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﻿ [|Mulder Chapter 1 Note Outline.rtf] = = = Characteristics of Students At Risk for School Failure: = =Categories of Disabilities that Qualify for Special Education=
 * Cognitve and metacognitve deficits
 * Low academic achievement
 * Poor memory
 * Attention problems and hyperactivity
 * Poor Social Skills
 * Poor self Concept
 * Poor Motivation
 * Debilitating mood states
 * Adaptive behavior deficits
 * Disruptive behavior
 * ===== specific learning disabilities =====
 * ===== speech or language impairment =====
 * ===== mental retardation =====
 * ===== emotional disturbance =====
 * ===== multiple disabilities =====
 * ===== hearing impairments =====
 * ===== orthopedic impairments =====
 * ===== other health impairments =====
 * ===== visual impairments =====
 * ===== autism =====
 * ===== deaf-blindness =====
 * ===== traumatic brain injury =====
 * ===== ADHD—These students receive services under “other health impairments” or Section 504 of the Rehabilitation Act of 1973. =====

=Continuum of Alternative Placements=
 * General Classroom with Modification (80-100%)
 * Resource Room (40-79%)
 * Self-Contained Classroom (0-39%)
 * Separate Day School
 * Residential Facility
 * Home/Hospital

=Necessary Skills to be in the Regular Classroom:= 1. Follows directions in class 2. Comes to class prepared with materials 3. Uses class time wisely 4. Makes up assignments and tests 5. Treats teachers and peers with courtesy 6. Completes and turns in homework on time 7. Works cooperatively in student groups 8. Completes tests with a passing grade 9. Appears interested in content 10. Takes notes in class 11. Scans a textbook for answers and information 12. Volunteers to answer questions in class 13. Writes neatly 14. Is able to give oral reports and speeches

=__Components of an IEP:__= = = - Levels of performance - Curriculum-based measurement - Annual Goals - Short term objectives - Description of services

=Participants of an IEP Meeting:= = The law specifies who must participate in IEP meetings: = • A representative of the school who is qualified to provide or supervise special education (other than child’s teacher) • The student’s teachers (special education and general education) • One or both parents • The student, when appropriate • An individual who can interpret the instructional implications of evaluation results • Others at the discretion of the parent or school personnel

**Question 1**: During the interview, Dani’s special education teacher and her parents are doing the majority of the talking. Do you think that their comments are indicative of the views of all members of the IEP team? Dani is a fifth grader. Why is her presence important? **Answer:** Yes, I think that their comments are indicative of the views of all members of the IEP team. Of course there are always going to be moments when people disagree with certain things, but they mainly talked about communication and working together and trying to involved everybody in the process. I believe that all members of the IEP team are going to think that is important and have those similar views on the issues. I also think that if something wouldn't have been right about what they said dealing with the parents I think they would have spoke up and said something otherwise. Dani is a 5th grader and it is very important that she is present at her IEP meetings. She first hand knows some of the things that are working for her and some of the things that are not. She should be always be included in the process because her opinion, goals, and dreams are what these teachers are working so hard to help her accomplish. I believe that at every age the student should be present in their IEP meetings because its not just about teachers making rules for the students it is about everyone working together to make this child's education successful.


 * Information Found From: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) **