Outline of Content

Introduction

Assessment Task #1: Reflection

Unit 1: History and Judicial Beginnings

  • To identify the leaders in exceptional student education and explore the contributions made to ensure services and programs for all individuals with special needs.
  • To identify state and federal legislation and case law that has affected the education of students with disabilities.
  • To explore the history of federal policies involving special education and the amendments that enhanced implementation.
  • To analyze the societal prejudices that impact individual perspectives of individuals with disabilities.

Sections

  1. Leaders
  2. Case Law
  3. Federal Policy
  4. Societal Prejudices

Assessment Task #2: Timeline
Assessment Task #3: Law Review
Assessment Task #4: Quiz

Unit 2: Principles of IDEA

  • Identify the six principles of the Individuals with Disabilities Education Act (IDEA) and their influence on educating students with disabilities.
  • Identify models of support for assisting students with disabilities in accessing the general education curricula.
  • Review and prepare a response to the common myths related to inclusive education.

Sections

  1. IDEA
  2. Models of Support

Assessment Task #5: Six Basic Principles Summary
Assessment Task #6: Myths of Inclusion

Unit 3: Students with Disabilities

  • Identify the classification systems and eligibility criteria under the current Individuals with Disabilities Education Improvement Act and by the Florida Department of Education.
  • Compare and contrast the federal (IDEA) definitions with the state (Florida) definitions of each disability category.
  • Articulate the educational implications for each of the IDEA- and Florida-identified disabilities.
  • Compare the development and characteristics (e.g., language, cognitive-academic, social-emotional, sensory, physical-motor) of children with disabilities to the development and characteristics of children without disabilities
  • Compare the curricular needs of students with mild disabilities to the needs of students with severe disabilities.
  • Compare the public perception of disabilities and people who have specific disabilities, with accurate data.

Sections

  1. Disability Information
  2. Child Development

Assessment Task #7: Teaching Cases
Assessment Task #8: Venn Diagram Comparison of Disabilities
Assessment Task #9: Child Development Comparison

Unit 4: Determining Special Education Services

  • Identify the individuals who are eligible for an IEP and the steps in the special education process that occur prior to the initial development of an IEP.
  • Interpret curriculum information and assessment data for IEP and child study team members.
  • Define and describe the purpose of the IEP document and the roles and responsibilities of required team members, including the student.
  • Identify and describe all IEP components required by IDEA.
  • Identify and describe how the IEP placement is determined and describe the steps involved in the review and revision of the IEP.
  • Identify and describe the process that occurs when consensus cannot be reached in development of the IEP.
  • Identify and describe the steps required for re-evaluation of a student with a disability.
  • Identify and describe required policies and processes for developing individualized family service plans (IFSPs), and transition IEPs.
  • Identify appropriate practices based on legal and ethical standards (e.g. due process, procedural safeguards, confidentiality, access to general education, least restrictive environment, transition planning, free appropriate education).
  • Identify the role of the family in determining special education services.

Sections

  1. Eligibility
  2. IEP
  3. Placement
  4. Reviewing/Revising the IEP
  5. Re-evaluations
  6. Family Support Plans

Assessment Task #10: Quiz

Unit 5: Supports, Resources, Links, and References

  • Identify and describe national organizations that support services and instruction for students with disabilities and their families.
  • Access Florida resources relevant to educating students with disabilities and their families.
  • Identify the purposes and functions of professional and advocacy organizations relevant to educating students with disabilities.
  • Locate and visit local support groups, agencies, and organizations devoted to supporting students with disabilities and their families.
  • Identify Internet links available for further information on educating students with disabilities.

Sections

  1. Collaborative Organizations
  2. Florida Resources

Assessment Task #11: Local and National Resources