of the slant or bias of the writer of the information. CASE and CEC have already sifted through the information, monitor legislation and regulation changes in Washington, DC, and keep their members informed about the latest developments. You can trust the information from CASE and CEC. Make sure you are a member of CASE and CEC and participate in their conferences and other