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

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

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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