Video Lectures
Video Lecture Topics
The following list of video lecture descriptions provides a link to the specific video lecture page. In addition to the video lecture there is a link to view or download the accompanying Power Point presentation.
Evaluation and Eligibility of Children with Suspected Disabilities
The process of a child moving from general education to special education has many steps. The federal law, the Individuals with Disabilities Education Act (IDEA), sets forth very specific steps and procedures to ensure that children with suspected disabilities are evaluated for special education and determined eligible for services in a step-by-step manner. Each step along the way often has many parts, and it is imperative as a teacher that you understand the nature of the special education process involving evaluation and eligibility. This NASET professional development course will focus on the identification, evaluation and eligibility of children with suspected disabilities. After watching this video lecture, you should understand the following:
- Child Find
- Indicators of Children Who May Have a Suspected Disability and Need an Evaluation
- How Students Are Identified For An Evaluation For A Suspected Disability
- Child Study Teams (CST)
- Parental Consent
- Consent v. Agreement
- Evaluation Standard
- Multidisciplinary Teams
- Discriminatory Evaluations
- Validity and Reliability
- Standardization
- Comprehensive Evaluations
- Testing and Report Writing in Native Language
- Eligibility
- Eligibility Committees
- Annual and Triennial Reviews
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Free Appropriate Public Education (FAPE)
Prior to the passage of P.L. 94-142, many students with disabilities were excluded from school entirely, and many others were offered an education that was not appropriate to their needs. ? When P.L. 94-142 was enacted in 1975, it required that States submit plans that assured all students with disabilities the right to a free appropriate public education (FAPE). Today, IDEIA requires that all States demonstrate that they have in effect “a policy that assures all children with disabilities the right to a free appropriate public education.” But what really is a FAPE? What’s mandated in order to provide FAPE to all children receiving special education? The focus of this NASET video lecture will be to discuss in detail a free appropriate public education.
Topics covered include:
- Introduction to FAPE
- Definition of FAPE
- “Free”--Education Be At No Cost To The Parent
- Hendrick Hudson District Board of Education v. Rowley
- Educational Benefit
- Cadillac v. Chevrolet argument
- Best v. Appropriate
- Defining An “Appropriate” Education
- Graduation and FAPE
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Historical Overview of the Legal Issues in Special Education
Generally, over the years, special education has been restructured and transformed by legislation. Today, we have a federal special education law, the Individuals with Disabilities Education Act (IDEA). IDEA was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children. An “appropriate” education differs for each child with a disability because it is based on his or her individual needs. IDEA specifies in some detail how school systems and parents are to plan the education that each child receives so that it is appropriate—meaning, responsive to the child’s needs. The plan that parents and school staff develop is documented in writing through the individualized education program (IEP), which the school is then responsible for carrying out. IDEA has been revised many times since 1975 and it remains the cornerstone of special education. But how did we get to this law? The path was not an easy one. This lecture takes teachers through the history of special education and how state and federal laws were enacted.
Topics covered include:
- Brown v. Board of Education of Topeka, Kansas
- 14th Amendment of the US Constitution
- 1960s—What happened during that time regarding special education?
- Parc v. Commonwealth of PA
- Mills vs. Board of Education of D.C.
- Section 504 of the Vocational Rehabilitation Act
- P.L. 94-142
- Six key provisions of P.L. 94-142
- Key points about P.L. 99-457
- IDEA
- Definition of Reauthorization
- Today under IDEIA—What do we know?
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IEP (Individualized Education Program) Development
The centerpiece of IDEIA is the requirement that each student receiving special education and related services has an individualized education program (IEP). The contents of the IEP are designed to provide a road map for the child’s educational programming during the course of the coming year. The IEP is the primary mechanism for ensuring that students receive an appropriate education. An IEP summarizes all the information gathered concerning the student, sets the expectations of what the student will learn over the next year and describes the special education and related services the student will receive. The development of an IEP is a collaborative effort between the LEA and parents to ensure that a student’s special education program will be appropriate and meet his or her individual unique needs. IDEIA spells out very clearly the required components of an IEP. This NASET lecture will address the required components of an IEP under IDEIA. Topics covered include:
- The child’s present levels of educational performance
- A statement of measurable annual goals
- A description of how the child’s progress toward meeting the annual goals will be measured
- A statement of the special education placement, related services, and assistive technology services to be provided.
- An explanation of the extent, if any, to which the child will not participate with children without disabilities
- A statement of any accommodations or modifications in the administration of state or district-wide assessments of student achievement
- The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.
- Transition Services
- Transfer Rights at the Age of Majority
Finally, the lecture will conclude with a discussion of early intervention and the development of IFSPs.
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Related Services
Related services help children with disabilities benefit from their special education by providing extra help and support in needed areas, such as speaking or moving. Related services are defined in IDEIA as: “transportation, and such developmental, corrective and other supportive services….as may be required to assist a child with a disability to benefit from special education.” Related services must be provided to all eligible children in special education. But, just because a child is in special education doesn’t mean he/she will be eligible for related services. IDEIA includes a long list of related services that schools must provide to students who need them to receive a meaningful education. It is important to note, however, that this list does not include all of the services which a school district may be required to provide. The focus of this NASET professional development course will be to address some of the most common related services offered to children with disabilities. After viewing these videos you should understand the following:
- Overview of related services
- Transportation
- Speech and language therapy
- Psychological and Counseling Service
- Occupational and Physical Therapy (OT/PT)
- Orientation and Mobility Services
- Medical Services
- School health service
- Parent counseling
- Travel training
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