Special Education: Everything You Need to Know - Free Educational videos for Students in K-12

Special Education: Everything You Need to Know - By Lumos Learning

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00:0-1	Hello and welcome to teachings and education . With your
00:02	favorite special education teacher , Frank Avella , this video
00:05	will cover everything you would ever need to know about
00:07	special education . This video is intended for parents ,
00:11	general education teachers , special education teachers and even students
00:15	. We'll begin with a brief overview of special education
00:18	. Special ed is intended to educate students in a
00:22	way that addresses their specific needs . So what is
00:25	the purpose it should build upon and enhance a student's
00:28	strengths but also identify their weaknesses , say mathematics ,
00:32	and provide supports for that specific weakness to help them
00:35	succeed in those areas . The history of special education
00:39	was a long journey , beginning where disabled Children were
00:42	excluded from education and place an institution like schools to
00:46	now , where Children are protected by law , a
00:49	large number of special education students feel a stigma from
00:52	being labeled . Unfortunately , that label causes these students
00:55	to feel shame and resent the school system . In
00:58	general , this label also leads teachers into the soft
01:01	bigotry of low expectations . Teachers feel sorry for these
01:05	students and don't expect them to be able to succeed
01:07	and wrongly , so they dumb down their teaching .
01:11	Next , how do students become eligible for special education
01:15	services ? Well , it starts with a referral .
01:18	In fact , schools have an obligation to quote ,
01:21	find Children with disabilities . The referral leads to a
01:26	comprehensive evaluation using psychometric tests , license school personnel carry
01:31	out these tests and interpret their results , and I
01:34	P team is formed , and they make the determination
01:37	of eligibility . The determination is measured by two criteria
01:41	points . First , the child must fall into one
01:44	of the 14 identified disabled categories . Second , the
01:48	disability must be adverse to the child's education . If
01:52	criteria is met and i e . P is written
01:55	, the I e P must be followed by teachers
01:59	and school personnel . Annual meetings must take place as
02:02	well , moving on to the least restrictive environment .
02:07	L R A move The L . R E describes
02:10	a cascade of services for students and that basically describes
02:14	the various educational settings that special education students are placed
02:17	in . The least restrictive environment is one where a
02:21	special education students spend most of their time with non
02:23	disabled peers , meaning a general education classroom . A
02:28	more restrictive environment is one where students spend part of
02:31	their day in special education classes and the other part
02:34	of their time in their general education classes . Getting
02:37	more restrictive is having students spending their entire day in
02:41	special education . Classes are further restrictive . Environment is
02:45	to place students in an all special education school where
02:48	they don't get any time with non disabled peers .
02:50	Lastly , we have a homebound or residential setting .
02:54	Students are further isolated and kept from non disabled peers
02:58	. This setting is considered the most restrictive of all
03:00	settings mentioned here . Now we're going to move on
03:04	to the individualized education plan . The I E P
03:08	students that are classified as having a disability are giving
03:11	an i E P , which is a legal document
03:14	to be enforced . The first component of an I
03:17	. E . P is a statement of services which
03:19	details the types of services the child will receive .
03:22	The rationale aligns with the statement of services . I
03:26	E . P s must have both short term and
03:28	long term goals . The goals must be measurable and
03:31	as specific as possible . Next is the present level
03:34	of educational performance , which simply describes how a student
03:38	is currently doing I e . P s must have
03:42	the projected dates for initiation and duration of services .
03:46	Next is accommodations and modifications . Accommodations must be put
03:51	in place for state testing . Students need to have
03:54	a plan for transition and post secondary life , beginning
03:57	at the age of 16 until they graduate from high
04:00	school . Now let's take a look at some of
04:02	the major legislation that created this system of special education
04:07	. First up is Public Law 94 1 42 .
04:10	The cornerstone is Fay P , which stands for free
04:13	and appropriate public education for all Children . Next ,
04:17	it makes improvements to Public Law 94 1 42 .
04:20	In terms of research and technology for special education .
04:23	The law also brings to attention bilingual education . Next
04:27	up is No Child Left Behind . This act is
04:30	best known for school choice and giving options to students
04:32	that attend schools that do not meet their annual yearly
04:35	progress . Continuing with the Individuals with Disabilities Education Improvement
04:40	Act , this law ensures equity and accountability for special
04:44	needs students . It addresses the response to intervention r
04:47	T I and lastly E . S s A gives
04:50	more power to the states in terms of choosing their
04:52	standards . It also retains some policies of standardized testings
04:56	from no child left behind onto classroom instruction , and
05:02	the first topic is modifications . Modifications are a change
05:06	to the content or learning goal for a student .
05:08	The first example is to allow alternative reading books and
05:11	materials for special ed students . The books may be
05:14	tailored to their interests , and based on their reading
05:16	level , you can provide opportunities to retake quizzes ,
05:19	a more common modification , maybe allowing students to make
05:22	corrections on problems that they previously got wrong . The
05:25	next example is to provide word banks on their exams
05:28	. This would , of course , be for filling
05:30	type questions . Some teachers reduce the number of questions
05:33	on their tests for special education students . These are
05:36	modifications that general education students would not receive next .
05:42	Our accommodations . Accommodations are a change in the way
05:47	a student can access content or test . The first
05:50	example is preferential seating . The students get closer and
05:54	closer to access the teacher during the lesson . If
05:57	students have trouble accessing material through writing , you can
06:00	use books on tape . Students can get extended time
06:04	during testing . They can have longer duration of access
06:07	to questions and test content . Some teachers use accommodations
06:11	that go as far as to allow for open notebooks
06:14	during testing . Next , we move on to some
06:18	actual teaching strategies for special education students . No special
06:22	education students more than most require differentiated instruction , and
06:26	teachers can differentiate by three different ways the content ,
06:29	the process and the product . Classroom lessons and assignments
06:33	should be broken down into smaller , more manageable tasks
06:37	. Formative assessment is important because these students quickly fall
06:40	behind their non disabled peers . Graphic organizers will specifically
06:44	help by outlining connections between concepts and ideas . Teachers
06:48	should use questioning techniques to keep students engaged and help
06:52	expand on their existing knowledge . Problem solving strategies will
06:56	help close the existing achievement gaps found in their standardized
06:59	test scores . Help these students out by sending reminders
07:03	, time and time again and use technology to do
07:05	it and lastly , build cognitive rigger through less than
07:08	objective to develop the necessary critical thinking skills . Next
07:14	, the classroom environment to for the classroom environment may
07:20	be adapted for special education students . One way is
07:24	to limit visual distractions . This includes bright , dazzling
07:27	posters , models and figures . Teachers should create and
07:30	enforce speaker rules . This will limit the amount of
07:33	interruptions that occur for special needs . Students that quickly
07:36	. Forget labels can really come in handy for classroom
07:39	supplies . Teachers should also provide class schedules for further
07:44	organization . Relaxing music will often help settle down a
07:48	rambunctious classroom of students . Teachers need to instill protocols
07:52	for actions such as going to the bathroom , sharpening
07:54	pencils and much , much more . Students should have
07:58	proper lighting so they can see the board and their
08:00	assignments and special needs . Students must take preference in
08:04	the seating arrangement . Next is behavior intervention strategies .
08:14	Special educators of today are becoming more and more familiar
08:19	with applied behavior analysis as a scientific approach to behaviour
08:22	management . Functional behavioral assessments , known as F B
08:25	A s , are used to find the root causes
08:28	of problem behavior . Behavior intervention plans are created using
08:32	data from FBS , along with data from ABC charts
08:36	, meaning antecedent behavior and consequence . Many special education
08:41	schools are incorporating positive behavior intervention and support systems .
08:45	Positive student behaviour can earn them privileges and cash and
08:50	tokens for rewards . The next section is assistive technology
08:56	. Assistive technology does not include medical devices that are
09:01	surgically implanted or the replacement of the device . Examples
09:06	of 80 includes specialized wheelchairs , switches and controls .
09:11	Various apps , pencil grips on off voice activation ,
09:17	calculators and much , much more assistive technology should lead
09:22	to an increase in productivity , performance and learning .
09:26	It should also be used for vision , hearing memory
09:29	and much , much more . Now let's take a
09:33	look at curriculum . Special education students in particular ,
09:37	benefit from emergent curriculum , which are projects and activities
09:41	that have been inspired by student interest . Similarly ,
09:46	there is functional curriculum which focuses on basic living skills
09:50	along with vocational skills . Just because these students are
09:54	special needs doesn't mean they shouldn't be challenged with higher
09:57	order thinking skills . The curriculum should reflect that special
10:01	education students usually require a slower pace of curriculum delivery
10:05	as compared to general education students . And lastly ,
10:09	a cooperative learning can be used as a way to
10:11	foster soft skills for special needs students . Now onto
10:20	the inclusion movement on the inclusion movement is the belief
10:25	that students with disabilities belong in the general education classroom
10:29	. This movement is based on an idea that there
10:32	are no excuses to leaving special needs students out of
10:35	the general education classroom . The school just needs to
10:37	find a way to make it work , and one
10:40	way to make it work is by providing supports for
10:43	the student . The supports are designed to help students
10:46	reach the ultimate goal of a diploma , and if
10:48	it isn't working , schools create alternative paths to get
10:51	a diploma on two families of special needs students ,
10:59	educators should look to build relationships with families of special
11:03	needs students . The first step towards building a relationship
11:07	with families is to create a safe and supportive environment
11:10	. Basically , the school needs to do its job
11:12	first , educators should be professional in their meetings with
11:16	their families . Families are going to have their concerns
11:20	, and it's up to the educators to explore these
11:22	concerns . Educators also have a duty to inform parents
11:26	of their rights . Many schools today Handout advocacy pamphlets
11:31	. Thank you for staying with me . Don't forget
11:33	to , like , share and subscribe to this channel
11:36	. Please check the description . Links below for resources
11:40	. Mhm . Yeah ,

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