AI is being used to improve the accuracy of assessments used to identify students with disabilities. AI has been shown to be more accurate than humans in identifying students with disabilities due to its ability to analyze large amounts of data objectively.

This is also starting to impact how students with disabilities are taught. In a recent study, AI was used to assess the effectiveness of different teaching methods for students with disabilities. The study found that AI was able to more accurately identify which students benefited from which teaching methods.

This is just the beginning. AI is going to continue to impact special education in a positive way.

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1. Increased opportunities.

Students who receive special education services are more likely to have access to programs and courses that meet their individual needs.

2. Increased success.

Students who receive special education services are more likely to achieve their educational goals.

3. Increased self-confidence.

Students who receive special education services develop a greater sense of self-worth and confidence.

4. Improved communication and collaboration.

Students who receive special education services are more likely to develop strong communication and collaboration skills.

5. Greater understanding.

Students who receive special education services learn more effectively and are able to grasp complex concepts more easily.

6. Increased independence.

Students who receive special education services become more independent and are able to live more fully and productively lives.

7. Greater understanding of disabilities.

Students who receive special education services learn about disabilities and how they impact people’s lives.

8. Greater understanding of the educational process.

Students who receive special education services develop a greater understanding of the educational process.

9. Greater understanding of other students.

Students who receive special education services develop a greater understanding of other students and the challenges they face.

10. Greater understanding of themselves.

Students who receive special education services develop a greater understanding of themselves and their abilities.

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Students with apraxia usually have speech challenges. This happens because their brain has trouble getting the lips, tongue, and jaw to move properly for talking. This means even when students with the disorder know what they wish to say, they fail to coordinate the muscle movements required to make the syllables, sounds, and words.

Apraxia symptoms can differ widely. Apart from speech problems, students with apraxia may also have:

·         trouble with motor skills and coordination

·         other language delays

·         sensitivity problems with their mouths, like an apprehension toward eating crunchy foods or brushing their teeth

·         problems when learning to spell, read, and write

Students with apraxia may need to sit in the front of the class and require alternative communication methods or assistive devices to help them follow the proceedings. These students tend to feel frustrated or nervous when asked to speak in class. Since they may miss class time and assignments due to their frequent physical therapy, speech therapy, and occupational therapy sessions, steps should ideally be taken to bring these students up to par with their peers. 

Since students with apraxia are at risk of being bullied, teachers need to keep a close eye on them and intervene if they notice such incidents. Teachers may also try to create opportunities for friendships and collaboration with classmates, which will reduce the risk of bullying.

As apraxia can adversely affect several aspects of a student’s academic performance, teachers should work with speech-language pathologists (SLPs) and families to ensure the students get appropriate support. Teachers should keep these students involved in the classroom and give them extra time to communicate their needs or finish the assignments. Since students with apraxia may be troubled by coordination problems, getting some extra time will help them feel at ease and persuade them to be active participants in classroom activities. Teachers can also integrate a multi-sensory approach in classrooms where they use auditory, visual, and tactile-kinesthetic methods for their lessons.

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An inclusive education system must adapt to include disabled people instead of forcing such people to adapt to the system. For instance, if sections of a school are unreachable for those with disabilities, it means the education system has created barriers for disabled learners. An inclusive system would remove these barriers. It’ll also offer additional support and services to disabled students, thus helping them access the curriculum.

Some examples can make it easier to understand how inclusion works in the domain of education. Student A, who’s wheelchair-bound, wants to go to the school’s debating society after his classes are over. To let him do it, the accessible school bus takes A home later. Another student – B, has dyslexia. Her teacher suggested listening to the audiobook instead of reading the text, as it’ll help her study the book along with the class. Student C is deaf and uses sign language to communicate. Instead of making him have separate lessons with a sign language teacher, the students in his class and his teachers, as well as teaching assistants, learn to sign to communicate with him. All these examples offer a fair idea of what an inclusive education system should do.

Unlike what some may think, special colleges or schools for disabled students don’t stand for inclusion. They’re called segregation. Even when mainstream colleges and schools have separate units to accommodate the special needs of disabled students, they stand for segregation. Inclusion means having disabled learners in mainstream education and offering them adequate support through methods and attitudes to let them access mainstream education. 

From teachers and their teaching assistants to the administrators and other staff, everyone should work to ensure all learners feel valued and welcome, and get the right support necessary to develop their talents and accomplish their objectives. When education is truly inclusive, it won’t benefit just the disabled learners. Instead, all learners will reap the benefits.

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In 1975, IDEA was passed for the first time. Then, it was called the EAHCA (Education for All Handicapped Children Act). Before IDEA, states used to put children with disabilities either in separate schools or in separate classrooms away from their peers. As a result, their education was usually underfunded and poor, which explains why academic expectations from them were low. 

Typically, these children with thinking and learning differences failed to receive the help they required to thrive in school. To change this situation, Congress passed IDEA. Over the years, Congress has updated IDEA several times, the last update being made in 2004. Most recently, Congress amended the IDEA through Public Law 114-95, the ESSA (Every Student Succeeds Act), in December 2015.

The IDEA oversees how states, along with public agencies, provide early intervention, special education, as well as related services to over 7.5 million (as of the school year 2018-19) eligible toddlers, infants, children, and young adults with disabilities.

For infants and toddlers (from birth to 2 years of age) with disabilities and their families, IDEA Part C has provisions for early intervention services. Under IDEA Part B, children and young adults aged 3 through 21 can get special education and related services. In addition, the IDEA authorizes:

·         Formula grants to states to sustain early intervention services and special education and related services.

·         Optional grants to state’s higher education institutions, educational agencies, and other nonprofit organizations to support demonstrations, research, technical assistance and distribution, personnel preparation and development, technology development, and parent-information and -training centers.

IDEA puts two significant responsibilities on the states and their public schools. Firstly, school districts must provide a FAPE (free appropriate public education) to children with disabilities. Additionally, these children must be allowed to learn side by side with their peers as much as possible in the LRE (least restrictive environment).

Secondly, schools have to engage the parents in their child’s education. At every point in the process, IDEA has procedural safeguards to give parents particular rights and protections. For instance, one safeguard is that a school must get permission from parents before providing services to children.

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Early intervention focuses on the following skills:

·         Physical skills (crawling, reaching, walking, drawing, building)

·         Communication skills (listening, talking, understanding others)

·         Cognitive skills (learning, thinking, solving problems)

·         Social or emotional skills (interacting with others, playing)

·         Adaptive or self-help skills (dressing, eating)

While all states provide early intervention, not all states carry it out the same way. A childcare provider or a healthcare provider may refer children for an early intervention evaluation. If children are found eligible, a team from that state’s early intervention program works with the family to create an IFSP (Individualized Family Service Plan). This plan describes goals and the types of services to help kids and their families.

Every state has its own rules for which children qualify for early intervention. In most states, children must have either:

·         A developmental delay, or

·         A particular health condition that’ll probably lead to a delay. This includes conditions like birth defects, certain genetic disorders, and hearing loss.

In a few states, children may receive services if they’re at risk for a developmental delay due to factors like drug exposure, low birth weight, and other environmental issues.

A kid who qualifies for early intervention may get one or multiple of these services:

·         Occupational or physical therapy

·         Speech and language therapy

·         Psychological services

·         Medical, nutrition, or nursing services

·         Home visits

·         Social work services

·         Hearing or vision services

·         Assistive technology

·         Transportation

Each U.S. state and territory offers these services through its own program. But federal law gives grants to every state from the federal government. This allows children who qualify for early intervention to receive services at low cost or free of charge.

Early intervention services generally last until a kid’s third birthday. When a kid turns three, the service coordinator organizes a transition meeting to discuss moving from early intervention services to the special education services under IDEA.

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Firstly, there have been concerns about the tendency to over-identify students for special education in Virginia. Over-identification of students in need of special education services can lead to the diversion of resources meant to provide services to those who genuinely need them. It can also negatively impact the students by placing an unnecessary label on them and stigmatizing them.

Additionally, there is a lack of consistency in the identification process across the state. Some school districts may identify more students, while others may identify fewer. This makes it difficult to ensure that students are receiving the services they need or that resources are being allocated fairly.

Another federal concern in Virginia is the lack of qualified special education teachers. Qualified special education teachers are a vital component of any special education program, and they play a vital role in the academic success of students with disabilities. In Virginia, there is a shortage of special education teachers, particularly in rural areas. This lack of qualified teachers can negatively impact students with disabilities as they may not receive the instruction and individualized support they need to succeed.

Lastly, there is growing concern about the fact that Virginia has one of the highest rates of suspension and expulsion of students with disabilities. Such disciplinary actions can negatively impact students with disabilities, pushing them further away from education and their peers. The impact could be long-lasting and detrimental to a student’s future.

The federal government is concerned about these issues because any infringement on the rights of students with disabilities, inadequate program management, and the lack of resources to support those in need, can push the children away from education, leading to negative long-term impacts on their future.

In conclusion, it’s essential to address these federal concerns, working together to ensure that all students in Virginia have access to the comprehensive special education programs they need. Adequate funding, proper identification processes, qualified teachers, and proper disciplinary safeguards should be put in place by state officials to ensure that students with disabilities receive the support necessary to succeed. As the federal government continues to monitor these concerns, it is up to state officials to address these issues and work towards building a more inclusive and supportive educational system for all students.  

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2. Special education is only for students with severe disabilities.
False. Special education is for students with disabilities, whether they have a mild or severe impairment.

3. Special education is only for students who are not progressing in their regular classroom.
False. Just because a student is in special education does not mean they are not progressing. In fact, many students in special education are thriving and are doing well in their regular classrooms.

4. Special education is only for students who are not able to learn in a regular classroom.
False. Many students in special education are able to learn in a regular classroom if they are given the proper educational accommodations.

5. Special education is a waste of taxpayer money.
False. Special education is not a waste of taxpayer money. In fact, many studies have shown that special education can save taxpayer money in the long run.

6. Special education is only for students who have a disability.
False. Special education is for students who need more support than their traditional classmates to succeed in school. This includes students who have any impairment, no matter how slight.

7. Special education is only for students who are not able to communicate with their teachers.
False. Many students in special education are able to communicate with their teachers if they are given the necessary accommodations.

8. Special education is only for students who are not able to learn in a traditional classroom setting.
False. Just because a student is in special education does not mean they are not learning. In fact, many students in special education are able to learn in a traditional classroom setting if they are given the proper educational accommodations.

9. Special education is only for students who are not able to read or write.
False. Many students in special education are able to read and write well if they are given the proper educational accommodations.

10. Special education is only for students with disabilities.
False. Special education is for students who need more support than their traditional classmates to succeed in school. This includes students with any impairment, no matter how slight.

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A student’s IEP (Individualized Education Program) describes his/her special education and associated services. The IEP also has to address LRE. And the IEP has to explain if and why a kid is being placed outside of a general education classroom.

The IDEA has two vital requirements for a kid’s placement:

·         A kid with an IEP should be with children in general education to the maximum extent that’s appropriate.

·         Separate schools, removal from the general education class, or special classes should only happen when a kid’s thinking or learning difference is so acute that supplementary aids and services cannot provide the kid with an appropriate education.

Here, the word “appropriate” means what’s right or suitable for children. Sometimes, a specific program or service cannot be provided in a general education classroom.

IDEA doesn’t explain the LRE for each kind of disability. There isn’t only one “right” environment for all children. Sometimes, it might be better or more suitable for a kid to learn separately. The objective is to ensure that children who get special education are placed in the general education classroom as frequently as possible.

Here’re some common least restrictive environment scenarios.

·         A kid spends the whole day in a general education class and receives support and services such as assistive technology, a teacher or aide, accommodations, or related services.

·         A kid spends part of the day in a general education class. The kid receives some small-group or individual instruction in a special education class or is withdrawn from the class for some services.

·         Special education class is a program with specialized instruction for children with similar learning needs.

·         There’re also specialized programs that occur outside of the school district.

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It’s important to note that while the government pays for the education of children with disabilities, families need to pay the same additional school fees. For instance, they need to pay club and sports fees that all students pay.

FAPE requires an institution to do the following:

·         Provide special education to fulfill the unique needs of a kid. For instance, a student with reading challenges may be taught using a multisensory reading program.

·         Provide associated services to help the kid benefit from special education. These services may include counseling, speech therapy, or even transportation.

·         Provide these services for free, at zero cost to parents or caregivers.

·         Provide modifications and accommodations that help children learn and participate in the general education curriculum.

·         Develop an IEP (Individualized Education Program). This is a written plan for a kid’s special education experience at school. By law, an individualized education program has to include things like progress monitoring, services, annual goals, and more.

·         Teach children in the LRE (least restrictive environment). As much as possible, children with IEPs should be learning alongside their peers. Putting children in separate classes is only allowed if it’s required to fulfill their unique needs.

FAPE doesn’t require an institution to do the following:

·         Provide the best services for children or maximize their potential. Rather, the law requires that institutions provide reasonably calculated services to aid kids in making progress.

·         Provide a specific class setting or program that a parent/caregiver wants for a kid. Parents are members of the team that develops the IEP, and they can provide inputs. However, FAPE doesn’t require institutions to offer a certain educational program. The IEP team is the final decision-maker based on the needs of the kid.

·         Guarantee a kid a spot in sport or an extracurricular activity. But the school has to give all children an equal opportunity to participate.

At times, families and schools may disagree on what FAPE requires for a kid. They may disagree on the amount or type of services. When there’s a disagreement, it’s vital to work together to figure out a solution.

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