The IDEA, 2004 has placed a strong emphasis on students?
with disabilities participation in the general education curriculum and in the state assessment systems. For students with the most severe disabilities, the IDEA requires each state to develop an alternate assessment system based on alternate academic standards. Discuss your views regarding the appropriateness of this expectation for students with severe disabilities giving consideration to the requirement of education in the least restrictive environment, the expectation for inclusion by many families and advocates, and the need for functional and age appropriate skills for the students.
The education of students with disabilities requires a collaborative effort between home and school, and a collaborative effort among professionals and paraprofessional in the school. Identify and discuss the personal and professional skill sets necessary for professionals to achieve successful collaboration.
Over the past 20 years, inclusive educational practices have become common for the education of students with severe disabilities. Discuss your views regarding:
a) The benefits of inclusion for the child with a severe disability;
b). The benefits of inclusion for typically developing students;
c). The systems and supports school systems must have in place for effective inclusive educational services to develop in the district.
Opportunities and services for adults with severe disabilities are often developed consistent with philosophies of choice, self-determination, and natural supports necessary to allow the individual to live and work as independently as possible. Discuss your views regarding what the school system must provide to meaningfully contribute to independence in adulthood. Some vocabulary may include: transition planning, post-secondary outcomes, vertical integration, social promotion, common core, GLEs &/or CLEs, SPP indicators, etc
Throughout the course we have discussed Parts C and Part B. Explain how these differ in the service and intent for children and their families living with low-incidence disabilities. Are these differences significant in that they alter the course of conversation between parents and the professionals? Is the evaluation process or eligibility language impacted?