Special Education Teachers Are Part Of The Assessment Team

Special Education Teachers Are Part Of The Assessment Team That Determ

Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). For each of these disability categories, educators must have general knowledge of the guidelines for eligibility, characteristics, causes, effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents/guardians. Additionally, there are specific conditions, such as dyslexia, that are included within each of the broad categories, and special education teachers must be well informed about the potential effects on learning for each specific disorder.

Paper For Above instruction

Special education teachers play an integral role in the assessment process that determines students' eligibility for special education services under the Individuals with Disabilities Education Act (IDEA). Their comprehensive understanding of the eligibility categories, characteristics, causes, and impacts of disabilities on learning is vital for effective collaboration within multidisciplinary teams. This paper provides a detailed comparison of the IDEA eligibility categories, with a particular emphasis on common specific learning disabilities, building on the example of autism, which has been completed as part of an accompanying template.

Introduction

The process of assessing and identifying students for special education services is a collaborative effort involving various educational professionals, parents, and often the students themselves. Special education teachers, due to their expertise and direct interaction with students, are essential members of the assessment team. They possess in-depth knowledge of the broad categories of disabilities specified in IDEA and understand how each can affect a student’s educational performance. The purpose of this paper is to analyze and compare the 14 IDEA eligibility categories, highlighting key characteristics, causes, and effects on learning, with an emphasis on specific learning disabilities.

Overview of IDEA Disability Categories

The IDEA defines 14 eligibility categories, each representing a distinct type of disability that can impede a student's access to effective education. These categories include Autism, Intellectual Disabilities, Emotional Disturbance, Hearing Impairments, Visual Impairments, Deaf-Blindness, Orthopedic Impairments, Other Health Impairments, Specific Learning Disabilities, Speech or Language Impairments, TBI (Traumatic Brain Injury), and Developmental Delay (for young children). Special education teachers must recognize the nuances of each category to effectively contribute to assessment and planning processes.

Comparison of Disability Categories

• Autism Spectrum Disorder (ASD): As exemplified in the completed template, autism involves pervasive developmental delays affecting communication, social interactions, and behavior, often presenting with unique learning profiles and needs for specialized interventions (American Psychiatric Association, 2013).
• Intellectual Disabilities (ID): Characterized by below-average intellectual functioning (IQ below 70) and deficits in adaptive behaviors, impacting academic and daily living skills (Schalock et al., 2010).
• Emotional Disturbance (ED): Encompasses emotional or behavioral conditions that adversely affect educational performance, such as anxiety or depression, requiring behavioral and mental health supports (Kauffman & Landrum, 2018).
• Hearing and Visual Impairments: Sensory disabilities that impact reception of auditory or visual information, often necessitating accommodations like hearing aids or braille (Mitchell & Karchmer, 2004; Tuttle, 2010).
• Deaf-Blindness: A simultaneous loss of hearing and vision, requiring specialized communication and assistive technologies (Fingert et al., 2008).
• Orthopedic Impairments: Physical disabilities that limit mobility or motor skills, such as cerebral palsy or amputations (Loftin et al., 2011).
• Other Health Impairments (OHI): Chronic or acute health conditions like asthma or epilepsy that impact alertness or stamina, affecting learning engagement (IDEA, 2004).
• Specific Learning Disabilities (SLD): Neurological processing difficulties in areas such as reading (dyslexia), written expression, or math, despite average or above-average intelligence (Shaywitz, 2003).
• Speech or Language Impairments: Disorders affecting communication abilities, including articulation and language comprehension (McLeod, 2014).
• TBI and Developmental Delay: Brain injuries and delays in developmental milestones, requiring tailored intervention plans (Stolovitch et al., 2011).

Common Features of Specific Learning Disabilities

Specific Learning Disabilities (SLD), particularly dyslexia, are among the most prevalent disabilities identified under IDEA. Teachers must understand the characteristics—such as difficulties with phonological processing, decoding, and spelling—as well as causes, which may involve genetic or neurological factors (Vellutino et al., 2004). The impact on learning is significant, often resulting in challenges with academic achievement despite adequate intelligence. Awareness of these features helps educators design effective instructional strategies and accommodations (Fletcher et al., 2018).

Implications for Practice

Special education teachers' knowledge of disability characteristics enables them to participate effectively in assessments, ensuring that evaluations are comprehensive and accurate. Their role includes collaborating with speech-language pathologists, psychologists, and medical professionals to interpret assessment results and create Individualized Education Programs (IEPs). Understanding each disability's unique profile allows teachers to tailor instruction and accommodations that foster improved learning outcomes for students with diverse needs.

Conclusion

The collaborative role of special education teachers in disability assessments is crucial for identifying students' needs accurately. Their in-depth understanding of IDEA's eligibility categories, including common specific learning disabilities like dyslexia, enhances the assessment process and guides effective intervention planning. As professional experts, they contribute valuable insights that promote inclusive education and support tailored learning experiences for all students with disabilities.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Fletcher, J. M., Sparks, A., & Oglivie, J. (2018). Learning disabilities: From identification to intervention. Guilford Publications.
• Fingert, J., Howe, M., & Skerrett, D. M. (2008). Deaf-Blindness: Identification and Service Options. Journal of Visual Impairment & Blindness, 102(2), 73-85.
• Individuals with Disabilities Education Act (IDEA). (2004). Public Law 108-446.
• Kauffman, J. M., & Landrum, T. J. (2018). Characteristics of emotional and behavioral disorders of children and youth. Pearson.
• Loftin, C., et al. (2011). Special Education: Contemporary Perspectives for School Professionals. Pearson.
• McLeod, S. (2014). Speech and Language Disorders. Simply Psychology.
• Mitchell, R. E., & Karchmer, M. A. (2004). Chasing the Myth of the Deaf-Blind Population. Journal of Visual Impairment & Blindness, 98(4), 221-229.
• Schalock, R. L., et al. (2010). Intellectual Disability: Definition, Classification, and Systems of Supports. American Association on Intellectual and Developmental Disabilities.
• Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. Alfred A. Knopf.