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Understand I.D.E.A.

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Understand I.D.E.A.
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  • Slide: 1
  • Understanding I.D.E.A.
  • Juliauna Ryan 
  • In this Story we will be discussing the significance of IDEA and how it will help students nationwide.
  • Slide: 2
  • Hello Miss Ryan. Celeste and I are both nervous about this new transition into a self contained classroom. Can you please provide us with more information?
  • It was recommended to Mrs. Moraga that her daughter Celeste be moved into a self contained classroom after she was diagnosed with Autism. Mrs. Moraga has concerns as Celeste began the year in a inclusive classroom.
  • Slide: 3
  • I would like to first like to talk to you the Individuals with Disabilities Act and let you know of your rights.
  • I want to be aware of your rights as a parent. Celeste has the right to receive all resources she needs to succeed in the classroom because of the Individuals with Disabilities Act.
  • Miss Ryan explains to Mrs. Moraga and Celeste about the Individuals with Disabilities Act and how they have the right to free appropriate public education, and that it will ensure that Celeste is receiving the proper services (U.S. Department of Education, 2024).
  • Slide: 4
  • Why wasn't Celeste able to receive any resources in an inclusive classroom?
  • Mrs. Moraga expresses her concern of wanting Celeste in an inclusive classroom and questioned why she wasn't able to receive these resources in that classroom.
  • Slide: 5
  • Mrs. Moraga, I want to insure you that it is your right to have Celeste in an inclusive classroom, however in my professional opinion having her in a self contained classroom will help her not only academically but with her social skills.
  • Miss Ryan uses terms explained in Child Find to explain to Mrs. Moraga the importance of having Celeste in the self contained classroom is what will be best to help her succeed in academics and social skills (Strader, 2013).
  • Slide: 6
  • I want to introduce you to Mrs. Smith who will be Celestes personal aide and help her throughout the classroom.
  • Miss Ryan brings in Mrs. Smith and introduces her to Mrs. Moraga and Celeste. Mrs. Smith will work with Celeste one on one and help her with all academic and social and emotional skills.
  • Slide: 7
  • Hello Celeste! I am so excited to be working with you! Mrs. Moraga if you have any questions throughout this i will one of the point people to talk to.
  • Mrs. Smith introduces herself and explains how she will be working with Celeste one on one. Celeste's facial expressions show that she is warming up to the fact of being in a self contained classroom and is looking more comfortable.
  • Slide: 8
  • I want to reassure that we establish a goal to providing a full educational opportunity with Celeste so she will succeed in the future.
  • Miss Ryan explains Section 1412 to Mrs. Moraga and how by law they will make sure all the resources are available to Celeste to help her succeed in the future. 
  • Slide: 9
  • I want to introduce you to Mrs. Smith who will be Celestes personal aide and help her throughout the classroom.
  • Miss Ryan brings in Mrs. Smith and introduces her to Mrs. Moraga and Celeste. Mrs. Smith will work with Celeste one on one and help her with all academic and social and emotional skills.
  • Slide: 10
  • As we begin this transition and you feel like more evaluation needs to take place you will need to provide written consent, and within 60 days we will gather all data and come together as a team to determine what other resources Celeste will need.
  • Miss Ryan explains to Celeste and Mrs. Moraga that if more evaluation needs to take place, Mrs. Moraga would have to provide written consent and the process can take up to 60 days with all data collected and all members of the evaluation team will meet with Mrs. Moraga and discuss further action.
  • Slide: 11
  • We will insure that Celeste is receiving all resources she needs such as occupational, speech along with her academic subjects.
  • Miss Ryan explains to Mrs. Moraga the different therapies Celeste will be receiving such as occupational, speech as well as completing her regular academic courses geared to her level.
  • Slide: 12
  • Mommy, I'm excited to be in this class!
  • Slide: 13
  • References
  • Section 1412. (2019, November 7). Individuals with Disabilities Education Act. https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1412Stader, D. L. (2013). Law and ethics in educational leadership (Second). Pearson.U.S. Department of Education. (2024). About IDEA. IDEA. https://sites.ed.gov/idea/about-idea
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