SWU SPED

IDEA DISCIPLINE RULES ENSURE CONTINUED SCHOOLING FOR VIOLENT STUDENTS
Sunday, April 19, 2009

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."

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?
Monday, April 13, 2009

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