Test Review- Personalized Learning for Inclusive Classrooms Section 1

IEP (individualized Education Plan)

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

IEP includes

• 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

• 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)

students with disabilities are included in general education settings

Individuals with Disabilities Education Act 1990

• ensures students with disabilities receive free, appropriate education

• early intervention, transition planning, and parental involvement

• behavior strategies and positive supports

Principles of IDEA

1. Free and Appropriate Public Education (FAPE)

2. Appropriate Evaluation

3. Individualized Education Programs (IEPs)

4. Least Restrictive Environment (LRE):

5. Parent and Student Participation:

6. Procedural Safeguards

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

2. Accurate evaluations to identify and address students' specific needs.

3. Plans that outline goals and support students with disabilities 

4. Students with disabilities are included in general education settings 

5. Families and students are actively involved in decisions

6. Ensures students' and families' rights are protected

General Education teachers’ responsibilities- IDEA

1. Develop inclusive lessons

2. Monitor student progress

3. Communicate with families

4. Collaborate with special ed staff

5. Support paraprofessionals in class

6. Share grading and performance data

Special Education teachers’ responsibilities- IDEA

1

• Maintain professionalism

• Set high expectations

• Use research-based methods

• Involve families

• Protect student well-being

Special Education teachers’ responsibilities- IDEA

2

collaborate with colleagues,

partnerships with families,

advocate for better resources,

Section 504 of the Rehabilitation Act of 1973

• Protects students with disabilities from discrimination.

• Guarantees reasonable accommodations in schools receiving federal funds.

General Teacher requirements- 504

• Educators’ Responsibilities Under Section 504

  1. Know the plan

  2. Collaborate with staff

  3. Implement accommodations

  4. Monitor & adjust supports

  5. Create inclusive environments

  6. Advocate for student needs

History of IDEA (formerly EAHCA)

• Pre-1970s: Students with disabilities often excluded from schools

• 1975: EAHCA (Public Law 94-142) guaranteed FAPE, IEPs, and LRE

• 1990: Renamed IDEA – added early intervention, transition planning, parent role

• 1997: Focused on positive behavioral supports instead of punishment

Accommodations

definition: changes that help students access the same learning materials and complete the same assignments as their peers without altering the content

Modifications:

Definition: changes to what students are expected to learn or do, adjusting the content or curriculum to better suit their needs

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

Provides funding and support for EL students to improve English and succeed academically.

Comparing: IDEA, Section 504, Title III

• IDEA supports students with disabilities.

• Section 504 prevents disability discrimination.

• Title III protects English learners from language discrimination.

Language Instruction Educational

Programs (LIEP)-

Organized programs to teach English with attention to culture, grammar, vocabulary

Home language surveys

used during enrollment to identify students needing language support services.

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

Title III goals

1. Help ELs reach English proficiency

2. Help ELs meet academic standards

3. Train educators

4. Prepare ELs for English-only instruction

5. Engage parents and communities

6. Support family and cultural participation

Steps for Supporting ELs with Possible Disabilities:

1. Monitor English + academic progress

2. Use unbiased evaluations

3. Exit when proficient

4. Continue monitoring post-exit

Title III Educator Responsibilities

1

• Use visuals like pictures and charts to explain ideas.

• Speak clearly and avoid tricky language.

• Break lessons into steps that build on what students already know.

• Do hands-on activities like group work or role-play.

• Show good language use and give sentence starters.

Title III Educator Responsibilities

2

• Pair students with helpful peers.

• Use both languages when possible.

• Adapt lessons for different language levels.

• Check understanding often and adjust as needed.

• Involve families with translated info and support at home.

Examples of Accommodations (504 Plan):

1. Extended time on tests

2. Visual aids/graphic organizers

3. Flexible seating

4. Peer note-taking support

5. Modified test format

Examples of Modifications:

• Simplified assignments

• Changed grading criteria

• Alternate projects

• Curriculum simplification