{"id":162,"date":"2019-08-23T14:14:13","date_gmt":"2019-08-23T14:14:13","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/?post_type=chapter&p=162"},"modified":"2020-09-14T14:03:52","modified_gmt":"2020-09-14T14:03:52","slug":"how-teachers-can-honor-the-principles-of-idea","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/chapter\/how-teachers-can-honor-the-principles-of-idea\/","title":{"raw":"How Teachers Can Honor The Principles Of IDEA","rendered":"How Teachers Can Honor The Principles Of IDEA"},"content":{"raw":"
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\r\n\r\n\"\"<\/span>\r\n\r\nZero Reject<\/span>\r\n\r\nThis principle can be put into practice in the classroom by adopting a truly inclusive mindset<\/span>\r\n
    \r\n \t
  • Teachers must learn as much as possible about the students\u2019 specific special needs.<\/span><\/li>\r\n \t
  • Teachers must get to know the student as an individual beyond his or her disability.<\/span><\/li>\r\n \t
  • Teachers must be willing to try new approaches in working with students with special needs.<\/span><\/li>\r\n \t
  • Teachers must recognize the contribution that the special needs student can make in helping them develop a more diverse classroom.<\/span><\/li>\r\n<\/ul>\r\nNondiscriminatory Evaluation<\/span>\r\n\r\nWhen teachers believe a student should be referred for special education services they must:<\/span>\r\n
      \r\n \t
    • Monitor the child and keep detailed records as to their concerns.<\/span><\/li>\r\n \t
    • Document specifics:<\/span>\r\n
        \r\n \t
      • What the child does<\/span><\/li>\r\n \t
      • Time of day<\/span><\/li>\r\n \t
      • Duration of behavior<\/span><\/li>\r\n \t
      • Effect on other children<\/span><\/li>\r\n \t
      • Interventions they have tried<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t
      • Keep work products that teachers feel illustrate their concern.<\/span><\/li>\r\n \t
      • Contact the school principal and social worker to let them know that they have a concern and will be beginning a documentation process.<\/span><\/li>\r\n \t
      • Talk to the child\u2019s parents about their concerns and the documentation they are creating.<\/span><\/li>\r\n<\/ul>\r\nAppropriate Education<\/span>\r\n\r\nThe teachers actions and attitude during the IEP meeting can make a big difference in the way the team works together.<\/span>\r\n
          \r\n \t
        • Teachers must convey an acceptance and willingness to actively participate in the IEP process.<\/span><\/li>\r\n \t
        • Teachers must learn strategies to effectively communicate and collaborate with team members.<\/span><\/li>\r\n<\/ul>\r\nWays that teachers can insure that they are doing their best to both help the IEP team and their student:<\/span>\r\n
            \r\n \t
          • Record descriptive information about the child\u2019s progress in terms of IEP goals<\/span><\/li>\r\n \t
          • Advocate for the child by giving feedback about how realistic the intervention strategies are<\/span><\/li>\r\n \t
          • Communicate the child\u2019s successes and progress to the team<\/span><\/li>\r\n \t
          • Ask other members of the team what else can be done with regard to assistance<\/span><\/li>\r\n \t
          • Communicate what resources you need to help the child understand the general curriculum and achieve the goals listed in the IEP<\/span><\/li>\r\n<\/ul>\r\nLeast Restrictive Environment \u2013 LRE<\/span>\r\n\r\nThis is not something teachers can create, but rather an environment that has been chosen as the best placement for the student.<\/span>\r\n\r\nTwo general tips to create a classroom environment that sets the student up for optimum learning:<\/span>\r\n
              \r\n \t
            • Keep in close contact with the child\u2019s inclusion facilitator to see what type of seating is preferred.<\/span><\/li>\r\n \t
            • Work with the facilitator to find ways to create a calming classroom environment.<\/span><\/li>\r\n<\/ul>\r\nSteps teachers can take to help their special education student that will also benefit their regular education students:<\/span>\r\n
                \r\n \t
              • Encourage students to keep a clear work space.<\/span><\/li>\r\n \t
              • Keep the classroom organized.<\/span><\/li>\r\n \t
              • Use visual aids to help students remember expectations.<\/span><\/li>\r\n \t
              • Post a clear daily schedule and behavior expectations.<\/span><\/li>\r\n \t
              • Make sure all classroom materials are easily accessible.<\/span><\/li>\r\n<\/ul>\r\n<\/div>\r\n \r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>","rendered":"
                \n
                \n
                \n
                \n
                \n
                \n
                \n
                \n

                \"\"<\/span><\/p>\n

                Zero Reject<\/span><\/p>\n

                This principle can be put into practice in the classroom by adopting a truly inclusive mindset<\/span><\/p>\n

                  \n
                • Teachers must learn as much as possible about the students\u2019 specific special needs.<\/span><\/li>\n
                • Teachers must get to know the student as an individual beyond his or her disability.<\/span><\/li>\n
                • Teachers must be willing to try new approaches in working with students with special needs.<\/span><\/li>\n
                • Teachers must recognize the contribution that the special needs student can make in helping them develop a more diverse classroom.<\/span><\/li>\n<\/ul>\n

                  Nondiscriminatory Evaluation<\/span><\/p>\n

                  When teachers believe a student should be referred for special education services they must:<\/span><\/p>\n

                    \n
                  • Monitor the child and keep detailed records as to their concerns.<\/span><\/li>\n
                  • Document specifics:<\/span>\n
                      \n
                    • What the child does<\/span><\/li>\n
                    • Time of day<\/span><\/li>\n
                    • Duration of behavior<\/span><\/li>\n
                    • Effect on other children<\/span><\/li>\n
                    • Interventions they have tried<\/span><\/li>\n<\/ul>\n<\/li>\n
                    • Keep work products that teachers feel illustrate their concern.<\/span><\/li>\n
                    • Contact the school principal and social worker to let them know that they have a concern and will be beginning a documentation process.<\/span><\/li>\n
                    • Talk to the child\u2019s parents about their concerns and the documentation they are creating.<\/span><\/li>\n<\/ul>\n

                      Appropriate Education<\/span><\/p>\n

                      The teachers actions and attitude during the IEP meeting can make a big difference in the way the team works together.<\/span><\/p>\n

                        \n
                      • Teachers must convey an acceptance and willingness to actively participate in the IEP process.<\/span><\/li>\n
                      • Teachers must learn strategies to effectively communicate and collaborate with team members.<\/span><\/li>\n<\/ul>\n

                        Ways that teachers can insure that they are doing their best to both help the IEP team and their student:<\/span><\/p>\n

                          \n
                        • Record descriptive information about the child\u2019s progress in terms of IEP goals<\/span><\/li>\n
                        • Advocate for the child by giving feedback about how realistic the intervention strategies are<\/span><\/li>\n
                        • Communicate the child\u2019s successes and progress to the team<\/span><\/li>\n
                        • Ask other members of the team what else can be done with regard to assistance<\/span><\/li>\n
                        • Communicate what resources you need to help the child understand the general curriculum and achieve the goals listed in the IEP<\/span><\/li>\n<\/ul>\n

                          Least Restrictive Environment \u2013 LRE<\/span><\/p>\n

                          This is not something teachers can create, but rather an environment that has been chosen as the best placement for the student.<\/span><\/p>\n

                          Two general tips to create a classroom environment that sets the student up for optimum learning:<\/span><\/p>\n

                            \n
                          • Keep in close contact with the child\u2019s inclusion facilitator to see what type of seating is preferred.<\/span><\/li>\n
                          • Work with the facilitator to find ways to create a calming classroom environment.<\/span><\/li>\n<\/ul>\n

                            Steps teachers can take to help their special education student that will also benefit their regular education students:<\/span><\/p>\n

                              \n
                            • Encourage students to keep a clear work space.<\/span><\/li>\n
                            • Keep the classroom organized.<\/span><\/li>\n
                            • Use visual aids to help students remember expectations.<\/span><\/li>\n
                            • Post a clear daily schedule and behavior expectations.<\/span><\/li>\n
                            • Make sure all classroom materials are easily accessible.<\/span><\/li>\n<\/ul>\n<\/div>\n

                               <\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"author":142000,"menu_order":11,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-162","chapter","type-chapter","status-publish","hentry"],"part":1272,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/162","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/users\/142000"}],"version-history":[{"count":4,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/162\/revisions"}],"predecessor-version":[{"id":233,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/162\/revisions\/233"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/parts\/1272"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapters\/162\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/media?parent=162"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/pressbooks\/v2\/chapter-type?post=162"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/contributor?post=162"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-canton-echd250\/wp-json\/wp\/v2\/license?post=162"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}