As An Elementary Level General Education Teacher You Are The

As An Elementary Level General Education Teacher You Are The Person M

As an elementary-level general education teacher, you are the person most likely to alert other professionals about a student you suspect may have a disability. For this reason, it is important that you know and understand the laws and policies that govern the process involved with special education. This 2-part assignment provides you the opportunity to take a deep dive into the Individuals with Disabilities Education Act (IDEA) as well as the rights of learners and parents, and the responsibilities of teachers.

Paper For Above instruction

Part 1: Special Education Resource

As elementary teachers play a pivotal role in identifying and supporting students with disabilities, understanding the framework of special education is essential. The Individuals with Disabilities Education Act (IDEA) is a cornerstone legislation that ensures students with disabilities receive free appropriate public education (FAPE) tailored to their individual needs. Central to the IDEA is the Child Find mandate, which requires states and school districts to identify, locate, and evaluate all children with disabilities from birth through age 21 who may need special education services. This proactive approach ensures that no child with a disability is overlooked or denied access to necessary resources.

Disability categories under IDEA include specific classifications such as autism, deaf-blindness, developmental delay, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment. These categories serve as the criteria for determining eligibility for special education services, although the focus is on the individual needs of each student rather than on labels alone.

The special education process involves several stages: referral, evaluation, eligibility determination, development of an Individualized Education Program (IEP), implementation, and ongoing progress monitoring. Teachers frequently identify students for referral based on academic or behavioral concerns, and collaborate with multidisciplinary teams during evaluation. Once eligible, a tailored IEP is developed, outlining specific goals and services designed to foster the student's growth and learning.

Part 2: Rights, Responsibilities, and Standards of Practice Presentation

The realm of special education is governed by a multitude of laws and policies that protect the rights of learners and their parents, emphasizing the importance of collaborative, respectful, and legally compliant practices. Federal laws such as IDEA and Section 504 of the Rehabilitation Act insist on providing appropriate accommodations and ensuring nondiscriminatory practices. At the state level, additional regulations may stipulate specific procedures and supports, but the core principles remain consistent across jurisdictions.

Legal structures that govern special education include the procedural safeguards outlined in IDEA, which guarantee parental participation, informed consent, and the right to dispute resolution processes. Teachers are expected to uphold certain responsibilities, including delivering specialized instruction, implementing accommodations, and maintaining accurate documentation of student progress.

Professional standards of practice emphasize ethics, cultural competence, and continuous professional development. The best practices for educators working with students with disabilities include advocating for equitable access to learning, promoting students' full potential, respecting individual differences, and fostering positive relationships with students and families. Collaboration is vital; teachers must coordinate with colleagues, specialists, and families to develop and implement effective strategies that meet diverse needs.

Effective advocacy involves educating families about their rights and school procedures, ensuring students’ needs are prioritized, and engaging in ongoing communication. Promoting students' potential requires differentiated instruction aligned with their IEP goals while creating an inclusive classroom environment that values diversity. Respecting personal and cultural differences enhances trust, encourages participation, and supports social-emotional development.

Collaboration entails working cooperatively with colleagues, specialists, and families to design and evaluate interventions. It also involves modeling respectful behaviors and fostering a teamwork mindset where all stakeholders contribute to student success.

References

• Individuals with Disabilities Education Act (IDEA), 20 U.S.C. §§ 1400 et seq. (2004). U.S. Department of Education.
• Council for Exceptional Children. (2015). Professional Standards for Teachers of Students with Disabilities. CEC.
• U.S. Department of Education. (2017). A Guide to the Individualized Education Program. Office of Special Education and Rehabilitative Services.
• Friend, M. (2014). Special Education: Preparing Teachers for a Changing World. Pearson.
• Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2018). Exceptional Learners: An Introduction to Special Education. Pearson.
• Yell, M. L. (2012). The Law and Special Education. Pearson.
• Turnbull, A., Sailor, W., & Hoppey, D. (2014). Building a New Vision for Education for All Students with Disabilities. Journal of Special Education Leadership, 27(1), 13-20.
• Mastropieri, M. A., & Scruggs, T. E. (2018). The Inclusive Classroom: Strategies for Effective Differentiated Instruction. Pearson.
• National Consortium on Deaf-Blindness. (2016). Deafblindness: A Lifelong Challenge. NDCB.
• National Center for Learning Disabilities. (2019). Understanding the Laws that Protect Students with Disabilities. NCLD.