Special Education Laws for General Education Teachers
Special education is a specially designed instruction. It is free to students and their families that qualify for special education services under one of Minnesota's 13 disability categories.
Scroll down to learn about what these are, how they affect your class, and learn about your responsibilities.
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General Education Teacher Participation Elements
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Nondiscriminatory Evaluation
What is it?
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A nondiscriminatory evaluation is the evaluation of a student to determine if they have a disability and if so, to determine if they need special education and related services and in what capacity. Every three years, a student undergoes a reevaluation to determine if they have any new needs and if they continue to need special education services. By the end of their 9th grade year, a student must have transition in their evaluation. The evaluation must be completed within 30 school days for students aged 3-21.
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How will it affect my class?
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A student may need to be pulled from their general education classes to be administered tests as part of the evaluation process. The student may be pulled multiple times throughout the evaluation. Different staff members may complete observations of the student and class.
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What are my responsibilities?
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As a general education teacher, you will have to complete forms or interviews about the student. The number of forms and length may vary depending on the disabilities being evaluated for an initial evaluation (someone who has not yet qualified for special education). You may need to give grades and meet with different evaluators. If a student qualifies, a general education teacher is a mandatory team member for IEP meetings.
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Individual Education Plan (IEP)
What is it?
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An IEP is a legal document that is signed by a qualified district representative, a disability licensed special education teacher, a general education teacher, the parents/guardians, the student (9th grade or older), and possible others. The IEP states what you are legally obligated to provide and required to do. An IEP is comprised of 8 components:
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How will it affect my class?
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You may have additional staff in your classroom assisting your students in special education: paraprofessionals, special education teacher, or related service providers. The staff may read tests to students, assist with classroom work, help with student behavior, and/or provide additional support. Students may come and go from your class for pull-out services throughout the day.
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What are my responsibilities?
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You will need to provide the accommodations and modifications that are stated in the IEP. This can be done with the help of the special education teacher, usually the case manager of the student. You will need to provide information for progress reports, annual IEP meetings, and evaluations. You may be required to attend IEP or evaluation meetings.
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Related Services
What are they?
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Related services are services that are needed to help a student benefit from special education, not all students have related services. Some students may have one or more services depending on their disability and needs.
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How will they affect my class?
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Students may be pulled out of their general education classes to meet with a related service provider or a provider may be in the classroom with the student and engaging with the lesson or other students in the class.
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What are my responsibilities?
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It is important as a general education teacher to be in good contact with the special education teacher or the service providers of the student to understand when and how that time period will be different. When possible, minimize the important content the student will be missing if they are out of the room. You may be asked to participate at times, or provide information to the provider.
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List of Related Services
- Audiology - identification of students with hearing loss; determination of degree of loss, range , and nature; counseling and guiding of students, staff, and parents
- Counseling services - counseling by guidance counselors, psychologists, social workers, and other qualified personnel
- Early identification and assessment - implementation of a formal plan for identification of a disability at the earliest time in a student's life
- Interpreting services - providing means for communication for students who are deaf/hard of hearing; transcription services; sigh language transliteration
- Medical services - services completed by a licensed physician to determine a student's medically related disability which results in needs for special education and related services
- Nursing services/school health services - services that must be completed by a school nurse or other qualified personnel
- Occupational therapy - improving independent functioning; improving, developing, or restoring functions impaired or lost
- Orientation and mobility services - teaching and assisting students who are blind or visually impaired orientation and safe movement around the school/home/environment; teaching spatial and environmental concepts; the use of cane/service animal
- Parent counseling and training - assisting parents in understanding their child's special needs; providing information; helping acquire necessary skills to support their child
- Physical therapy - services provided by a physical therapist
- Psychological services - administering and interpreting psychological tests and assessments; obtaining and interpreting information about student behavior related to learning; psychological counseling; developing and assisting in positive behavioral intervention strategies
- Recreation and therapeutic recreation - assessing leisure function; implication of recreation programs; providing leisure education
- Rehabilitative counseling services - career development, employment preparation; vocational rehabilitation services
- Social work services in schools - providing counseling groups; creating a social or developmental history of a student; working with parents on the problems of the student's living situation; developing or assisting in positive behavioral intervention strategies
- Speech/language pathology - identification of students with speech/language impairments; diagnosing types of speech/language impairments; providing speech/language services; counseling students, staff, or parents in regards to speech/language impairments
- Transportation - providing transport to and from school including the use of adapted buses, lifts, and ramps
Supplementary Aids and Services
What are they?
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Supplementary aids and services are the aids, services, and other supports that are given in the general education setting or other educational setting.
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How will they effect my class?
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Students may be pulled out of their general education classes to meet with a related service provider or a provider may be in the classroom with the student and engaging with the lesson or other students in the class.
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What are my responsibilities?
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It is important as a general education teacher to be in good contact with the special education teacher or the service providers of the student to understand when and how that time period will be different. When possible, minimize the important content the student will be missing if they are out of the room. You may be asked to participate at times, or provide information to the provider.
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Service Delivery Minutes
What are they?
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Service delivery minutes are the amount of amount of direct and indirect minutes that are needed to help a student achieve their IEP goals and meet their special educational needs. The delivery of these minutes may be serviced by a special education teacher, a related service provider, or child specific paraprofessional support.
Direct minutes are those that are directly taught to the student by a special education teacher, related service provider, or the direct time a paraprofessional spends with the student. Indirect minutes are those that are not directly provided to the student and are used for modifying, observing, monitoring, planning, and more. |
How will they affect my class?
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Students may need to leave your class to receive their service minutes in a small group setting, often in the special education classroom. Special education teachers, service providers, or paraprofessionals may be in your room assisting, observing, modifying, or more.
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What are my responsibilities?
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You need to make sure that when students have scheduled pull out times for their services, that they are leaving at an appropriate time.
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Inclusion
What is it?
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Inclusion is the education and participation of students with disabilities alongside their peers without disabilities both in the general education setting as well as in extra curricular activities.
Inclusion should be the primary placement of a student in special education unless that setting cannot reach their needs through supplementary aids and services and specially designed instruction. |
How will it affect my class?
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You may have additional staff members assisting that student in your room. Students may miss out periodically their direct service minutes so that they can participate. You may have to help modify content in order for the student to be included. A student may make loud noises, or occasionally have unexpected behaviors in class due to their disability. Some students may need extra movement breaks, or be allowed choice seating.
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What are my responsibilities?
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Make sure you include the students in class activities. They are students and should be treated so. You may need to give students extra "wait" time when you ask them a question, so they can process the information and give an answer. You may need to contact the special education teacher or service provider if you need assistance when working with the student, or how to include them more.
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