Teacher Education and Special Education 2018

Teacher Education and Special Education 2018, Vol. 41(3) 229 242 © 2018 Teacher Education Division of the Council for Exceptional Children Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0888406418772079 journals.sagepub.com/home/tes

Article

Diversity in general and special education classrooms continues to evolve especially when considering the significant increases in the numbers of English learners (ELs) in todays schools. The National Center for Edu- cation Statistics (2017) reported that, in the past decade, the number of students who are at various stages of English acquisition had increased by more than 300,000. Moreover, the number of ELs identified as having a disability continues to grow (Lo, 2013). Watkins and Liu (2013) suggested that the number of ELs with an identified disability grows at a rate of approximately 150,000 every 5 years. Although Spanish remains the predominant first lan- guage, complicating the challenge faced by schools is the fact that the EL population includes students who speak more than 400 dif- ferent languages (Watkins & Liu, 2013).

Once a student is determined to be eligible for special education/related services, the Individuals With Disabilities Education Act

(IDEA) of 2004 mandates that an Individual- ized Education Program (IEP) describing needed services be developed. The driving force associated with this law, as refined in the recent Supreme Court case, Endrew F. v. Douglas County School District (2017), is to ensure that a student receives an appropriate education that is more than minimum benefit. A meaningful IEP is the cornerstone of deliv- ering appropriate education and should be seen as an instructional tool that documents services that go beyond meeting minimum compliance standards under the law.200 words per answer and please include all reading material into each answer this is a must!!

1. How can an IEP team work together to ensure that every team member is able to bring complementary expertise to the IEP?
2. How can teachers help ensure that IEPs are culturally and linguistically responsive for all students?
3. Based on the assigned texts and your own experience, what are some common problems that can arise in putting together an IEP?
4. What questions do you have after reading this week’s texts?

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