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SED 682 Special Education Regulations, Procedures, and the IEP Team
University of Southern Maine Walter H. Kimball
Summer 2023 #1120 3 credits May 15, 2023 - June 30
Module Seven Overview
Every Child Succeeds Act (ESSA) and IDEA intersections, disproportionate representation in special education of students who are culturally and linguistically diverse
June 26 - June 30
MO 7.1 Analyze the provision of an appropriate education to students with disabilities who are culturally and linguistically diverse.
The course concludes with two important professional issues. The first is the alignment of the Every Child Succeeds Act and the Individual with Disabilities Education Improvement Act. Please note that ESSA is a reauthorization of the Elementary and Secondary Education Act. Just for context that may be more familiar, No Child Left Behind was the reauthorization of the Elementary and Secondary Education Act, in effect since 2002, that was replaced on December 10, 2015 by ESSA.
A trend that began with NCLB is aligning the provisions of general education federal education law, now ESSA, and educating students with disabilities federal law, IDEA. You saw that for example in module four and the IEP components and students with disabilities participating in district and state assessments. Gradually the provisions and the language of these two seminal education laws are becoming more aligned pertaining to the education of students with disabilities. It is important that federal general education law references students with disabilities. This intersection is important knowledge for all teachers.
Click here for an overview of ESSA.
Click here for the Council of Exceptional Children’s summary of the key provisions of ESSA.
Click here for how ESSA impacts IDEA.
The second issue is the disproportionate proportion in special education of students who are culturally and/or linguistically diverse (CLD). The word disproportionate means either students who are CLD and misidentified with a disability or students who are CLD who in fact should be identified with a disability but are not. Special education law and regulations are clear about cultural or language difference not being a disability. The growing cultural and linguistic diversity in schools has sparked efforts in special education to mitigate against disproportionate representation in special education of students with diverse backgrounds. This issue is in the law course because it includes assessment, identification, eligibility, and services regulations and more broadly the equal protection and due process of law provisions of the Constitution. Our examination of court cases and of Maine’s special education regulations particularly in the area of assessment earlier in the course have been good preparation for looking at this issue- we have detailed knowledge of how these processes are designed work to work. There are several documents to review in this module:
Click here for an analysis of federal policy regarding the issue of disproportionate representation:
Click here for how multi-tier systems of student support (MTSS) and schoolwide attention can improve outcomes for students who are language learners.
Click here for a rubric with indicators for high quality MTSS systems serving students with multiple abilities and backgrounds.
And then, click here for a discussion of special education serving students who are language learners.
Click here for the legal obligations of educational agencies to serve English learners with disabilities.
Let’s not close this topic without talking a bit about instruction. Click here for an explanation of culturally responsive teaching. Click here for an interview discussing what teachers can do working with students who are language learners identified with learning disabilities.
Create a Google Doc titled [Last Name] Module Seven Cultural and Linguistic Diversity Assignment SED 682 Summer 23
The assignment will focus on students with disabilities who are culturally and linguistically diverse. Think about the special education process of general education interventions, referral for evaluation, evaluation, identification and eligibility, IEP and determining goals and services, and providing and evaluating instruction (the actual teaching). Use the resources in module seven to explain how attention to cultural and linguistic diversity makes this process more relevant and useful for students with varied backgrounds. Feel free to use a listing format with the components of the special education process. Remember to explain your ideas thoroughly. Include at least three direct references to the module resources.
As much as I would have liked you reading and commenting on each other’s entries, this time is about project and course completion. No discussion forum for module seven.
The assignment will be submitted in two ways.
Share the document with me with editing permission, [email protected]
*Click on the blue SHARE button in upper right corner of the Google Doc.
*See the Share with People and Groups area
*In the Add People text line, insert [email protected]
make sure permission is set to edit. Click Send
*Reopen the Share button. Click on the link at the bottom of the window reading Change to University of Maine System
*Click Done
Submit the link to the document in the submission section of the Module Seven area in the SED 682 Brightspace course shell
To get the Share link:
click on the blue SHARE button in the upper right corner of the Google Doc.
Click on the Copy link button. Click Done.
This is the link you will paste in the Module Seven Cultural and Linguistic Diversity Assignment section per the instructions.
Module Seven Assignment document shared with instructor and link submitted in Assignment area due Friday June 30, end of day.
Remember the course project is due Friday, June 30, end of day. See the Course Project module in the SED 682 Brightspace shell for instructions.
Course evaluation instructions will be distributed electronically by USM. Your feedback is important for me and for the course. I appreciate your time and attention to submitting the course evaluation.
