Test Review- Personalized Learning for Inclusive Classrooms

IEP (individualized Education Plan)

Customized plans outlining goals and support for each student with a disability.

IEP components 1-4

Current performance and how the disability affects learning,

Annual goals for academic and skill development
Methods for tracking progress and timelines for reports

 Required special education services and accommodations

IEP components 5-7

The extent of participation in regular classes and activities
•    Testing accommodations or alternative assessments
•    Start dates, frequency, and location of services

least restrictive environment (LRE)

a principle of IDEA that aims to include students with disabilities in general education classrooms to the maximum extent feasible

Individuals with Disabilities Education Act 1990

• a federal law that helps students with disabilities receive the support they need to succeed in school

• early intervention, transition planning, and parental involvement

• behavior strategies and positive supports

Principles of IDEA 1-3

Free and Appropriate Public Education (FAPE)

Appropriate Evaluation

Individualized Education Programs (IEPs)

All students, regardless of ability, receive education tailored to their needs at no cost. 

Accurate evaluations to identify and address students' specific needs.

plans that outline goals and support students with disabilities 

Principles of IDEA 4-7

Least Restrictive Environment (LRE):

Parent and Student Participation:

Procedural Safeguards:

Students with disabilities are included in general education settings 

Families and students are actively involved in decisions

Ensures students' and families' rights are protected, guaranteeing fair processes 

General Education teachers’ responsibilities- IDEA

1

Develop lesson plans for all students,

monitor student progress,

communicate with students and families

General Education teachers’ responsibilities- IDEA

2

collaborate with the special ed teacher to implement accommodations, support plans, update student info

Special Education teachers’ responsibilities- IDEA

1

high expectations of students,

professionalism,

encourage involvement,

Special Education teachers’ responsibilities- IDEA

2

collaborate with colleagues,

partnerships with families,

advocate for better resources,

Section 504 of the Rehabilitation Act of 1973

schools receiving federal funds must ensure equal educational access and provide reasonable accommodations for students with disabilities

General Teacher requirements- 504

1

• Familiarize: Review each student's plan to understand their accommodations

• Collaborate: Work with colleagues, support staff, and administrators to provide consistent support.

• Implement accommodations

General Teacher requirements- 504

2

Track student progress

Create a welcoming environment

Advocate

EAHCA (education of all handicapped children)

improved educational services in local public schools

Accommodations: 1-4

• Extended Time/Format Adjustments

• Visual Aids/Graphic Organizers

• Flexible Seating

• Peer Assistance/Note Taking

Modifications: 1-4

• Simplify assignments

• Alter grading to reflect individual growth,

• Offer alternative projects

• Modify curriculum content, pace

compare and contrast IEP and 504 plans

• A 504 plan ensures equal access through accommodations

• IEP provides tailored special education and services based on a student’s specific needs

Title III

Title III is a federal law funding support for English learners to access quality education and improve their English skills.

Comparing: IDEA, Section 504, Title III

• IDEA supports students with disabilities.

• Section 504 prevents disability discrimination.

• Title III protects English learners from language discrimination.

Title III: Educator Responsibilities

• Implement effective language instruction programs.

• Upgrade curriculum

• Provide professional development for educators.

• collaborate with parents

Language Instruction Educational

Programs (LIEP)-

• help learners develop language skills: vocabulary, grammar, pronunciation, and cultural understanding.

• are structured and goal-oriented.

Home language surveys

used to identify students' preferred languages to support effective language instruction.

Title III- progress

• Track ELs’ English and academic progress.

• exit students when they are proficient in english

• Monitor exited students to avoid premature exits 

Krashens theory:Acquisition-Learning Hypothesis

Two ways to learn a language:

1. acquisition, which happens naturally through conversation,

2. learning, which comes from studying grammar and rules

Krashens theory: Monitor Hypothesis

learners use what they’ve acquired to correct mistakes.

Krashens theory:Input Hypothesis

learners improve best when they are exposed to language just beyond their current ability

Krashens theory:Affective Filter Hypothesis

emotions like motivation or anxiety affect how well students learn a language

Krashens theory: Natural Order Hypothesis

learners tend to acquire grammar rules in a certain order

Stages of Second Language Acquisition

1. Pre-production

the silent period," when the learner absorbs the new language but does not yet speak

Stages of Second Language Acquisition

2. Early production

individual begins to speak using short words and sentences, but the focus remains on listening

Stages of Second Language Acquisition

3. Speech emergent

Speech becomes more frequent, with longer words and sentences.

However, the learner heavily relies on context clues and familiar topics. Vocabulary expands, and errors start to decrease,

Stages of Second Language Acquisition

4. Beginning fluency:

individual achieves fluent speech in social situations with minimal errors.

Stages of Second Language Acquisition

5. Intermediate fluency:

Communication in the second language becomes fluent, especially in social settings.

Stages of Second Language Acquisition

6. Advanced fluency:

An idividual communicates fluently