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This document discusses special education services for students attending private schools. It notes that students who are diagnosed with a disability before enrolling in a private school can continue receiving public special education services, while those diagnosed after must work with their local public school district for services. It then discusses how private schools have limited funding for special education services depending on whether they accept federal funding. The document goes on to describe the practices of the Abra Center at Bangued West Central School, which focuses on student outcomes over inputs, ensures effective general education for all students, that all students can read, provides extra instructional time for struggling students, and allows special educators to play to their strengths.

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Viernes, John Henilon C. - BSED Filipino
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64 views2 pages

Culminating

This document discusses special education services for students attending private schools. It notes that students who are diagnosed with a disability before enrolling in a private school can continue receiving public special education services, while those diagnosed after must work with their local public school district for services. It then discusses how private schools have limited funding for special education services depending on whether they accept federal funding. The document goes on to describe the practices of the Abra Center at Bangued West Central School, which focuses on student outcomes over inputs, ensures effective general education for all students, that all students can read, provides extra instructional time for struggling students, and allows special educators to play to their strengths.

Uploaded by

Viernes, John Henilon C. - BSED Filipino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Divine Word College of Bangued-Elementary Department

When it comes to private schools, students' eligibility for special education is based upon
whether they are diagnosed with a disability before or after they enroll in a private school. Those
who enroll in a private school but are already eligible for special education services can
continue to receive them through public funds and facilities. Those who enroll in a private school
and then are evaluated and found eligible for special education services by their local public
school districts have several options, which we'll discuss based on funding. In some cases, the
need for special education is critical, and a move to a public school may be the most
appropriate decision for parents.
Private schools receive limited funding OR they do not accept federal funding. This determines
limitations in the special education services they can provide. Let's take a look at each case.
● Lesson
● Quiz
● Course
Some private schools make the decision to not receive any federal funding for Instructional
School Plans (ISPs). The reasons vary, but given that they are private schools, they do not have
to express a specific reason why they choose not to do so.
Abra Center at Bangued West Central School
In the Abra Center at Bangued West Central School they:
1.Focus on student outcomes, not inputs
In too many districts, if last year’s efforts didn’t work as well as desired, the response is to add
more staff, more paraprofessionals, more co-teaching, and more hours of service. These
changes seldom help students and always cost more. Over the past decade, districts constantly
increased the number of special educators and paraprofessionals, and yet achievement levels
have barely budged.
If the current approach isn’t achieving great outcomes, current practices must be reviewed and
modified. The districts that have successfully raised achievement for students with special
needs and other students who struggle are the districts that keep the focus on results.
2.Effective general education instruction is key
Effective general education instruction is key: higher performance of general education students
correlates to higher performance of students with disabilities, as shown by the National
Assessment of Educational Progress (NAEP). Students with special needs and students who
struggle spend most of their day in the general education classroom; therefore, core instruction
provided by the classroom teacher must meet most of their needs. In some districts, a culture
has emerged where special education staff take the lead in serving students with disabilities. In
many schools, elementary school children who struggle to read are pulled out of the core
reading block to be taught by a special education teacher or paraprofessional.
3.Ensure all students can read
In many districts, up to half of the referrals to special education are, at their root, due to reading
difficulties. Referral rates jump in third through sixth grades when reading problems make it
difficult to learn math, science, and social studies. An overwhelming majority of students who
have not mastered reading by the end of third grade will continue to struggle throughout high
school and beyond. These students tend to have increased rates of behavioral problems in later
grades and are less likely to graduate from high school or to enroll in college.
4.Provide extra instructional time every day for students who struggle
Students who have difficulty achieving grade-level standards often need more time for
instruction in order to catch up and keep up with their peers. At both the elementary and
secondary levels, this additional time can be used to pre-teach materials, reteach the day’s
lesson, address missing foundational skills, and correct misunderstandings.
5.Allow special educators to play to their strengths
Districts that have made strides in improving services for struggling students have focused on
ensuring that teachers are able to play to their strengths. For example, some special education
teachers may have expertise in specific content areas, while others may be very efficient and
skilled in assessing and managing the IEP process.

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