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INTRODUCTION: This is a culminating project to inform and support those in need of special education resources. This project has (5) sections and will be divided in the following manner: Section 1: Federal Categories (14) Section 2: IEP & Collaboration Section 3: Supports, Differentiation & Assistive Technology Section 4: Skills, Academics & Transitions Section 5: References

FEDERAL CATEGORIES (14) FOR SPECIAL EDUCATION (Disability Categories, 2013)

IEP AND COLLABORATIONS

1) People who should attend the IEP team meeting:
 * Teachers, administrators, parents, students, multidisciplinary specialists or service providers, general education teachers, case managers, and special education coordinators/chairperson

2) Types of assessment and testing needed for the IEP
 * Present levels, strengths and weaknesses based on the affects of the disability determined by comprehensive assessments like academic achievement, benchmarks, functional behavior, state and district assessments, formal and informal assessment scores and teacher observations (Polloway & Patton, 2022).

3) Recommendations to help families gain a better understanding of the IEP process:
 * Parents should be equal partners in the IEP process. Attend the IEP meetings, become familiar with parental rights under IDEA, and contribute key information about the student to the IEP Team.

4) Information on developing appropriate goals and objectives for the IEP: "Culturally and linguistically responsive, Reflect current performance, Instructionally meaningful assessment Sufficient detail Educationally relevant Needs and accomplishments" (Polloway & Patton, 2022)
 * based on CRISEN and must be SMART (Specific, Measurable, Attainable, Relevant and realistic, Time-limited) goals that are:

5) Information on how the goals and objectives affect the curricular design:
 * The goals and objectives determine the curriculum plan for instruction including but not limited to: the learning environment, accommodations, modifications, multidisciplinary provided services, additional supports, assistive technology, and a behavior plan

6) Types of service models for co-teaching and inclusion classrooms, and the pros and cons of them: A. Supportive (One teacher provides instruction) -- teacher can focus on the lesson, but not inclusive. B. Parallel (Teachers work with separate groups) -- smaller groups for instruction, but no differentiations. C. Complementary (lead teacher with supports) -- no collaboration, but attitudinal issues D. Team (simultaneous teaching) -- teachers collaborate, but no Universal Design for Learning (UDL).

SUPPORTS, DIFFERENTIATION & ASSISTIVE TECHNOLOGY: This section explains the special education components, stakeholders, instructional methods and supports that occur on behalf of students with exceptionalities (Raines et al, 2012).

1) Roles and skill sets of special education teachers: Must be teacher leaders, collaborators, professional, knowledgeable of content, organized, and flexible; Able to provide accommodations and modifications as well as differentiation within a lesson, specifically:

Roles:  BRIDGE BUILDER, TEACHER, FACILITATOR, PARTNER, OBSERVER, ADVOCATE

Skills: GOOD LISTENER, COLLABORATING, COMMUNICATING, CULTURALLY RESPONSIVE DEVELOPER, UNIVERSAL DESIGNER, COACHING & MENTORING, EFFECTIVE DECISION MAKER, ORGANIZING

2) Essential factors that contribute to a positive learning environment: CLASSROOM STRUCTURE ORGANIZED, GREAT CLASSROOM MANAGEMENT, EFFECTIVE GROUPINGS, PEER-TUTORING, CULTURALLY DIVERSE LESSONS AND CLASSROOM
 * ESTABLISH RELATIONSHIPS, HAVE CREATIVE, ORGANIZED & ENGAGING LESSON PLANS,

3) Common techniques and approaches used in positive behavior supports:
 * CHECK-IN & CHECK OUT,SENSE OF COMMUNITY, PERSONAL SPACE, PEER MEDIATION

4) Evidence-based instructional interventions:
 * DIRECT & INTENSIVE INSTRUCTION, SCAFFOLDING, ROLE PLAYING, GAMING, EXTENDED TIME, ENRICHMENT, UTILIZE LEARNING STYLES

5) Accommodations and modifications for exceptional students: Accommodations are multiple ways for input and output. Modifications are changes in the content. The following examples refer to both:


 * LEVELED READERS, TEXT TO SPEECH, INTERPRETERS, GRAPHIC ORGANIZERS, EXTENDED TIME, NOTE TAKERS, NON-PRINT MATERIALS, HUMAN READER, OPTIONS FOR SUBMISSION OF ARTIFACTS, CLOSED CAPTIONS, CALCULATORS, REPEATED INSTRUCTIONS, MULTIPLE ASSIGNMENT OPTIONS, CHUNKING, ALTERNATIVE ENVIRONMENTS FOR TESTING, IMAGES/PICTURES & ASSISTIVE TECHNOLOGY (Whitson, 2017)

6) Assistive technology tools and resources, and their purposes: Assistive Technology tools are purposed to support students with obtaining an appropriate education based on the requirements in IDEA. For example,

Skills, Academics & Transitions: The importance of teaching exceptional learners study skills will make their learning intentional, meaningful, and adaptable across all content areas to support their individual learning needs. Applied academics bridges the gap between academia (reading, writing and mathematics) to real world experiences. Functional competence partners with applied academics to help students with exceptionalities to develop the appropriate skill set to manage effectively real life demands through instruction in school, in the community and at home (Polloway & Patton, 2022).

• STUDY SKILLS and THEIR SIGNIFICANCE •	FIVE FUNCTIONAL SUBJECT AREAS & REAL WORLD APPLICATION •	KEY ELEMENTS OF TRANSITIONAL PLANNING PROCESS The transitional planning process helps to guide and determine the future plans of students with exceptionalities (Polloway & Patton, 2022).

References

Disability Categories - Project IDEAL. (2013). Project IDEAL. http://www.projectidealonline.org/v/disability-categories/

Polloway, E. A., & Patton, J. R. (2022). Strategies for teaching learners with special needs. Pearson.

Raines, T. C., Dever, B. V., Kamphaus, R. W., & Roach, A. T. (2012). Universal Screening for Behavioral and Emotional Risk: A Promising Method for Reducing Disproportionate Placement in Special Education. The Journal of Negro Education, 81(3), 283-296,301-302. https://www.proquest.com/scholarly-journals/universal-screening-behavioral-emotional-risk/docview/1237499683/se-2

Whitson, Signe (2017). How to Help Kids Who Struggle Socially. Psychology Today. https://www.psychologytoday.com/us/blog/passive-aggressive-diaries/201708/how-help-kids-who-struggle-socially