Implications for Education of E 2 Community Advisory Committee for Special Education Presentation to GATE DAC April 10, 2017
• Prevalence of “twice - exceptional” students in SDUSD • Assessment & Eligibility • 504 Plans vs. Individualized Education Plans (IEPs) • Accommodations • Parent Rights • Labels vs. Services: Considerations • Recommended Sources for More Information
Prevalence GATE SWD Approximately 1,110 students (out of 106,356) are “twice exceptional” in our district.
Assessment • Student Study Team (Also termed “Response to Intervention Team”) • Consideration for a 504 Plan • Formal Assessment for Special Education
504 vs. IEP • Sect. 504 of Rehab Act • Individuals w/ Disabilities Ed Act • Emphasis on Accommodations • Goals, Services & Supports • Lower bar on determination of • Need to be found eligible under disability; lower threshold on one of 13 educational definitions proof. of federal disability categories • Other Health Impairment • Autism • Emotional Disturbance • Deafness • Visual Impairment • Specific Learning Disability • Orthopedic Impairment
Important Note: Make sure that you read and understand the Notice of Procedural Safeguards – especially during the initial eligibility determination for special education.
Considerations • Labels & Biases • Services & Protections • Associated with the Student • Accessing assistance • Associated with the Adult • Partnership • Discipline issues
SUSPENSION R A T E 18.0 16.0 15.5 Suspension Rate per 100 Students 14.0 12.0 11.7 10.2 10.0 8.0 6.0 4.6 4.0 3.0 3.5 2.0 0.0 2013-14 2014-15 2015-16* S c hool Y ear S P E D Not S P E D
E X P U L S ION R A T E 0.25 0.23 0.21 Expulsion Rate per 100 Students 0.20 0.15 0.09 0.10 0.10 0.05 0.05 0.05 0.00 2013-14 2014-15 2015-16* S c hool Y ear Not S P E D S P E D
Accommodations (not modifications) • Less common • Paper-based testing • Specific behavioral strategies • Support for organization/focus of materials & writing • Common • Preferential seating • Extended time • Testing conditions • Assistive technology • Breaks/use of “fidgets”
“Myth - Busting” • Your child need not fail to have a qualifying disability. The discrepancy model should be considered as part of eligibility determination for students who have superior intellectual functioning. • 504 Plans are not accommodations-only. Related aids and services may be provided (but the verbiage is not “shall” be provided). • Colleges do accept students with disabilities; many colleges have disability support offices to ensure appropriate accommodations are available to college students. • Students with disabilities can absolutely be suspended or expelled for certain infractions; however, behavior plans and Manifestation Determinations may mitigate. • It is discriminatory practice for a public school to bar a student from AP, Seminar, IB or other advanced coursework because of an IEP or 504 Plan. • People will know about my child’s disability. 504 Plans and IEPs are confidential documents and protected by FERPA (Family Education Records Privacy Act).
Additional Resources • College Board Accommodations for SWD: https://www.collegeboard.org/students-with-disabilities • Administrative Procedure for 504 in SDUSD: https://www.sandiegounified.org/sites/default/files_link/district/files/s ection504/pp6025.pdf • Parent Rights (associated with Sect. 504 of Rehabilitation Act) https://www.sandiegounified.org/parent-rights-concerning-ada504
More Additional Resources • Self Advocacy – important for any child https://www.understood.org/en/friends-feelings/empowering-your- child/self-advocacy/the-importance-of-self-advocacy • Metacognition & Social Skills https://www.socialthinking.com/ • Universal Design for Learning (UDL) https://prezi.com/zvehbf95tho8/universal-design-for-learning/
Check out the CAC at sandiegounified.org or Email CAC@sandi.net
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