Americans With Disabilities Act
2 Determining Who Is Eligible for Special Education
Identification and Evaluation of Students
What Is Child Find?
Must Parents Consent to Evaluation?
Who Is Involved in Conducting an Evaluation?
The Components of an Evaluation
Reevaluation or Triennial Assessments
Response to Intervention
What Is Response to Intervention?
Types of RTI Models
RTI and Specific Learning Disabilities
Implementing RTI in the School
3 Developing and Implementing an Individualized Education Program
What Must an IEP Include?
General Requirements
Setting
Supplementary Aids and Services
Developing IEP Goals
Standards-Based Goals
Who Is Required to Be Part of the IEP Team?
Parent Participation in the IEP Process
The Role of the Principal in the IEP Process
Implementing the IEP
4 Assessing and Teaching Students With Disabilities
Accommodations and Modifications
Assessments
Creating Effective and Inclusive Special Education
Inclusive Education
Effective Instruction and Practices
Collaborative or Co-Teaching
Providing Options for More Individualized Instruction
Effective Classroom Strategies
Teacher Professional Development
5 Discipline and Positive Behavior Interventions and Supports
IDEA Discipline Procedures
Reporting to Law Enforcement Agents or Juvenile Authorities
Zero-Tolerance Policies
Functional Behavioral Assessments
Behavior Intervention Plans
Promoting Positive Behavior: Heading Off Problem Behaviors
6 Encouraging Parental Involvement
Communications With Parents
Effective Strategies to Promote Communication
Building Partnerships With Parents
Conclusion: Final Thoughts for School Leaders
Appendix B: Summary of Significant Changes in IDEA 2004
ABOUT THE AUTHORS
Margaret J. McLaughlin is the Associate Dean for Research and Education and professor in the department of special education at the University of Maryland. She is the author of five books and numerous book chapters and articles on educational reform policy and students with disabilities. Dr. McLaughlin’s research focuses on special education policy, including investigation of the impact of education reform on students with disabilities and special education programs. She also directs the doctoral program in special education policy leadership development as well as a doctoral program focused on the use of large-scale data to conduct policy research. Dr. McLaughlin is an expert not only in domestic special education policy and students with disabilities but also in international education policy. She has consulted in the United States and overseas to help develop programs and policies that would include students with disabilities in general education programs. Before coming to Maryland, she was the executive director of the Joseph P. Kennedy, Jr. Foundation. As a teacher, she taught children with emotional disturbance and learning disabilities.
Kristin Ruedel earned her doctorate in special education policy from the University of Maryland in 2008. In her dissertation research, she used the Early Childhood Longitudinal Study (ECLS) dataset to examine predictors of disproportionality in special education. Dr. Ruedel currently serves as the project coordinator for the special education doctoral program focused on the use of large-scale datasets at the University of Maryland, works as a consultant for PowerUp WHAT WORKS, and teaches as an adjunct faculty member for Washington State University. In addition to her domestic work, Dr. Ruedel has worked with several countries as an international consultant to improve the educational opportunities for children with disabilities. Dr. Ruedel has experience as an educational consultant, was a research scientist at the American Institutes for Research, and served as a Peace Corps volunteer teaching students with hearing impairments.
To book Margaret McLaughlin or Kristin Ruedel for professional development, contact [email protected].
INTRODUCTION
The Principal’s Role in the Special Education Process
Principals across the country are faced with many challenges associated with educating students with disabilities. Since the passing of the No Child Left Behind Act in 2001, principals have faced new requirements to include students with disabilities in the same academic standards, assessments, and accountability systems