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Realized "special" students were kept separate from all other students--lunch, PE, academics, etc.
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Federal Law created FAPE--ensured that all students with disabilities have acess to a Free and Appropriate Public Education.
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Oregon Project for the Visually Impaired and Blind is published--includes skills invenory and teaching methods.
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Amended IDEA to assess students needs and tailor educational program based on specific child; also required schools to prepare students for continuing education/employment/independent life.
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Daughter, Molly, starated pre-school; two of her fellow students were desribed as autistic--one of them knew what "centrifugal force" meant; the other liked to lick the exterior of toilet bowls. They both had a hard time connecting with other students.
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1 in 150
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Public eduction became more standards-based; schools were required to test students and students were expected to show grownth in academics; alternative assessments were expected for students with severe disabilities.
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Both my students were in public elementary school; saw a "Help Wanted" sign on school door--special education teacher in self-contained "diagnostic" classroom was looking for paraprofessional. Applied and was hired.
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Started Accelerated Route to Licensure for Mild/Mod SpEd teaching credential; worked as paraprofessional in Resource room.
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Started work as SpEd teacher in Resource room in Title 1 school.
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Tongue Drive System for parapalegics revealed--allows navigation of wheelchair via metal stud on tongue
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1 in 68
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Started internship program at SSU while teaching in inclusion classroom for students with severe disabilities.
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Replaced NCLB; end-of-year testing still expected for grades 3-8, but states assume accountability.
