lOMoA RcPSD|5 164 8332
D662 OA NOTES – Test
Policies and Legal Requirements in
Special Education
Personalized Learning for Inclusive Classrooms
(Western Governors University)
)
, lOMoA RcP S D|516 483 32
Policies, Practices, and Legal Requirements Graphic Organizer
Instructions: Use this graphic organizer to reflect on your development as you learn more about policies, practices, and legal
requirements. This will help you prepare for your performance assessments.
Complete the notes column for each topic in the course. Reflect on how the topics could be demonstrated in professional settings such as
in your interactions with WGU instructors, program mentors, or in a P – 12 classroom setting.
Lesson 1: Policies and Legal Requirements of IDEA
Topic Notes
Free and appropriate Public education (FAPE), Appropriate Evaluation, Individualized Education Plans (IEP), Least Restrictive
Enviornment (LRE), Parent and Student Participation in Decision Making, Procedural Safeguards
Six Fundamental
Principles of IDEA
1975 Education for all handicapped children (EAHCA) which guaranteed FAPE in LRE and required IEPS for students with
disabilities. EAHCA was renamed and expanded into IDEA in 1990. In 1997 IDEA included alternative means of addressing
History and dangerous and disruptive behaviors.
Evolution of Special
Education Law
Autism, Multiple Diagnoses, orthopedic impairment, deafness, visual impairment, Other Health Impairment, Emotional
Disturbance, Specific Learning Disability, Hearing Impairment, Speech or language impairment, intellectioal disability,
Traumatic brain injury, deaf-blindness
Eligibility
Categories of IDEA
IEP; Focuses on specialized instruction; Requires special education services and accommodations, testing accommodations and
Individual alternative assessments, start date, frequency and location of services, methods for tracking progress and timelines for reports,
Education annual goals for academic and skill development. For adults 16+ includes post-school goals and transition planning. Sp.
Education teachers collaborate with parents and school staff/professionals to create, monitor, and adjust the IEP. General
Programs
Educators jointly plan and develop lesson plans designed to meet student’s needs. Both must regularly communicate with
, lOMoA RcP S D|516 483 32
student and families and they must collaborate to assign the final grades to ensure the student is making adequate progress. Key
parts: present levels of performance, annual goals, special education, and related services, participation with non/disabled
children, participation in state and district-wide assessments, transition plan, progress monitoring, duration of services,
accommodations, and Modifications.
Common Scenarios: General Ed classroom w/support (Like with an aide or special equipment), Partial inclusion classroom
(Split between special instruction and general education; like being sent to a reading class), Special Education class (Tailored to
their needs, like a special ed class), Specialized program outside the school district (private school or residential programs,
Least Restrictive when their needs cannot be met in the traditional school setting),
Environment
Lesson 2: Educators' Responsibility in IDEA
Topic Notes
IDEA: General
Develop lesson plans, monitor progress, communicate with families, collaborate with special
Education
education teacher to create support plan, regularly update the sp. Ed teacher on the performance of
Teacher's
students.
Responsibilities
Establish expectations for students, demonstrate professionalism by maintaining competence and
Ethical Principles of integrity, encourage the active involvement of students, collaborate with colleagues to ensure support,
Special Education cultivate partnership with families, implement evidence based practices, ensure physical and emotional
Teachers wellbeing of students, avoid any actions that harm individuals with exceptionalitiesties, advocate for
adequate resources, contribute actively to professional development, share and disseminate professional
knowledge.
Lesson 3: Policies and Legal Requirements in Section 504
Topic Notes
Section 504 Plans A law ensuring equitable access to education for individuals with disabilities
Accommodations- changes that allow students to access the same learning and complete same
Accommodations
assignments as peers
and Modifications
Modification- changes to the material students are learning to suit students individual needs
Comparing IEPs Both are implemented when the students disabilities adversely affect the students educational
and 504 Plans: experience, Both provide accomodations, However an IEP provides specialized instruction and
Understanding the services tailored to students needs while a 504 allows equitable access to education in a general
Differences education setting.
Lesson 4: Educator's Responsibility in Section 504
D662 OA NOTES – Test
Policies and Legal Requirements in
Special Education
Personalized Learning for Inclusive Classrooms
(Western Governors University)
)
, lOMoA RcP S D|516 483 32
Policies, Practices, and Legal Requirements Graphic Organizer
Instructions: Use this graphic organizer to reflect on your development as you learn more about policies, practices, and legal
requirements. This will help you prepare for your performance assessments.
Complete the notes column for each topic in the course. Reflect on how the topics could be demonstrated in professional settings such as
in your interactions with WGU instructors, program mentors, or in a P – 12 classroom setting.
Lesson 1: Policies and Legal Requirements of IDEA
Topic Notes
Free and appropriate Public education (FAPE), Appropriate Evaluation, Individualized Education Plans (IEP), Least Restrictive
Enviornment (LRE), Parent and Student Participation in Decision Making, Procedural Safeguards
Six Fundamental
Principles of IDEA
1975 Education for all handicapped children (EAHCA) which guaranteed FAPE in LRE and required IEPS for students with
disabilities. EAHCA was renamed and expanded into IDEA in 1990. In 1997 IDEA included alternative means of addressing
History and dangerous and disruptive behaviors.
Evolution of Special
Education Law
Autism, Multiple Diagnoses, orthopedic impairment, deafness, visual impairment, Other Health Impairment, Emotional
Disturbance, Specific Learning Disability, Hearing Impairment, Speech or language impairment, intellectioal disability,
Traumatic brain injury, deaf-blindness
Eligibility
Categories of IDEA
IEP; Focuses on specialized instruction; Requires special education services and accommodations, testing accommodations and
Individual alternative assessments, start date, frequency and location of services, methods for tracking progress and timelines for reports,
Education annual goals for academic and skill development. For adults 16+ includes post-school goals and transition planning. Sp.
Education teachers collaborate with parents and school staff/professionals to create, monitor, and adjust the IEP. General
Programs
Educators jointly plan and develop lesson plans designed to meet student’s needs. Both must regularly communicate with
, lOMoA RcP S D|516 483 32
student and families and they must collaborate to assign the final grades to ensure the student is making adequate progress. Key
parts: present levels of performance, annual goals, special education, and related services, participation with non/disabled
children, participation in state and district-wide assessments, transition plan, progress monitoring, duration of services,
accommodations, and Modifications.
Common Scenarios: General Ed classroom w/support (Like with an aide or special equipment), Partial inclusion classroom
(Split between special instruction and general education; like being sent to a reading class), Special Education class (Tailored to
their needs, like a special ed class), Specialized program outside the school district (private school or residential programs,
Least Restrictive when their needs cannot be met in the traditional school setting),
Environment
Lesson 2: Educators' Responsibility in IDEA
Topic Notes
IDEA: General
Develop lesson plans, monitor progress, communicate with families, collaborate with special
Education
education teacher to create support plan, regularly update the sp. Ed teacher on the performance of
Teacher's
students.
Responsibilities
Establish expectations for students, demonstrate professionalism by maintaining competence and
Ethical Principles of integrity, encourage the active involvement of students, collaborate with colleagues to ensure support,
Special Education cultivate partnership with families, implement evidence based practices, ensure physical and emotional
Teachers wellbeing of students, avoid any actions that harm individuals with exceptionalitiesties, advocate for
adequate resources, contribute actively to professional development, share and disseminate professional
knowledge.
Lesson 3: Policies and Legal Requirements in Section 504
Topic Notes
Section 504 Plans A law ensuring equitable access to education for individuals with disabilities
Accommodations- changes that allow students to access the same learning and complete same
Accommodations
assignments as peers
and Modifications
Modification- changes to the material students are learning to suit students individual needs
Comparing IEPs Both are implemented when the students disabilities adversely affect the students educational
and 504 Plans: experience, Both provide accomodations, However an IEP provides specialized instruction and
Understanding the services tailored to students needs while a 504 allows equitable access to education in a general
Differences education setting.
Lesson 4: Educator's Responsibility in Section 504
