IDEA DISCIPLINE RULES ENSURE CONTINUED SCHOOLING FOR VIOLENT STUDENTS

WASHINGTON -- Schools can no longer drop educational services for special education students while they are suspended from school for violent incidents, under new regulations approved this spring for the 1997 Individuals with Disabilities Education Act. This may become a difficult issue for schools that do not have the resources to continue educating a student in an "alternative setting," as prescribed by the law, American Institutes of Research Senior Research Scientist Mary Magee Quinn says.

Outlining the new rules during the American Federation of Teachers' QuEST '99 Conference, Quinn noted the rules require a school district to continue educating a suspended student in an alternative setting if the suspension lasts longer than 10 days. The students must get all services required for them to continue progressing under their individualized education plans, and any therapies prescribed in the IEP must also be provided as scheduled, the rules state.

The continuation of services rule, as well as several other complexities in the new regulations, helped draw dozens of teachers and other faculty members to hear Quinn speak at the four-day teachers' conference. As deputy director of the Center for Effective Collaboration and Practice, Quinn and her staff have studied the new regulations and consulted with government officials and attorneys to clarify the new rules and help school districts implement the changes. The center also offers extensive information about IDEA '97 and other special education issues on its Internet site: www.air-dc.org/cecp/.

Defining the Problem

Among other confusing issues: determining whether the student's conduct is a manifestation of his or her disability and whether the conduct is part of a larger pattern. For the purposes of determining how a school district can discipline special ed. students who exhibit violent behavior, those questions can determine whether the student is treated like a mainstream student or one who is not accountable for his or her actions. For example, if the student's action is deemed not a manifestation of his or her disability, the student can be suspended for as long as school policy says a general ed. student would be suspended. The difference, however, is the special ed. student must receive educational services after the first 10 days of the suspension.

If the student frequently or repeatedly breaks rules, even if they seem like different rules and separate incidents, the student may be exhibiting a pattern of behavior that calls for a change in his or her IEP, Quinn noted. One red flag that could indicate such a pattern is the repeated suspension of the student. While special ed. students may be repeatedly suspended for up to 10 days at a time for various rule violations, they must be reevaluated if those suspensions constitute a pattern of behavior.

Getting to the Root of the Problem

If a special ed. student is removed for more than 10 cumulative days from school, a functional behavioral assessment must be conducted, according to the law. However, IDEA does not specify what the assessment should be, Quinn said. CECP offers what it calls "best practices" or guidelines to reevaluating students. Quinn also argued IEP teams should take the assessments seriously rather than consider it another mandatory set of forms to fill out to keep a child in school. "If you have to do a functional assessment, you might as well do it to the point where you are actually going to get information you can use from it," she told the teachers. "It's a long process, but it does yield very good information that will make your lives as teachers infinitely easier."

In addition to continuing services for suspended special ed. students and reassessing whether their IEPs are appropriate and effective, Quinn said the law requires IEP teams to add a behavioral intervention plan to students' IEPs if they do not already have them. Before IDEA '97, only 8 percent of students with behavioral problems had such intervention plans in place, she said. The intervention plan should be based on conclusions the IEP team draws from the functional behavioral assessment, Quinn said, and should incorporate other people and settings in the child's life besides school. For example, she said, families, peer support programs, speech and language therapists and community agencies, such as religious or community programs, can all reinforce the positive behaviors the IEP team is trying to teach a child.8

Posted byDoc Junhel at 3:35 AM 0 comments  

SPED Acronyms



A



AAD
AAT
ABA
ABD
ABE
AC
ACROS
ACT
AD
ADA
ADC
ADD
ADHD
ADL
ADM
ADR
ADVOC-NET
AEA
AEP
AFDC
AFS
AG
AHSD
AI
AIDS
AIT
ALO
ALS
AMD
AP
APD
APE
APPE
ARD
ARP
ASC
ASD
ASDO
ASL
AT
ATC
ATCP
AU
AUT
AVTI
AYP
adaptive assistive devices
advanced academic training
applied behavior analysis
antisocial behavior disorders
adult basic education
alternative certification
automated cross referencing occupational system
American College Testing
attachment disorder
Americans with Disabilities Act; average daily attendance
aid to dependent children
attention deficit disorder
attention deficit with hyperactivity disorder
activities of daily living
average daily membership
alternative dispute resolution
adult vocational network
acquired eleptiform aphasia (Landau-Kleffner syndrome)
alternative education placement
aid to families with dependent children
adult and family services
annual goal
adult high school diploma
auditorily impaired
acquired immune deficiency syndrome
Agency for Instructional Technology
alternative learning options
advanced life support
alternative mobility device
advanced placement
antisocial personality disorder; auditory processing disorder
adaptive physical education
average per pupil expenditure
admission, review, and dismissal [committee]
advisory review panel
advanced study center
autism spectrum disorder
alternative service delivery options
American Sign Language
assistive technology
area technical center; alternative teacher certification
alternative teacher certification program
autistic
autism
area vocational technical institute
annual yearly progress









BAC
BASIS
BD
BEP
BEST
BETAC
BI
BIA
BIL
BIP
BLS
BMP
BOCES
behavior adjustment class
Basic Adult Skills Inventory System
behaviorally disordered; behavior disorders; brain damaged
behavioral education plan
basic education study team
bilingual education technical assistance centers
brain injury
Brain Injury Association; Bureau of Indian Affairs
bilingual
behavior intervention plan
basic life support
behavior management plan
Board of Comprehensive Education Services (New York State)





C


CA
CAI
CAM
CAP
CAPD
CAT
CBA
CBM
CC
CD
CDA
CDRC
CDS
CFLA
CFR
CHAP
CHD
CHI
CIL
CIM
CLAS
CLD
CMHP
CNS
COTA
CP
CPPC
CPSE
CSA
CSE
CSEF
CSPD
CSS
CTT
chronological age
computer-assisted instruction
certificate of advanced mastery
central auditory processing
central auditory processing disorders; see also APD (auditory processing disorder)
committee on accessible transportation
curriculum based assessment
curriculum based measurement
cross categorical
communication development; conduct disorder
child development associate
child development and rehabilitation center
child development specialist
community and family living amendments
Code of Federal Regulations
child health assurance program
center on human development
closed head injury
center for independent living
certificate of initial mastery
culturally and linguistically appropriate services
culturally and linguistically diverse
community mental health program
central nervous system
certified occupational therapist assistant
cerebral palsy
cooperative personnel planning council
committee on preschool special education
childhood sexual abuse
case study evaluation; committee on special education
Center for Special Education Finance
comprehensive system of personnel development
community support service
community transition team





D


D&E
DAP
DARTS
DAS
DB; DBL
DCD
D
DD
DDC
DDD
DHHAP
DHR
DI
DNR
DoDDS
DOE
DON
DREDF
DRG
DS
DSM
diagnosis and evaluation
developmentally appropriate practices
day and residential treatment services
developmental apraxia of speech
deaf-blind
developmental coordination disorder
deaf
developmental disabilities; developmentally delayed
developmental disabilities council
division of developmental disabilities
deaf and hard of hearing access program
Department of Human Resources
direct instruction
do not resuscitate
US Dept. of Defense Dependent Schools
Department of Education
determination of need
Disability Rights Education and Defense Fund
diagnostically related groups
direction service
Diagnostic and Statistical Manual (for Mental Disorders)





E


EBD
EC
ECE
ECI
ECSE
ECT
ED
EDGAR
EEs
EEN
EFA
EHA

EI
EI/ECSE
ELL
EMDR
EMH
EMR
EMT
EPSDT
EQ
ERC
ERIC
ESA
ESC
ESD
ESE
ESEA
ESL
ESOL
ETP
ESY
EYS
emotional and behavioral disorders
early childhood; exceptional child[ren]
early childhood education
early childhood intervention
early childhood special education
early childhood team
emotionally disturbed; emotional disorders; US Department of Education
Education Department General Administrative Regulations
essential elements
exceptional education needs
experimental functional analysis
Education for All Handicapped Children Act (since 1990, known as the Individuals with Disabilities Education Act [IDEA])
early intervention
early intervention/early childhood special education
English language learner
eye movement desensitization and reprocessing
educable mentally handicapped
educably mentally retarded
emergency medical treatment
early periodic screening diagnosis and treatment program
exceptional quality
education resource center
Educational Resources Information Center
education service agency
education service center
education service district
exceptional student education
Elementary and Secondary Education Act
English as a second language
English for speakers of other languages
effective teaching practices
extended school year
extended year services (ECSE)





F


FAIP
FAPE
FAST
FBA
FC
FDAB
FERPA
FIPSA
FLSA
FMLA
FR
FSA
FSHA
FSD
FTE
FY
functional assessment and intervention program
free appropriate public education
functional academic skills test
functional behavior assessment
facilitated communication; foster care
Fair Dismissal Appeals Board
Family Educational Rights to Privacy Act (aka the Buckley Amendment)
Fund for the Improvement of Postsecondary Education
Fair Labor Standards Act
Family Medical Leave Act
Federal Register
Family Support Act
first source hiring agreement
flexible service delivery model
full-time equivalent
fiscal year





G


GAPS
GSE
GT
guardianship, advocacy, and protective services
generic special education
gifted and talented





H


HBCU
HI
HOH
HOTS
HS
HSC
historically black colleges and universities
health impaired; hearing impaired
hard of hearing
higher-order thinking skills
head start; high school
high school completion





I


IASA
IAES
ICC
ICD
ICDP
ICF
ICFMR
IDEA
IDELR
IED
IEE
IEP
IEPC
IEU
IFA
IFSP
IHE
IHCP
IHO
IHP
IHTP
ILC
ILP
ILT
IMC
IML
IPE
IPL
IPP
IQ
ISP
ISS
ITH
ITIP
ITP
Improving America's Schools Act
interim alternative educational setting
interagency coordinating council
international code of diseases
individual career development plans
intermediate care facility
intermediate care facility for mental retardation
Individuals with Disabilities Education Act
Individuals with Disabilities Education Law Report (from LRP Pubs.)
intermittent explosive disorder
independent education evaluation
individualized education program
individualized educational planning committee
intermediate educational unit
individualized functional assessment
individualized family service plan
institution of higher education
individualized health care plan
impartial hearing officer
individualized habilitation program or plan
individualized habilitation and treatment plan
independent living center
independent living plan
instructional leadership training
instructional materials center
instructional materials laboratory
individualized plan for employment
initial program load
individualized program plan
intelligence quotient
individualized service plan
in school suspension
intensive training home
instructional theory into practice
individualized transition plan (similar to IEP)





J


JDRP
JOBS
JTPA
JJAEP
joint dissemination review panel
job opportunities and basic skills
Job Training Partnership Act
juvenile justice alternative education





L


LA
LD
LDA
LDP
LEA
LEDS
LEP
LICC
LIFE
LoF
LPTA
LRE
LSSP
LTCF
LTCT
language arts
learning disabilities; learning disabled
Learning Disabilities Association
language development program
local education agency
law enforcement data system
limited English proficient
local interagency coordinating council
living in functional environments
Letter of Finding issued by the Office for Civil Rights (OCR)
licensed physical therapy assistant
least restrictive environment
licensed specialist in school psychology
long-term care facility
long-term care and treatment





M


MA
MBD
MBO
MDC
MDT
M/ED
MESC
MFCU
MH
MHM
MHMR
MI
MIS
MMR
MMS
MR
MR/DD
MR/MED

MSDD
MSRTS
MST
mental age
minimal brain dysfunction
management by objective
multi-disciplinary conference
multidisciplinary team; manifest determination team
mental or emotional disturbance
migrant education service center
medically fragile children's unit
multiply handicapped
multihandicapped mainstream
mental health mental retardation
multiple intelligences
management information systems
mild mental retardation
mastery management system
mentally retarded or mental retardation
mentally retarded/developmentally disabled
mentally retarded and mentally or emotionally disturbed (sometimes referred
to as dual diagnosis)
multisystem developmental disorder
migrant student record transfer system
multisystemic therapy





N


NCES
NCLB; NCLBA
NDT
NEA
NICU
NSBA
National Center for Education Statistics
No Child Left Behind Act
neurodevelopmental treatment
National Education Association
neonatal intensive care unit
National School Boards Association





O


O&M
OCD
OCR
ODAS
ODD
OE
OECD
OH
OHI
OMI
OSEP
OT
OT/PT
orientation and mobility
obsessive compulsive disorder
Office of Civil Rights
occupational data analysis system
oppositional defiant disorder
open entries
Organization for Economic Cooperation and Development
orthopedically handicapped
other health impairments
other minorities
Office of Special Education Programs, US Department of Education
occupational therapy/therapist
occupational therapy/physical therapy





P


P and A
PACER
PALS
PAVE
PCA
PCD
PDAS
PDD
PDD-NOS
PEATC
PECS
PEIMS
PEL
PERS
PET
PIC
PIQ
PLATO
PLI
PLOP
PPCD
PPS
PRE-K
PT
PTA
PTG
PTI
PTSD
PTT
PVS
PY
protection and advocacy
parent advocacy coalition for educational rights center
peer-assisted learning system
parents advocating for vocational education
personal care attendant
perceptual communicative disability
professional development and appraisal system
pervasive development disorder
pervasive development disorder—not otherwise specified
parent education advocacy training center
picture exchange communication system
public education information management system
present education level
public employees retirement system
pupil evaluation team
private industry council
performance IQ
programmed logic automatic teaching operations
pragmatic language impairment
present level of performance
preschool program for children with disabilities
pupil personnel services
pre-kindergarten
physical therapy/therapist
physical therapist assistant; post-traumatic amnesia
parent teacher group
parent teacher information
post-traumatic stress disorder
planning and placement team
persistent vegetative state; private vocational schools
project year





Q


QAFB
QMRP
questions about functional behavior
qualified mental retardation professional





R


RAD
RCF
RCH
RDD
R&D
REBT
REI
RFP
RMT
RRC
RSP
R&T
RTC
RTH
RTI
RWQC
reactive attachment disorder
residential care facility
residential care home
reading disorder-dyslexia
research & development
rational emotive behavior therapy
regular education initiative
request for proposal
regional management team
regional resource centers
resource specialist (regional term)
research and training
residential treatment center
residential training home
response to intervention
regional workforce quality committee





S


SAT
SBE; SBOE
SB L-M
SBS
SDA
SDC
SDE
SE
SEA
SEAP
SECC
SECTION 504

SED
SEMS
SENCO
SENG
SERVE
SI
SIB
SICC
SIG
SILP
SIP
SIS
SLC
SLD
SLP
SLPA
SLR
SPeNSE
SOL
SOSCF
SPD
SPED
SPLD
SSA
SSBD
SSD
SSDI
SSI
SST
STO

scholastic aptitude test
state board of education
Stanford-Binet, Form L-M (language/memory)
schoolwide behavior supports
service delivery area
special day class
self-directed employment
special education
state education agency; state education association
state education advisory panel
special education child count
a part of the Rehabilitation Act of 1973 making it illegal for any org. receiving federal funds to discriminate against a person solely on the basis of disability
seriously emotionally disturbed
special education management system
special education needs coordinator
supporting the emotional needs of the gifted
secondary education reporting of vocational enrollment
speech impaired
self-injurious behavior
state interagency coordinating council
state improvement grant
semi-independent living program
state improvement plan
shared information systems
structured learning center
specific learning disability
speech-language pathologist
speech-language pathologist assistant
state liaison representative
study of personnel needs in special education
standards of learning
state offices for services to children and families
semantic pragmatic disorder
special education
semantic pragmatic language disorder
social security act; SSA Social Security Administration
septimatic screening for behavior disorders
social security disability
social security disability income
statewide systemic initiative; supplemental security income
student study team; student support team
short-term objective






T


TAG
TBI
TDD
TESOL
TIP
TLC
TMH
TMR
TPP
TOVA
TTY
talented and gifted
traumatic brain injury
telecommunication devices for the deaf
teachers of English for speakers of other languages
teacher improvement process
therapeutic learning center
trainable mentally handicapped
trainably mentally retarded
transition planning process
test of variable attention
teletypewriter (phone system for deaf individuals—see TDD)





U


UAF
UCE
university affiliated facility
university centers for excellence





V


VAC
VCD
VEDS
VI
VRD
VSA
vocational adjustment counselor; vocational adjustment class
volitional conduct disorder
vocational education data systems
visually impaired
vocational rehabilitation division
very special arts





W


WAC
WISC-R
WISC-III
WOD
WQC
WRAP
work activity center
Weschler Intelligence Scale for Children-Revised
Weschler Intelligence Scale for Children-Third Edition
written output disorder
workplace quality council
wraparound program





Y


YTP
youth transition program

Posted byDoc Junhel at 3:08 AM 0 comments  

What’s Special in a Diploma?

Importance of Education
“Strive not to be a success, but rather to be of value.”

In the many years of our existence, we’ve oftentimes wandered into this notion. Come to think of it, education was non-existent since the beginning of time, correct? Adam and Eve never bothered to go get a book, researched, or even deciphered brain-crushing calculus problems and trigonometric equations, right? Wrong! Through the course of time, we have evolved and part of that evolution is adaptation (which the Philippines is currently striving but makes up for in labor exports). The very basic concept of education is learning and teaching. The previous, being readily conceivable when one has attained a change in attitude and the latter being in effect efficiently after application is perceived. How do you think Fleming discovered penicillin (Alexander and not Ian)? How did Einstein formulate the theory of relativity? Will the discovery of the Kuiper’s belt and the eventual distal placement of Pluto be fathomable without education? Or will the magnificent and profound gauge of Picasso’s works and Jay-Z’s (Mrs. Beyoncé) semantics still be appealing without education? Survival, appreciation, contentment, bridging gaps, settling differences and being able to make the world a happier place to live in for all are just some of the reasons for education. As for some, they study to get a better grasp of life and the deeper meaning that it conveys (what’s your reason?). Wouldn’t you want to understand why you are where you are right now?

Diploma vs. Certificate
“You have to learn the rules of the game. And then you have to play better than anyone else.”

The Diplomas are intended to provide the essential knowledge and skills for young people to operate confidently, effectively and independently in life and work (and eventually money—yeah baby, yeah!). The Diploma prepares young people for a range of progression routes. These can be within the sector they have studied, within another sector or in general education. By following the curriculum program for a Diploma, learners can develop the knowledge, skills and attributes expected by both employers and higher education (usually agencies and employers prefer credentials obtained in a University rather than some College). Certificates are generally different than diplomas because they are given out to students who have passed a particular course of study not necessarily related to a philosophical cognition of the course requirements (it takes lesser time to finish). Certificates show that students have mastered a particular skill usually associated with a job requirement. In simple analogy, a Diploma equals a Certificate plus more.

Diplomas can offer you:

 high-quality, credible, industry-related learning
 real opportunities to practice the skills you will need for employment and higher education
 diversity, opportunity and inclusion for all learners

Most migration agencies or law firms at the instance of seeing that you only have a certificate course in some college will immediately sever your application. Most if not all accrediting bodies in countries like Australia, Canada, United Kingdom, and America are looking for Diploma Courses (a Bachelor’s degree as they aptly calls it) rather than a Certificate Course (which will do you no good when you realize that you have to take a battery of tests to qualify for accreditation). This is just a heads-up on things to come for those who are planning to take that extra mile for a greener pasture (hypocrite?). Granted that you somehow passed the screening with a weak set of credentials, are your skills enough for your line of work?

Extraordinary Learning
“Education is what remains after one has forgotten what one has learned in school.”

After 6 courses (Health Science, Dentistry, Orthodontics, Nursing, Care-giving, Professional Education), I am down to lucky number 7 (Special Education). In my many years of studying I have never felt an authentic sense of a family, academic achievement, love for knowledge, and fulfillment than now. If education will be quantified, we could define it as an art that encompasses all the sciences in the world and a portal for philosophy for logical explanation.

Initially I studied in the paths of Professional Education to understand better the complexities of life, man’s behavior, society, and the quest for the true meaning of intelligence. The rest is history. There are a lot of people nowadays that are taking up special education (especially doctors and even nurses). The very thought of it is cliché (I think I need an even stronger word). At first, I didn’t have a good idea of what to expect but just an erroneous concept of a field dedicated to teaching the abnormal. We are the second batch of Diploma in Special Education Program students in the Southwestern University and are composed of passionate, enthusiastic, and charismatic mix of professionals in various fields (ESL teachers, primary teachers, social workers, HRM professionals, biologists, nurses, dentists, and administrative executives). We have various reasons but we are geared towards one pursuit.

It is best to know the program that I forehand didn’t have the slightest idea on what it really offers:

SUBJECT CODE TITLE DESCRIPTION
SPED 101 Introduction This is where you will learn the basics, history, and concepts of SPED
SPED 102 Arts & Crafts A subject dedicated to the propagation of creativity & expression
SPED 103 Current Trends Keeps us updated and informed on the trends of SPED
SPED 104 Methods & Materials Tackles on the ways & means on how to dynamically present the lesson
SPED 105 Dynamics of Learning Distinguishes and correlates the different learning disabilities to their appropriate learning or teaching strategies
SPED 106 Hearing & Visually Impaired Learn sign language & Braille
SPED 107 Remediation Discusses possible interventions in math & reading remediation
SPED 108 Assessment A step-by-step series on how to assess and delegate SPED students into the system


The whole program’s duration runs for 2 semesters. The first semester is allocated to the 8 subjects (theoretical aspect) and the second semester (15 days) is allotted for the practice teaching (practicum aspect). For most of us, every weeknight was a time to look forward to. We have come to discover that we share more similarities than differences. That common ground gave us the chemistry to conquer all odds despite the rigorous challenges that the program bestows on us. There are a lot of activities to look forward to when enrolled in this diploma course. Laughter, enjoyment, and camaraderie are regular commodities. These are some of our activities:

1. Learning the American Sign Language

- We had the opportunity to communicate with people with hearing impairments personally; after we learned enough concepts to really communicate with them, we had the opportunity to interview deaf & mute students.
- The method of instruction was so practical, concise, and purpose-driven that after our first lesson we could already sign several concepts.
- In one of our sponsored seminars, we were privileged enough to perform the Lord’s Prayer, Lupang Hinirang, and SWU Hymn.
- You can view our performance at:
http://youtube.com/swusped

2. Learning Braille

- As if learning the sign language wasn’t enough, we had ample time to be adept with the Braille system of communication.
- Actual Braille slates are used to write words, then phrases, and eventually paragraphs.
- An internet based flow of instructions was used that keeps us at par with the international standards.
- One of our internet resource for Braille can be visited at:
http://www.afb.org/braillebug/

3. Making Tons of Artworks

- From papers to crayons, watercolors, and crafts; you name it we made them.

4. Series of Seminars

- There are a lot of seminars that we attended and produced for our batch alone; here are some:

 Faces of Autism Seminar
 Multicultural Education Seminar
 Physical Education in SPED Seminar
 Pre-Practicum & Post-Practicum Seminars

5. Visits and Demo Teaching at affiliated SPED Centers

- SWU Teacher’s College is affiliated with several SPED Centers that make the demo teaching or the practicum experience a painstakingly hassle-free one.
- We had the opportunity to visit these SPED centers:

 DSWD
 Guardian Angels Foundation
 Adam Jennie’s Catholic Foundation for Special Children
 K.E.E.P.

- What’s good and interesting to notice is that, when we were tasked to do our demo teaching for the first time, we had no apprehensions because we are well prepared.
- Another aspect worth noticing is the availability and hospitability of most SPED Centers to SWU Practicum students; the affiliation of SWU to lots of SPED Centers makes it comfortable and creates a good learning experience for its students.

6. Practicum Teaching

- A good quality of the practicum teaching or the whole Diploma Program is its flexibility, which is very crucial and important to students who are also working such as us.
- We can even do it to the extent of having it at our most convenient place where everything is accessible. This is especially important nowadays when the cost of living is high and at a time when we could really feel the worldwide crisis affecting us.
- This is the real deal and even though we have some minor glitches, our program has really prepared us on how to manage a special education class in particular and a special education program in general.

If we can answer the question: “What makes special education (SPED) special?” If we can unravel the answer then we have arrived at the answer to our ultimate question: “What’s special in a Diploma?” In the very first day of our lesson in Special Education, our subject teacher asked us this question. By now we know that what makes Special Education special is four-fold:

 The Learner
 The Individualized Instruction
 The Teacher
 The Curriculum

So the Diploma that you acquire can only be special depending on how it is obtained.

Is your diploma special?

You can visit us at http://swusped.blogspot.com to see more of our experience.

Posted byDoc Junhel at 1:52 AM 0 comments  

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