Resource Manual for Students with Exceptionalities

Students with exceptionalities represent a diverse group of learners who require

specialized support to succeed academically, socially, emotionally and behaviorally in

school. These students have unique strengths, interests and challenges that shape their

educational needs. Key legislation such as the Individuals with Disabilities Education Act

(IDEA) provides important rights and protections for these students to ensure they receive a

free appropriate public education (FAPE) tailored to their individual needs in the least

restrictive environment (LRE) (U.S. Department of Education, n.d.). Educating students with

exceptionalities effectively requires understanding relevant laws, evidence-based practices,

multidisciplinary collaboration and strong professional ethics. This resource manual provides

an overview of important information for educators working with this population.

Key Terms in Educating Students with Exceptionalities

Least Restrictive Environment (LRE): LRE means that a student with a disability must be

educated with non-disabled peers to the maximum extent appropriate based on their needs.

Removal from the general education environment should only occur if the student's needs

cannot be met satisfactorily in that setting with the use of supplementary aids and services. A

continuum of placement options must be available, with a preference for inclusion in general

education whenever possible (U.S. Department of Education, n.d.).

Individualized Education Program (IEP): The IEP is a written document developed

collaboratively by a student's IEP team that outlines their present levels of performance,

annual goals, accommodations, modifications, related services, and other individualized

supports needed to make progress in the general education curriculum and meet their unique

needs arising from the disability. The IEP guides the delivery of special education services

and must be reviewed and revised at least annually (McLeskey et al., 2018).
Free Appropriate Public Education (FAPE): IDEA mandates that eligible students with

disabilities aged 3-21 have the right to FAPE, meaning individualized special education and

related services designed to meet their needs at no cost to families. Special education services

must allow students to make meaningful progress in light of their circumstances. IEP teams

determine what constitutes FAPE for each individual student (McLeskey et al., 2018).

Education of the Handicapped Act Amendments (1986): These amendments extended the

mandate from PL 94-142 to include special education and related services beginning at age 3

and created a discretionary early intervention program for infants and toddlers from birth

through age 2. This law recognized the importance of providing early support to young

children with disabilities and their families to promote development and mitigate the impact

of delays.

Supplementary Aids and Services (SAS): SAS are supports provided in general education

classes or other education-related settings to allow students with disabilities to be educated

alongside non-disabled peers to the maximum extent appropriate. Examples may include

adapted equipment, assistive technology, modified curriculum, paraprofessional support, peer

tutoring systems, and staff professional development. The IEP team determines necessary

SAS based on the student's needs (Center for Parent Information & Resources, 2017).

Timeline of Important Legislation and Case Law

The 1972 Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of

Pennsylvania and Mills v. Board of Education of District of Columbia cases were landmark

federal court decisions that established the right to a free appropriate public education

(FAPE) and due process protections for students with disabilities. These cases challenged the

exclusion of students deemed "uneducable" or "disruptive" from public schools and the lack

of procedural safeguards for parents. The PARC consent decree affirmed that children with
intellectual disabilities could benefit from education and training and were entitled to FAPE

tailored to their learning capacities. Similarly, the Mills decision prohibited the denial of

educational services based on disability and mandated provision of alternative educational

settings when necessary. Both cases emphasized the importance of notice, hearings, and

parental participation in educational decisions. The rulings in PARC and Mills laid the

groundwork for subsequent special education legislation, including the Education for All

Handicapped Children Act (EAHCA) of 1975, which extended these principles and

protections to all students with disabilities nationwide. Examining these pivotal cases helps

us understand the historical context and advocacy efforts that paved the way for more

inclusive and equitable educational opportunities.

Link: https://au.waypointoutcomes.com/Engage/Dropbox/ViewPDF?DocumentId=2307403

Categories and Characteristics of Students with

Exceptionalities under IDEA
IDEA defines 13 disability categories under which students may be eligible for special
education services (IDEA, n.d.):

1. Specific learning disability (SLD)

2. Other health impairment (OHI)
3. Autism spectrum disorder (ASD)
4. Emotional disturbance (ED)
5. Speech or language impairment (SLI)
6. Visual impairment (VI), including blindness
7. Deafness
8. Hearing impairment (HI)
9. Deaf-blindness
10. Orthopedic impairment (OI)
11. Intellectual disability (ID)
12. Traumatic brain injury (TBI)
13. Multiple disabilities (MD)

The process for determining eligibility involves several key steps (Center for Parent

Information & Resources, 2017):

 1. Referral: Someone (parent, teacher, doctor, etc.) makes a formal request to have the

student evaluated for special education. The school must respond within a reasonable

timeframe and provide prior written notice (PWN).

2. Evaluation: A comprehensive, nondiscriminatory evaluation using multiple tools and

strategies is conducted by a multidisciplinary team across all areas of suspected

disability to gather relevant academic, functional, developmental, and behavioral

information. Parental consent is required. The evaluation must be completed within

60 days of receiving consent or within the state's timeline.

3. Eligibility Determination: The IEP team, which includes parents, reviews all

evaluation data to determine if the student meets criteria for one or more of the 13

IDEA disability categories, whether the disability adversely impacts educational

performance, and if the student requires special education as a result. The school

provides PWN of the determination and a copy of the evaluation report.

Link: https://au.waypointoutcomes.com/Engage/Dropbox/ViewPDF?

DocumentId=23111735

Evidence-based Practices Supporting Academic,

Social/emotional and Behavioral Needs
With the diverse learning needs of students with exceptionalities, it is critical that

educators implement interventions and strategies shown to be effective through rigorous

research. Evidence-based practices (EBPs) are interventions that have demonstrated

statistically significant positive effects on student outcomes in multiple high-quality

experimental studies (Cook & Cook, 2013). Using EBPs increases the likelihood that

instructional efforts will lead to improved student achievement and well-being. Identifying

and implementing EBPs requires educators to consult trustworthy sources that evaluate the
research base behind practices, such as the What Works Clearinghouse (WWC) and the

National Center on Intensive Intervention. Staying current with research and pursuing

professional development on EBPs is an ongoing responsibility. While not an exhaustive list,

some well-established EBPs for academics, social-emotional skills, and behavior include:

4.1 Academic Support Strategies and Resources

 Peer-Assisted Learning Strategies (PALS)

https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/619
 Self-Regulated Strategy Development (SRSD)
https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/680
 Response to Intervention (RTI) https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/570

4.2 Social/Emotional Support Strategies and Resources

 Second Step https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/496

 Check & Connect https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/242
 PATHS Curriculum https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/94

4.3 Classroom Management and Behavioral Support Strategies and

Resources

 Positive Behavioral Interventions and Supports (PBIS) https://www.pbis.org/research

 The Good Behavior Game https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/756
 Check-In/Check-Out (CICO) https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/7

Evidence-based Goal Development, Progress

Monitoring, and Informal Assessment
Developing high-quality IEP goals and monitoring progress are at the heart of

effective special education practice. Goals drive the specially designed instruction and serve

as the criteria for determining whether the student is receiving educational benefit from the

IEP. Progress monitoring data informs instructional planning and adjustments to ensure

students remain on track to achieve their goals. IEP goals should be developed using the

SMART framework: Specific, Measurable, Attainable, Relevant, and Time-bound (Jung,

2007). This means goals are:

  Specific: Clearly defined skills/behaviors the student will achieve

 Measurable: Able to be quantified through direct observation, work samples, or other

assessments

 Attainable: Realistically achievable based on the student's present levels and rate of

progress

 Relevant: Address skills essential for participation and progress in the general

curriculum and areas directly impacted by the disability

 Time-bound: Specify the timeframe in which the goal will be achieved (typically one

IEP year)

Link: https://au.waypointoutcomes.com/Engage/Dropbox/ViewPDF?DocumentId=23154560

Educational Support Team for Students with

Exceptionalities
Collaboration among a multidisciplinary team of professionals is essential for providing

comprehensive, high-quality services to students with exceptionalities. No single educator

possesses all the expertise needed to address the diverse academic, social-emotional,

behavioral, physical, and functional needs of this population. The specific makeup of the

team will vary based on individual student needs but generally includes the following key

members:

 Parents/Guardians: Parents are critical members of the IEP team who provide insight

into the student's strengths, needs, and developmental history. They offer perspective

on what interventions and supports have or haven't worked in the past. As the most

consistent presence in the child's life, parent input and partnership is vital for aligning

school and home efforts to promote positive outcomes.

 General Education Teacher(s): As the content expert and instructor responsible for

grade-level curriculum standards, the general educator plays an important role in

designing and delivering universally accessible lessons, differentiating materials, and

collaborating with the special educator to implement accommodations and

modifications. Their knowledge of typical development and classroom expectations

informs IEP goals and progress.

 Special Education Teacher: The special educator specializes in individualizing

instruction to meet the unique needs of students with disabilities. They are responsible

for coordinating the development and implementation of the IEP, providing

specialized instruction and interventions, monitoring and reporting on student

progress, and collaborating with other service providers to ensure cohesive

programming. Special educators also support access to the general curriculum through

accommodations, modifications, and assistive technology.

 School Administrator (LEA Representative): A school administrator or designee

serves as the local education agency (LEA) representative on the IEP team. They

should be knowledgeable about the general education curriculum and school/district

resource availability. Administrators are responsible for ensuring IEP implementation

and FAPE, allocating personnel and materials, and supporting the

scheduling/logistical elements of service delivery.

 Related Service Providers: Based on evaluation data and individual needs, students

may require support from related service providers such as speech-language

pathologists (SLPs), occupational therapists (OTs), physical therapists (PTs), school

psychologists, behavior analysts, orientation and mobility specialists, interpreters,

nurses, and more. These professionals contribute to goal development in their areas of
 expertise, provide direct and/or consultative services, and collaborate with teachers on

integrating therapeutic supports into classroom routines.

 Instructional Assistants/Paraprofessionals: Paraprofessionals are non-certified staff

who assist with implementation of the IEP under the supervision of licensed

educators. They may provide behavioral, academic, social, and/or functional support

to facilitate the student's participation in educational activities. It is important that

their roles are clearly defined and they receive ongoing training and guidance from

the IEP team.

 The Student: When appropriate based on age and developmental level, the student

should be an active participant in IEP development and implementation. Involving

students in identifying their own strengths, interests, needs and goals fosters self-

awareness and self-advocacy skills critical for long-term success. Student voice is

especially crucial during transition planning to ensure programming aligns with their

postsecondary vision.

Effective teamwork requires regularly scheduled meetings to review student data, problem-

solve challenges, and coordinate efforts. All members should come prepared to share

professional knowledge while respecting the expertise of others. Establishing clear

roles/responsibilities, maintaining ongoing communication, and centering student needs can

help navigate the complexities of collaboration.

Professional and Ethical Considerations

Educators who serve students with exceptionalities must adhere to the highest standards of

professional practice and ethics. These students and their families are entrusting us with their

well-being, growth, and future opportunities. We have a moral and legal obligation to provide

equitable, evidence-based, and individualized services that protect student rights and
maximize outcomes. Several professional organizations have developed codes of ethics to

guide our decision-making and conduct.

Key Ethical Principles:

 Maintaining competence in evidence-based practices and pursuing ongoing

professional learning

 Using assessment and instructional strategies that are technically sound, culturally

responsive, and aligned with student needs

 Respecting diversity and advocating for socially just practices that reduce bias,

discrimination, and disproportionality

 Upholding student/family confidentiality and only sharing information on an as-

needed basis in accordance with laws (FERPA, HIPAA)

 Involving families as collaborative partners and empowering them with knowledge to

make informed educational decisions

 Advocating for safe, inclusive learning environments and necessary resources to

implement specially designed instruction with integrity

 Addressing conflicts of interest and avoiding dual relationships that could impair

objectivity or take advantage of students

 Engaging in data-based, ethical decision-making even when decisions are unpopular

or met with resistance

 Knowing and adhering to federal/state laws and district policies/procedures

 Collaborating with colleagues respectfully and resisting pressure to engage in

unethical or discriminatory actions

 Maintaining accurate records and documentation to track service delivery and

progress
  Using technology responsibly, legally, and in ways that enhance student learning

 Reporting instances of suspected abuse/neglect, unprofessional practices, or

conditions that pose a threat to health/safety

 Upholding the dignity and rights of people with disabilities in all professional

activities and communications

Resources:

 Council for Exceptional Children (CEC) Ethical Principles and Professional Practice

Standards: Provides a common set of core values and principles to guide special

educators in fostering high quality services for individuals with disabilities and their

families https://exceptionalchildren.org/standards/ethical-principles-and-practice-

standards

 National Association of Special Education Teachers (NASET) Code of Ethics:

Outlines expectations for professional conduct specifically for special educators

across domains such as promoting student growth, applying professional knowledge,

collaborating with colleagues and families, and engaging in professional learning

https://www.naset.org/693.0.html

 Family Educational Rights and Privacy Act (FERPA): Federal law that protects the

confidentiality of student records and specifies rights of parents to inspect, review and

request amendment of records

https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

 National Education Association (NEA) Code of Ethics: General principles for ethical

conduct of all educators, including commitments to the student, profession, and

community https://www.nea.org/resource-library/code-ethics-educators
Navigating ethical dilemmas requires a strong understanding of situational factors, potential

consequences, and competing interests/values. Consulting with trusted colleagues,

supervisors, and specialists can offer helpful perspective. Grounding decisions in standards of

the profession, centering student needs, and engaging in self-reflection are strategies for

resolving conflicts. Ultimately, educators must be able to articulate a rationale for their

professional judgment and accept responsibility for their actions.

Students with disabilities have historically faced significant stigma, segregation, and low

expectations. As special educators, we play a critical role in disrupting these patterns and

championing the limitless potential of our students. Holding ourselves to the highest ethical

standards not only protects those we serve but elevates the integrity of the profession.

Through our individual and collective efforts, we can create a more just and inclusive

educational system that empowers students with exceptionalities to thrive.

How Does This Apply to My Target Student Population

and Career Goals?
As a future high school special education teacher supporting students with

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date.Ncontinue writing Editmild to moderate disabilities in inclusive classrooms, the

knowledge and strategies compiled in this resource manual directly align with my

professional aspirations. To effectively teach adolescents with diverse learning needs

alongside their typically developing peers, I must have a deep understanding of special

education laws, evidence-based practices, collaborative teaming, and ethical principles. This

manual provides a foundation to build upon throughout my career. Recognizing the legal

rights and protections afforded to students with disabilities under IDEA and Section 504 is
essential for ensuring access to FAPE and inclusive educational opportunities. I will use my

knowledge of the referral, evaluation, and eligibility process to advocate for timely and

appropriate identification of students who may need special education services.

Understanding the 13 IDEA disability categories will help me interpret evaluation data and

consider the impact of disability characteristics on academic, social-emotional, and

behavioral functioning.

As a case manager and IEP team member, I will draw upon my skills in developing

measurable annual goals, designing progress monitoring plans, and using data to inform

specially designed instruction for my students. I will collaborate with general educators to

identify appropriate accommodations, modifications, and differentiated strategies that allow

students to access grade-level curriculum while targeting individualized needs outlined in the

IEP. The evidence-based academic, social-emotional, and behavioral interventions described

in this manual, such as SRSD for writing, Check & Connect for engagement, and FBA/BIPs

for challenging behaviors, will serve as a toolbox to proactively support my high school

students. Cultivating partnerships with families, colleagues, related service providers, and

community agencies will be vital to supporting successful transitions and post-school

outcomes for my students. I will strive to include student and family voice in developing

culturally responsive IEPs and transition plans that honor their unique strengths, needs,

preferences, and backgrounds. Maintaining open, positive communication and sharing

resources to bridge school and home learning will be a priority. As a member of the larger

school community, I will engage in building-wide initiatives like PBIS to create a safe,

inclusive environment where all students feel valued.

Applying the ethical standards outlined by CEC and NASET will guide my decision-

making and professional conduct. I commit to maintaining confidentiality, using evidence-

based and non-discriminatory practices, advocating for necessary resources, and engaging in

ongoing professional learning to enhance my skills. When faced with ethical dilemmas, I will

consult with trusted colleagues, reflect on potential consequences and competing interests,

and prioritize student well-being. Modeling respect, integrity, and high expectations for my

students will foster self-determination and empowerment. As a lifelong learner, I recognize

that this resource manual is a starting point, not an ending point. Each student, family, and

situation I encounter will present new opportunities for growth and skill refinement. I look

forward to collaborating with fellow educators, related service providers, families, and most

importantly, my students, to expand my knowledge and perspectives. Staying current with

advances in the field through professional organizations, journals, and conferences will be

essential to providing the most effective, evidence-based services.

Conclusion

In conclusion, this resource manual serves as a valuable reference for key concepts,

laws, evidence-based practices, teaming structures, and ethical guidelines essential for

effectively supporting students with exceptionalities. It has reinforced my passion for

advocating for the rights and strengths of this diverse population. While there will

undoubtedly be challenges ahead, I feel better prepared to navigate the complexities of the

special education landscape and make a positive impact on the students and families I will

serve in my role as a high school inclusion teacher. Grounding my practice in research,

building strong collaborative relationships, and maintaining a commitment to professional

ethics and growth will serve me well in this rewarding career path. I am grateful for the

opportunity to compile this manual as a foundation for my continued development as a

special educator.