Students_with_Disabilities

There are multiple options to educate students with disabilities. The least restrictive option is education in a general education classroom, in which the student is given a special program by the general ed. Teacher. Another option is general education with consultation, in which a general education teacher executes a special program for the student with the advisement of a special education professional. The next option is general education with supplementary instruction and services, the student receives instruction in a general ed. Classroom with a special education instructor present in addition to the general ed. Teacher. A resource room can also be used, the student is present in general education classes for a majority of the day but also goes to a resource room to receive specialized instruction from a special education teacher. Sometimes a student utilizes a separate classroom for most of the day and receives instruction from a special education teacher. There are also specialized schools where students with disabilities can receive special education services from a trained staff during the school day, or a residential school where the student can receive services 24 hours a day. The last and most restrictive option is to instruct a student at home or in a hospital if the other options aren’t viable. There are seven components that must be incorporated into an IEP. (1)The student’s current academic achievement and performance must be present, along with how their disability affects performance and participation. (2)There must be an annual defined set of both academic and functional goals that will result in progress. (3)A system of evaluation must be established in order to ensure that the annual goal are being met. (4)The services that the student will receive and any modifications to programs or support for faculty that will be made to help the student must be explained in the IEP. (5)The extent to which the student will be excused from participating in general education with non-disabled students must be explained. (6)The IEP must include an explaination of any adjustments or accomodations needed to evaluate the student on state and district levels. (7)The date on which services will begin and the frequency, duration, and location of the services. A good example of the process of special education would be a student named Johnny who struggles in math and is tutored after school (prereferral intervention). He continues to struggle so his parents have the school evaluate Johnny’s academic achievement level in multiple areas (multifactored evaluation). It is determined that Johnny has a learning disability in the area of mathematics and special education is necessary (eligibility determination). Johnny’s parents and special education professionals from the school meet and begin outlining the appropriate program to help Johnny (program planning individual education program). It is decided that Johnny should receive instruction in a resource room once each day and the plan goes into affect (placement in least restrictive environment)(implement special education). One year later Johnny’s progress is reviewed (progress, monitoring, annual review, and reevaluation). Although many people think it is good to include students with disabilities in general education classes there are also many who believe that it is necessary to use more restrictive methods to educate students with disabilities because of the individual attention that these methods offer.