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Special Education (SPED) Committee

The goal of the Special Education Committee is to help parents and PTAs best assist students with barriers, or students who could benefit from special considerations and attention in an educational setting. The types of barriers include physical and mental disabilities who are differently-abled, sensory sensitivities, economic hardships, homeless, non-English speakers, absent parents, in foster care, and more. The goal is to provide additional and thoughtful support that best supports all students. Making changes and small adjustments allows more people to join the group. When families are engaged at school, their students have lower discipline problems, higher attendance, higher grades, and higher graduation rates.

  • Adding accessibility does not take anything away from able-bodied students.

  • 14% of all US students have a disability.

  • 6% of public school students are enrolled in gifted and talented programs.

  • 6% of US students receiving special education services and are also academically gifted.

  • These numbers represent families who crave connections to schools, communities, and family engagement.

  • They want to be a part of the conversation and to help create a more inclusive world.

The LAPTA Special Education Committee is chaired by Doris Glass-Heckert who can be emailed at Special.Populations@LouisianaPTA.org. Please share any resources and tips that can benefit the children across Louisiana or contact her for additional support.

An Overview of Special Education and Section 504 

IEPs and 504s are often used interchangeably to refer to students needing extra support. While the way they support students may seem similar, they stem from different federal laws.

  1. IEP: The law that established Special Education is known as "IDEA" (Individuals with Disabilities Education Act). IDEA ensures that every child has the right to an appropriate education and defines special education as “specially designed instruction … to meet the unique needs of a child with a disability.” This is implemented through an Individualized Education Program (IEP), which includes tailored instructional strategies. The IEP outlines specific, measurable annual goals in relevant areas to help the child participate in and advance within the general education curriculum. It also details how the child's progress towards these goals will be assessed.

  2. Section 504: ​Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law designed to protect students from disability discrimination. It is a precursor to the Americans with Disabilities Act of 1990. To qualify for a 504 plan, two criteria must be met: the child must have a disability or a suspected disability, and this disability must significantly limit at least one major life activity, such as learning, reading, communicating, or thinking. Unlike an Individualized Education Program (IEP), a 504 plan does not require a full evaluation.

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Common Special Education Acronyms

ABA: Applied Behavior Analysis

ABC (data): Antecedent, Behavior, Consequence

ADA: Americans with Disabilities Act

ADHD: Attention Deficit Hyperactivity Disorder

ASD: Autism Spectrum Disorder

AT​: Assistive Technology

BCBA: Board Certified Behavior Analyst

BIP: Behavior Intervention Plan

D/B: Deaf and Blind

D/HH: Deaf and Hard of Hearing

EBD: Emotional Behavior Disorder

ECSE: Early Childhood Special Education

EIP: Early Intervention Program

EL: English Learner

ESL: English as a Second Language

ESY: Extended School Year

FA: Functional Analysis

FAPE: Free and Appropriate Public Education

FBA: Functional Behavior Assessment

GAA: Georgia Alternative Assessment

H/V: Hearing and Vision (Screening)

IDEA: Individuals with Disabilities Education Act

IEE: Independent Educational Evaluation

IEP: Individualized Education Program

IRR: Interrelated Resource

LEA: Local Education Agency

LRE: Least Restrictive Environment

MiID: Mild Intellectual Disability

MoID: Moderate Intellectual Disability

ODD: Oppositional Defiant Disorder

OHI: Other Health Impairment

OI: Orthopedic Impairment

OT: Occupational Therapy or Therapist

PA: Preparatory Activity

PECS: Picture Exchange Communication System

PLAAFP: Present Levels of Academic Achievement and Functional Performance

PT: Physical Therapy or Therapist

PWN: Prior Written Notice

RTI: Response to Intervention

SDD: Significant Developmental Delay

SI or SLI: Speech Language Impairment

SID/PID: Severe/Profound Intellectual Disability

SLD: Specific Learning Disabilities 

SLP: Speech-Language Pathologist

SPED: Special Education

SST: Student Support Team

SWD: Students With a Disability

SWE: Students With Exceptionalities

TBI: Traumatic Brain Injury

VI: Visual Impairment

All About Me!

Use this "All About Me!" PDF for students. They can fill it out to share with others all about themselves!

Elementary Students
Junior High and High School  Students

National Standards for Family-School Partnerships

The National PTA Standards for Family-School Partnerships provide the framework for PTAs and schools to work together to support student success. There are six standards which can each be applied to benefit students with barriers. The PTA can help facilitate the following implementations to improve school for all children, especially those with barriers. 

Standard 1: Welcome All Families: Schools provide a welcoming environment for all families to feel included. Families are treated as partners in their child’s education.

  1. Be aware of barriers for differently-abled students, such as parking, sidewalks and curbs, elevated stage access, eating access, fire drill stair chairs, and universal design.

  2. Create opportunities for connections, such as Open House, Back to School picnic, Family Learning Nights.

 

Standard 2: Communicate Effectively: Schools provide regular and accessible communication with families that is clear and effective.

  1. Use culturally responsive methods for diverse families.

  2. Create opportunities for two-way communication, such as the Talking Points App that translates texts in real time.

  3. Ask questions.

  4. Find families who want to be spokespeople for the group.

  5. Seek feedback on events for what did or did not work.

  6. Report feedback back to families to let them know they were heard and that feedback made an impact.

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Standard 3: Support Student Success: Establish a positive and respectful relationship between families and educators.

  1. Frequently communicate student’s academic and social development.

  2. Expand feedback abilities from families.

  3. Collaborate will families to plan for the future, such as college and trade schools.

  4. Share outside resources.

Standard 4: Speak Up for Every Child: Encourage all families to advocate for their children.

  1. Make it easier for families to speak up even when it feels “excessive.”

  2. Provide FAQ guide for families.

  3. LAPTA connects families with resources.

  4. Learn how to “FISH.” Explanation coming soon.

 

Standard 5: Share Power: Build trusting relationships between families, educators, and community as a cornerstone of sharing power.

  1. Respect diverse cultures and perspectives of families.

  2. Involve families in decision-making process of their child’s education.

  3. Support development of PTA that represents all families.

  4. Give students a voice about decisions that affect them. Recognize and respect the student’s perspective.

 

Standard 6: Collaborate with Community: Establish partnerships with community organizations.

  1. Develop programs and initiatives that help schools and communities effectively work together.

  2. Align partnerships to the school improvement plan.

  3. Identify community-wide solutions to community-wide issues.

  4. Have the community fund “donation closets” for students with school supplies, backpacks, food especially for weekends, sanitary/grooming products, and clothing such as prom outfits, professional attire, cold-weather gear, and uniforms.

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