1. Special Education in an Era of Inclusion and Standards Chapter One Jasmine Dybvig

3. State accountability systems based on reading and math standards were put in place to keep schools accountable.

4. Parent and Student Choice

5. They have the option to move from a school that did not have adequate yearly progress (AYP) to a school that did have AYP

6. They have the choice to get special academic help from other providers using NCLB funds

7. Greater Flexibility with federal education funds

8. States

9. Schools districts

10. Schools

11. Reading first

12. The goal is to ensure that all children can read by the end of third grade.

14. In order to receive federal funds, states must develop and implement policies that assure a free appropriate public education (FAPE) to all children with disabilities

15. It has been amended three times

17. School districts need to provide special education to meet the needs of children with special learning requirements

18. Appropriate Evaluation

19. A full, individualized evaluation must take place before a student can receive special education services

20. Parents must give consent

21. Multiple people must evaluate child

22. Individualized Education Program (IEP)

23. Summarizes student’s learning program

24. Goals for student

26. Schools need to provide students with disabilities opportunities to learn in the general education setting

27. Give students the most inclusive setting possible!

28. Parent participation in decision making

29. Parents should be involved in IEP decisions

30. They can challenge or appeal any decision

31. Procedural Safeguards

32. Put in place to protect parents and children

34. Teachers whom service those with disabilities should know the guidelines for:

35. Employment

36. Public accommodations

37. Transportation

38. Governmental operations

40. Goal is to have set goals to keep schools on track

41. The ambition is for all students to be able to demonstrate the skills and knowledge necessary to succeed in subject areas.

42. Standards (what a student should know and be able to do)

43. Content standard- knowledge, skills, and understand students attain

44. Performance standard-achievement levels students reach

45. Benchmarks

46. Specific statement of what a student should be able to do

47. Indicators

50. High-quality and researched instruction in general education.

51. Achieve academic and behavioral goals in general education

52. Tier 2: High-Quality Targeted Supplemental Instruction:

53. Interventions to supplement core instruction

54. Students do not meet general expectations; they need extra support and specific instruction.

55. Tier 3: High-Quality Intensive Intervention:

56. Specialized interventions to meet disabilities

58. Meets the needs of students without drawing attention to a single person

59. It is proactive, not reactive!

60. Uses new technology and electronic resources

63. Children with disabilities may or may not need to take the tests

64. Some students with disabilities are given accommodations to take the tests

66. Give all students a sense of acceptance and belonging

68. Accountability is how the teachers instruct students.

70. The amounts of diversity in schools has increased throughout the years

71. Teachers should be accepting of all students, and strive his/her best to teach all students to the best of his/her ability.

72. Teachers should learn and be educated about all different kinds of people in order to best serve their students.