Educational Support
Team (EST) for Classroom Teachers
Purpose: An EST is a group of people
who function as a Òthink tankÓ to help solve the puzzle of what is going
on with a student and determine what s/he might need to be more successful
as a learner.
Definition: The
job of the EST is to:
(Section 504 on back)
Section 504 for Classroom
Teachers
Purpose: ÒNo
otherwise qualified individual with a disability in the U.S. É shall,
solely by reason of his or her disability, be excluded from participation in,
be denied the benefits of, or be subjected to discrimination under
any program or activity receiving federal financial assistance.Ó
Rehabilitation Act of 1973
Definition:
Who is protected?
People with temporary or permanent disabilities
i.e. emotional
or mental illnesses or conditions
physiological
conditions or anatomical losses
disabilities
regarding learning (ADD, etc.).
That substantially
limits a major life activity such as:
Walking, seeing, breathing, hearing, speaking, working,
learning - compared with the average population.
504 applies to equal opportunity to participate in
academics and non-academics.
A student who is impaired but succeeding does not
need a plan.
Special Education (IDEA 2004)
for Classroom Teachers
Purpose: ÒTo ensure that all students with disabilities have
available to them a free and appropriate public education that emphasizes
special education and related services designed to meet their unique
needs and prepare them for further education, employment, and independent
living. . .Ó
Individuals
with Disabilities Education Improvement Act of 2004 (IDEA)
Definition: A
student is eligible for special education in Vermont if they meet the
following three criteria.
1) The
student has a disability
Developmental delay (age 3
thru 5), learning impairment, specific learning disability, visual impairment,
deafness or being hard of hearing, speech or language impairment, orthopedic
impairment, other health impairment, emotional disturbance, autism, traumatic
brain injury, deaf-blindness, and multiple-disabilities.
If
the student has a disability keep going; if not refer to EST.
2) The
disability results in an adverse effect on the studentÕs educational
performance in 1 or more of the basic skill areas
Basic Skill Areas:
aOral
expression aListening
comprehension
aWritten
expression aBasic
reading skills
aReading
comprehension aMathematics
calculation
aMathematics
reasoning aMotor
skills
Note regarding Specific
Learning Disabilities
Basic Skill Areas for specific
learning disability include: oral expression, listening comprehension,
written expression, basic reading, reading fluency, reading comprehension,
mathematics calculation or mathematics reasoning. Additionally, responsiveness
to instruction (RtI) may be used as part of the evaluation procedures
to identify specific learning disabilities.
If the studentÕs disability
has an adverse effect on his/her education keep going; if not, refer
for 504 consideration.
(Continued
on back)
3) The student needs
special education services to benefit from his or her educational program
and this support cannot be provided through the educational support
system (ESS), standard instructional conditions or supplementary aids
and services provided in the school.
If yes, the student is eligible
for special education. If not, refer for 504 consideration.
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