CHAPTER 2:

Current Practices for Meeting the

Needs of Exceptional Learners
Exceptional Learners: An Introduction to Special
Education
Thirteenth Edition

Hallahan, Kauffman, & Pullen

Developed by:
Kerri Martin

2014, 2012, 2009 by Pearson Education, Inc. All Rights Reserved

All very determined students deserve more

innovative opportunities than schools have
ever offered.
13 categories of Disabilities

IDEA

A=Autism

V=Visual impairment, including

blindness

D=Deafness

S=Speech/language

D=Deaf/Blind (dual sensory

impairment)

M=Multiple Disabilities

I=Intellectual Disabilities

O=Orthopedic impairment

T=Traumatic Brain injury

S=Specific learning disability

H=Hearing impairment

E=Emotional/Behavioral
disorders

O=Other health impairment

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Evaluation and Identification of

Exceptional Learners

IDEA Requirements for Special Education

Identification: (See Flowchart)
Child Find
Referral
Evaluation
Eligibility Determination
IEP development
Annual review
Comprehensive re-evaluation/eligibility

Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

Three-Tiered RTI Model

Tier 1
Screening of all students; all receive research-based
instruction in general education classroom
Unresponsive move to Tier 2
Tier 2
More intensive instruction (frequency and duration);
small-group format; more frequent monitoring
Unresponsive referred for
special education
Full evaluation for eligibility; develop and IEP

Tier 3
Intensive instruction by special education professional;
placement based on IEP; more frequent monitoring of
progress
Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
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2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

Responsive evaluated
for return to Tier 1 or 2

Multidisciplinary Team Convenes

Legal Requirements
for Assessment

Nondiscriminatory evaluations
Provided and administered in the language and
form most likely to yield accurate information
Validation of assessment measures
Multiple assessments required for determining
eligibility
Required assessment in all areas of suspected
disability
Administered by trained and knowledgeable
personnel

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Determination of
Eligibility

Eligibility team then examines all assessment data

to determine:

If a disability exists

Whether the student meets state eligibility

criteria for that particular disability

Whether the student needs special education

If a student does qualify for special education,

then an individualized education program (IEP)
must be developed.

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IEPs

An Individualized Education Program

(IEP) is a description of services planned
for a student with disabilities.
IEPs must be reviewed at least annually.
IEP development must be driven by the
needs of the student.
Goals must be written to address each
identified need.

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Who attends the IEP meeting?

Parents
Special education teacher
General education teacher
Representative of the district
Related services personnel, as appropriate
Student, when appropriate

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IEP Document

Present levels of educational performance

Annual goals
Short term objectives (if AIMS-A)
Special education and related services
Extent of participation in regular education
Date of initiation and duration of services
Program modifications, accommodations
Evaluation procedures
Date, participants

Annual Assessment of IEP

and Reevaluation

Two additional critical features of the special

education process are:

the

ongoing monitoring of a students progress

in special education.

the

determination of a continued need for

special education services.

A students IEP must be reviewed and revised

on at least an annual basis.
A comprehensive reevaluation must be
undertaken every 1-3 years.
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Intent of Special Education Law

Individualized Education Programs
Evaluation

IEP

Placement

Assessment of needs
Team of professionals and parents design

program
Goals and objectives clearly stated

Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
11
2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

Continuum of Placement Options

Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
12

Behavior Intervention Plan

Required for students with E/BD

Students

whose behavior impedes their

learning or that of others.
Students

who put peers at risk because of

their behavior.
Students

with disabilities for whom serious

disciplinary action is being taken.

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Transition planning

Part of the IEP once the student reaches the age of 16.

Employment

Adult living

Life skills

Community participation

Leisure activities

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Extended School Year

Services

Some students with disabilities

are eligible for these services.
These services are provided free of
charge beyond the normal school year.
These services are provided to ensure
continued educational progress.
The IEP team determines if these
services
are needed on a case-bycase basis.
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504 plan

Designed for a student who has a documented

disability that substantially limits a major life
activity, but does not require special education.
This plan specifies the nature and scope of the
accommodations to be implemented.
Students not eligible for an IEP should be
considered for a 504 plan.

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Inclusive Practices: Collaboration

Instructional accommodations and
adaptations
Modifications
Accommodations

Activity: 9 types of accommodations

Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Teachers Roles: Expectations for

All Educators
Maximum effort to
accommodate
individual needs

Participate in writing
individualized
education programs

Evaluate academic
abilities and
disabilities

Communicate with
parents or
guardians

Refer for evaluation

Participate in due
process hearings

Participate in
eligibility
conferences

Collaborate with
other professionals

Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
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2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.

Teachers Roles: Expectations for

Special Educators
Academic instruction of students with
learning problems
Management of serious behavior
problems
Evaluating technological advances
Knowledge of special education law

Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
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Teachers Roles: UDL and

Technology
Universal Design and Universal Design for
Learning
UDL at a Glance

Hallahan, Kauffman, & Pullen. Exceptional Learners: An Introduction to Special Education, Thirteenth Edition.
2014, 2012, 2009, 2006 by Pearson Education, Inc. All rights reserved.
20

Individualized Family
Service Plans (IFSPs)

Written plan for children ages birth to three and their

families.
IFSPs focus on the family unit and are designed to
support the role of the family.
Administered through AZEIPArizona Early
Intervention Program

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