The ABC’s Of Special Ed by Maureen Butler
Lake Drive School
mbutler@mtlakes.org
name just a few. What do they all mean? Here are some definitions, along with some suggestions, that will help you navigate through this world as you try to make your music lessons accessible to all your students.
I CP - Cerebral Palsy
This is a term that encompasses chron- ic, or life-long conditions resulting from injury to specific parts of the brain (cere- bral) and affecting body movement (palsy). Children may have stiff and difficult move- ment (Spastic Cerebral Palsy); involuntary and uncontrolled movement (Athetoid Cerebral Palsy); problems with balance and depth perception (Ataxic Cerebral Palsy); or a combination of any of these symptoms (Mixed Cerebral Palsy). Additionally, the part of the brain that controls muscle tone is affected, so children may have increased, decreased, or fluctuating muscle tone. Your school’s occupational and physical thera- pists will evaluate students with CP, and can help you accommodate the physical needs of your students.
E/BD - Emotional and Behavioral Disorders The term “behavioral disorder” is
sometimes preferred to the more negative sounding “emotional disorder.” According to IDEA, children with E/
BD exhibit: • An inability to learn that cannot be explained by intellectual, sensory, or health factors
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
• Inappropriate types of behavior or feelings under normal circumstances
TEMPO
t seems that the world of special education is filled with letters and acronyms: IDEA, IEP, FAPE, to
• A general pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms or fears associated with personal or school factors The student with behavior disorders cannot simply “behave,” so be sure to have realistic expectations, to follow the guide- lines set forth in the IEP, and to network with relevant staff members for guidance.
FAPE - Free and Appropriate Public Education
Section 504 of the Rehabilitation Act of 1973 guarantees that all students with dis- abilities be educated in an appropriate set- ting, either in the student’s home district or in another placement. It may be appropriate for a student to be in the regular education classroom, a special education classroom, or some combination of those, in addition to receiving any needed related services such as speech therapy, occupational and physical therapies, etc.
IDEA - The Individuals with Disabilities Education Act
This federal law that was originally passed in 1990 has been reauthorized in 1997 and again in 2004. It ensures the rights of special education children to ob- tain necessary services in an educational set- ting, and regulates early intervention, spe- cial education, and related services provided by states and other public agencies.
IEP - Individualized Education
Program – This document is a legal, binding agreement between parents, school districts, and a student’s school setting if outside the home district. A student’s IEP will dictate the modifications and accommodations that are necessary to maximize the student’s learning potential.
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Each year the case manager, parents, and teachers meet to update the IEP; every three years, a full evaluation of the student takes place to determine both that the student still requires special services and if the needs of the student are being met in his or her current placement. If you have questions about a particular student, the IEP is an excellent place to obtain information.
LD - Learning Disabilities These describe a group of processing
disorders that are neurologically based, and are related to reading, writing, math, or memory skills. There are several different types, all of which may impact your music students’ abilities to learn: • Dyslexia – A student with this language-based disability may have difficulty understanding song lyrics, worksheets, tests, and other written material. • Discalculia – A child who has difficulty grasping math concepts may also have trouble with such activities as reading music and learning fingerings. • Disgraphia – This writing disability can affect a student’s ability to write rhythmic and pitch notation, form letters, or write within a specified space. • Auditory Processing Disorders – This does not refer to a hearing loss, but to a deficit in the brain’s ability to process, remember, and understand what is heard. • Visual Processing Disorders – Similarly, this does not refer to a vision loss, but to the brain’s ability to make sense of what is seen. Students may have a hard time copying what is seen, writing in correct order, and keeping their place as they read.
JANUARY 2013
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