504 Plan:
A 504 plan is an educational plan for students with disabilities that limit their ability to receive an appropriate education, but who do not qualify for special education services. Similar to an IEP, a 504 plan describes the accommodations, modifications and/or services that will be provided to the child. The 504 Plan must ensure the child’s educational needs are met as adequately as the education needs of nondisabled peers.
The term comes from Section 504 of the Rehabilitation Act of 1973 that guarantees specific rights in federally funded programs and activities to people who qualify as disabled. Section 504 states: "No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance..."
Section 504 is enforced by the Office for Civil Rights (OCR). OCR can be contacted by calling (303) 844-5 695. The School District is responsible for the implementation of Section 504. For more information contact the Section 504/ADA Coordinator for your District. Under Section 504, a grievance may be filed with the School District or a complaint may be filed with the U.S. Department of Education Office for Civil Rights. (For more information: http://www.cde.state.co.us/cdesped/504Info.asp)
The term comes from Section 504 of the Rehabilitation Act of 1973 that guarantees specific rights in federally funded programs and activities to people who qualify as disabled. Section 504 states: "No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance..."
Section 504 is enforced by the Office for Civil Rights (OCR). OCR can be contacted by calling (303) 844-5 695. The School District is responsible for the implementation of Section 504. For more information contact the Section 504/ADA Coordinator for your District. Under Section 504, a grievance may be filed with the School District or a complaint may be filed with the U.S. Department of Education Office for Civil Rights. (For more information: http://www.cde.state.co.us/cdesped/504Info.asp)
Comprehensive Education Plan:
A plan that assures gifted students with disabilities:
- A free appropriate public education (FAPE)
- Ideas for programs that nurture gifts in students
- Curricular strategies, modifications, accommodations, and compensation strategies that enhance the learning and self-efficacy of the student
- Strategies for meeting the social and emotional needs of students with gifts and disabilities.
Differentiated Instruction:
"Differentiation is an instructional approach in which teachers seek to understand student learning profiles, including their readiness or ability level, and use strategies of instruction that will meet them were they are, providing assistance to move to their next level of skill and knowledge (Hall, Strongman, & Meyer, 2003). Teachers can differentiate content, process, and/or product for their students (Tomlinson, 2004b)." - Peterson & Hittie, p 362
Disability (As defined by the state of CO):
Hearing Disabilities: Definition: A student with a hearing disability shall have a deficiency in hearing sensitivity as demonstrated by an elevated threshold of auditory sensitivity to pure tones or speech where even with the help of amplification, the student is prevented from receiving reasonable educational benefit from general education.
Physical Disabilities: Definition: A child with a physical disability shall have a sustained illness or disabling physical condition which prevents the child from receiving reasonable educational benefit from general education. A sustained illness means a prolonged, abnormal physical condition requiring continued monitoring characterized by limited strength, vitality, or alertness due to chronic or acute health problems and a disabling condition means a severe physical impairment. Conditions such as, but not limited to, traumatic brain injury, autism, attention deficit disorder (ADD) and cerebral palsy may qualify as a physical disability, if they prevent a child from receiving reasonable educational benefit from general education.
Criteria: In order to accommodate the effects of the illness so as to reasonably benefit from the education program, the student's chronic health problem or sustained illness may require some or all of the following:
Specific Learning Disabilities (SLD): Definition: Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific learning disability does not include problems that are primarily the result of: visual, hearing, or motor disabilities; significant limited intellectual capacity; significant identifiable emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiency. The specific learning disability prevents a student from receiving reasonable educational benefit from general education alone.
Criteria: The child meets the following criteria [2.08(6)(b)(ii); 300.309]:
Traumatic Brain Injury (TBI): Definition: The Individuals with Disabilities Education Act [IDEA 300.8(c)(12) defines Traumatic Brain Injury as “an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
Criteria: It shall be dependent upon whether the student's disability meets the educational criteria for Traumatic Brain Injury and interferes with the following:
The student's physical disability in the area of TBI is characterized by:
(For more information, see Gifted Education Guidelines and Resources: Volume I: Identification, www.cde.state.co.us).
Physical Disabilities: Definition: A child with a physical disability shall have a sustained illness or disabling physical condition which prevents the child from receiving reasonable educational benefit from general education. A sustained illness means a prolonged, abnormal physical condition requiring continued monitoring characterized by limited strength, vitality, or alertness due to chronic or acute health problems and a disabling condition means a severe physical impairment. Conditions such as, but not limited to, traumatic brain injury, autism, attention deficit disorder (ADD) and cerebral palsy may qualify as a physical disability, if they prevent a child from receiving reasonable educational benefit from general education.
Criteria: In order to accommodate the effects of the illness so as to reasonably benefit from the education program, the student's chronic health problem or sustained illness may require some or all of the following:
- continual monitoring
- intervention
- specialized programming
- ambulation
- attention
- communication
- coordination
- hand movements
- other activities of daily living
- self-help skills
- special services
- equipment
- transportation
Specific Learning Disabilities (SLD): Definition: Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific learning disability does not include problems that are primarily the result of: visual, hearing, or motor disabilities; significant limited intellectual capacity; significant identifiable emotional disability; cultural factors; environmental or economic disadvantage; or limited English proficiency. The specific learning disability prevents a student from receiving reasonable educational benefit from general education alone.
Criteria: The child meets the following criteria [2.08(6)(b)(ii); 300.309]:
- The child does not achieve adequately for the child's age or to meet State-approved grade-level standards <in one or more of the areas identified below>, when provided with experiences and instruction for their age or State-approved grade-level standards, and
- The child does not make sufficient progress to meet age or state-approved grade-level standards in one or more of the area(s) identified when using a process based on the child's response to scientific, research-based intervention.
- oral expression
- listening comprehension
- written expression
- basic reading skills
- reading fluency skills
- reading comprehension
- mathematical calculation
- mathematical problem-solving
Traumatic Brain Injury (TBI): Definition: The Individuals with Disabilities Education Act [IDEA 300.8(c)(12) defines Traumatic Brain Injury as “an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
Criteria: It shall be dependent upon whether the student's disability meets the educational criteria for Traumatic Brain Injury and interferes with the following:
The student's physical disability in the area of TBI is characterized by:
- Medical documentation of a Traumatic Brain Injury or History of a Traumatic Brain Injury
and - Educational evidence of any deficits relating to the Traumatic Brain Injury
(For more information, see Gifted Education Guidelines and Resources: Volume I: Identification, www.cde.state.co.us).
Gifted (as defined by the state of CO):
Gifted children means those persons between the ages of five and twenty-one whose abilities, talents, and potential for accomplishment
are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Gifted
and talented children are hereafter referred to as gifted students. Children under five who are gifted may also be provided with early
childhood special educational services. Gifted students include gifted students with disabilities (i.e., twice-exceptional) and students with
exceptional abilities or potential from all socio-economic and ethnic, cultural populations. Gifted students are capable of high
performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of these areas of giftedness:
(For more information, see Gifted Education Guidelines and Resources: Volume I: Identification, www.cde.state.co.us).
are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Gifted
and talented children are hereafter referred to as gifted students. Children under five who are gifted may also be provided with early
childhood special educational services. Gifted students include gifted students with disabilities (i.e., twice-exceptional) and students with
exceptional abilities or potential from all socio-economic and ethnic, cultural populations. Gifted students are capable of high
performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of these areas of giftedness:
- General or specific intellectual ability
- Specific academic aptitude
- Creative or productive thinking
- Leadership abilities
- Visual arts, performing arts, musical or psychomotor abilities
(For more information, see Gifted Education Guidelines and Resources: Volume I: Identification, www.cde.state.co.us).
Individual Education Plan (IEP):
A specialized document intended to address individual student needs for those who have been identified as having one or more
disabilities. An IEP is developed once an evaluation team declares that a student is eligible for special education services. This plan is a
legal contract between the school and the parents. The school must include the parents in education decisions surrounding the
development of an IEP.
What does an IEP contain?: An IEP contains annual goals, accommodations modifications, and supplemental services needed to help the student be successful in general education.
disabilities. An IEP is developed once an evaluation team declares that a student is eligible for special education services. This plan is a
legal contract between the school and the parents. The school must include the parents in education decisions surrounding the
development of an IEP.
What does an IEP contain?: An IEP contains annual goals, accommodations modifications, and supplemental services needed to help the student be successful in general education.
Programming:
Classroom components, strategies, and practices that provide balance for gifted education based upon national standards, research, and
the best practices currently in gifted education.
the best practices currently in gifted education.
Special Education Services:
Special Education Services: These include both in-class and out-of-class services that provide needed assistance to a student. Some
examples of Special Education Services:
examples of Special Education Services:
In-Class
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Out of class
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