Meagan Noe EDSE 511 Collaborative Table Provider Parents, Grandparents, or other surrogates Role Primary decision-makers, valued

agents, best advocates and initiators of reform Collaborative contribution Explain their concerns, observations, goals; provide positive changes; partners and collaborators with the school in care, treatment, and education. hey are pivotal in writing the !EP and are primary contributors. "ay be first person to notice the student may have a disability. #ill assist in observations, evaluations, accommodations, and modifications. "ay refer child for special education. $esponsible for general education curriculum consistent with state standards and content of the curriculum utili%ed in the district. $esponsible for knowing what student should be learning consistent with the teacher&s grade being taught. #ill assist in providing accurate academic, behavioral, and emotional grade-level milestones and academic goals concurrent with the statewide curriculum standards. #ill provide direct services to meet uni(ue needs of a child with a disability. he teacher will use specially designed instruction with adaptation to ensure the student has access to the general curriculum so that the child can meet educational standards of the administrative unit. #ill utili%e assistants, paraeducators, in the classroom to help with students with disabilities. !nvolved in improving, developing, or restoring functions impaired or lost through illness, in+ury, or deprivation. ,lso improves ability to perform tasks necessary for independent functioning and helps to prevent, through early intervention, initial or further impairment or loss of function. #ill provide recommended strategies, modifications, and adaptive aids to improve school performance with disabled students. hey use and develop activities to improve large muscle control and balance, sensorimotor development, body awareness, and posture control. Physical education adapted for a student with special needs and is also +ust as

General Educator

eacher of normally developing students

'pecial Educator

eacher of student with special needs.

Physical herapist, )ccupational herapist

"edically certified specialist * $elated 'ervice Provider

,daptive

-irect 'ervice Provider .through the

Physical Educator

school/

appropriate for a student without a disability. Physical education is a federally mandated service for a child with a disability .versus physical therapy and occupational therapies which are provided only if he or she will need them to benefit from instruction/. hey are involved in planning, assessment, prescription and placement within the !EP, teaching, counseling, coaching, evaluation, and is involved in coordination of resources and counseling. $esponsible for providing assistive technology technical support to students in need of assistive technology services. his includes resolving software and hardware issues, maintaining hardware and software with updates, reformatting computers and ad+usting software to maximi%e performance, evaluate and recommend new devices and software, coordinate test accommodations, ensure greater accessibility for all students needing assistive technology devices. -evelop !EPs; establish baselines, interventions, and goals for students with a wide range of disabilities for speech and language therapy. he limitations fall into phonological, articulation, and nonverbal communication disorders. Evaluate and assess students via observations, criterionreferenced tests, curriculum-referenced tests, empirically based formal, and informal measurements. #ork with school psychologist, social worker, and occupational therapist to collaborate goals. hey are up-to-date with current scholarly research, and stay connected with developments in the field. 2linical psychologists who must obtain a state license before treating patients. hey usually work in clinical environments where they observe, assess, and provide support to individuals with emotional or behavioral issues. here are detailed observations that help address the individual&s needs to improve school performance. 3ighly trained educational psychologist who provide counseling, instruction, and mentoring to students experiencing difficulty with social, emotional, and behavioral problems. hey assess the student&s limitations, barriers, and decide what

,daptive echnology 'pecialist

echnology Expert

'peech Pathologist

'peech and 0anguage Expert

1ehavior 'pecialist

1ehavior Expert

'chool Psychologist

Educational Psychology Expert

2ounselor

'upport for 'tudents& 4utures

strategy to employ. hey reinforce communication, problem solving, anger management, self-regulation, and acceptance of diverse cultures. #orks in elementary, middle, and high school to help provide suggestions and counseling for the school&s core curriculum, career and college readiness, and personal and social planning for each student. hey also provide individual counseling when appropriate and are support systems for students with health concerns. 3elp to identify people and to help them cope with mental, behavioral, and emotional issues to determine goals based on their strengths, situations, and support networks. Provide governmental resources in the community such as food stamps, health care, childcare, and "edicare. hey respond to crisis situations such as child abuse and follow up with clients to ensure they are getting help and it is effective. 2an perform hearing screenings if there is a suspected hearing loss. hey are also trained to give any medical support such as feeding tubes and administering medication. !nterprets medical and health information that impact a student&s education; assists in evaluation reports, special education eligibility, and developing the !EP. -etermines if the students needs nursing service for the related service plan on the !EP and develops an individual health plan, emergency care plan, and evacuation plan. #ill help to seek reimbursement for health related services on the !EP. Pediatricians, when appropriate, can work with children with special needs at their office or in the home. hey will report and diagnose age-appropriate growth and development. hey can also diagnose many nerve and brain disabilities such as cerebral palsy and neuro-developmental disorders such as autism spectrum disorder. -iagnose a hearing loss or balance problem with advanced technology. hey work in hospitals, physician&s offices, clinics, schools, and school districts. hey administer treatment and can fit and dispense hearing aids, counsel patients to

'ocial #orker

Governmental Experts

'chool 5urse and 3ealth 'upport Personnel

rained "edical ,id

Physicians

-octor

,udiologist

Ear, 5ose, and hroat -octor

find resources for ,merican 'ign 0anguage, speech reading, and cochlear implants. E'0 or 1ilingual 'pecialist eacher of 'tudents whose primary language is not English eacher who use the student&s home language and home culture along with E'0 in an individually designed program for the student. hey support general education classroom teachers and special education classroom teachers. hey can also aid in evaluations to decide if a student has a disability or is experiencing difficulty with language barriers. -irectly supervised by the -irector of 'pecial Education and works with students from 78 years old to no later than 9th grade. hey provide a coordinated set of activities to a student with a disability focused on improving movement from school to post school activities documented in his or her !EP. hey provide assessments, employment sites, provide on-site supports and follow-up, develop instructional programs, and transition planning and activities. ,ssists in supporting comprehensive educational programs for migratory children between : and ;7 whose parents are migratory agricultural, dairy, and fishermen workers. 4urther if the parents in the last :< months have traveled across state lines for seasonal employment in the fishing or agricultural industry. hese teachers ensure the migratory children who are at risk are not penali%ed in any manner by disparities in curriculum, graduation re(uirements, state academic content and academic achievement standards via governmental grants. hey also assist in transitioning students to secondary and post secondary schools Provide direct services including monitoring of behavior and providing individual and small group instruction. 'pend more time and contact with students compared to teachers and other professionals. #hen appropriate, the student can provide to be an essential participant in his or her growth. )nce a student understands his or her limitations and with help, is able to be academically, behaviorally, and emotionally independent, he or she will grow and prosper.

6ocational Educator or ransition 'pecialist

ransition 'pecialist

"igrant or itle ! eacher

eacher for migratory children

Paraprofessional

,ssistant to 'pecial Education teacher

'tudent as appropriate

,ctive participant in his or her future .when appropriate/

'chool or Program ,dministration .Principals or -irectors/

Principal and other ,dministrative 'taff who help run the school

3elp with observations of special education students. he principal assists directly in the special education referral as well as providing leadership for implementing and monitoring inclusionary practices. hey must be aware of special education policies, practices, and strategies to help develop intervention plans. ,dministrators help promote and facilitate the development, implementation, and stewardship of learning supported by the school community.

$eferences= >.'. -epartment of Education website. $etrieved "arch 7, ;?7@ from= http=AAwww.ed.gov. "iller, ,. B 0ynch, '. .;??C/. 2olorado !-E, procedural manual= Educating children with disabilities. 2olorado 'tate ,dvisory. $etrieved from= http=AAwww.metrospeechlanguagenetwork.orgA-ocsA2-ED-ocsAProceduralD"anual.pdf.