TESP 302
TESP 302
Study Guide for Final
Identify and define the categories of students that have exceptionalities.
|Autism-means a developmental disability |Multiple disabilities-means concomitant [simultaneous] impairments (such as intellectual disability-blindness, |
|significantly affecting verbal and |intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs |
|nonverbal communication and social |that they cannot be accommodated in a special education program solely for one of the impairments. The term does not |
|interaction, generally evident before age |include deaf-blindness. …show more content…
|
|three, that adversely affects a child’s |Orthopedic impairment-means a severe orthopedic impairment that adversely affects a child’s educational performance. |
|educational performance. Other |The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, |
|characteristics often associated with |bone tuberculosis), and impairments from other causes (e.g.,cerebral palsy, amputations, and fractures or burns that |
|autism are engaging in repetitive |cause contractures). |
|activities and stereotyped movements, |Other health impairment-means having limited strength, vitality, or alertness, including a heightened alertness to |
|resistance to environmental change or |environmental stimuli, that results in limited alertness with respect to the educational environment, that— |
|change in daily routines, and unusual |(a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit |
|responses to sensory experiences. The term |hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, |
|autism does not apply if the child’s |rheumatic fever, sickle cell anemia, and Tourette syndrome; and |
|educational performance is adversely |(b) adversely affects a child’s educational performance. |
|affected primarily because the child has an|Specific learning disability-means a disorder in one or more of the basic psychological processes involved in |
|emotional disturbance, as defined in #5 |understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, |
|below. |think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual|
| |disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include|
|Deafness-means a hearing impairment so |learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual |
|severe that a child is impaired in |disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage. |
|processing linguistic information through |Speech or language impairment-means a communication disorder such as stuttering, impaired articulation, a language |
|hearing, with or without amplification, |impairment, or a voice impairment that adversely affects a child’s educational performance. |
|that adversely affects a child’s |Traumatic brain injury-means an acquired injury to the brain caused by an external physical force, resulting in total|
|educational performance. |or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational |
|Developmental delay-for children from birth|performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as |
|to age three (under IDEA Part C) and |cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual,|
|children from ages three through nine |and motor abilities; psychosocial behavior; physical functions; information processing; and speech. |
|(under IDEA Part B), the term developmental|The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth |
|delay, as defined by each State, means a |trauma. |
|delay in one or more of the following |Visual impairment, including blindness-means an impairment in vision that, even with correction, adversely affects a |
|areas: physical development; cognitive |child’s educational performance. The term includes both partial sight and blindness. |
|development; communication; social or | |
|emotional development; or adaptive | |
|[behavioral] development.
| |
|Emotional disturbance (SED): means a | |
|condition exhibiting one or more of the | |
|following characteristics over a long | |
|period of time and to a marked degree | |
|that adversely affects a child’s | …show more content…
|
|educational performance: | |
|(a) An inability to learn that cannot be | |
|explained by intellectual, sensory, or | |
|health factors. | |
|(b) An inability to build or maintain | |
|satisfactory interpersonal relationships | |
|with peers and teachers. | |
|(c) Inappropriate types of behavior or | |
|feelings under normal circumstances. | |
|(d) A general pervasive mood of unhappiness| |
|or depression. | |
|(e) A tendency to develop physical symptoms| |
|or fears associated with personal or school| |
|problems. | |
|The term includes schizophrenia. The term | |
|does not apply to children who are socially| |
|maladjusted, unless it is determined that | |
|they have an emotional disturbance. | |
|Hearing impairment-means an impairment in | |
|hearing, whether permanent or fluctuating, | |
|that adversely affects a child’s | |
|educational performance but is not included| |
|under the definition of “deafness.” | |
|Intellectual disability-means significantly| |
|subaverage general intellectual | |
|functioning, existing concurrently [at the | |
|same time] with deficits in adaptive | |
|behavior and manifested during the | |
|developmental period, that adversely | |
|affects a child’s educational performance. | |
Identify the factors which can place the development of a young child at-risk for developmental delay or disability. The term at risk has been used in educational policy and programs since the 1980s and the concept of educational programs for children at risk had its start much earlier. The importance of the environment on the development of humans is vital. Low-income families can result in being at risk. The first three years of life are very important. Specific factors include low prenatal care and immunization rates, the rising incidence of child abuse and neglect and disturbing trends in family stability. Children who live with parents facing persistent unemployment, domestic violence, depression, substance abuse. Children with low birth weight, intraventricular hemorrhage at birth, chronic lung disease and failure to thrive.
What is the influence of culture on family beliefs and practices for their child with exceptionalities? Culture refers to beliefs, attitudes, and values of a family and may stem from ethnic background and/or religion. Culture also relates to geographic location, and different regions of the country may have different values. Culture is part of all aspects of family life including how the child is raised, and beliefs about education, health care, and seeking support outside the family. Some cultures are more accepting of disability than others, and still other cultures view disabilities as a private matter or may even consider them shameful. Cultural groups that place great importance on their place of worship may find their church, synagogue, or mosque helpful for social support in times of need.
Identify and define the legislation (laws) of special education:(page 20) The basis for most IEP law is found in the three federal statutes: Individuals with Disabilities Education Act (IDEA)- Special education law, or the Individuals with Disabilities Education Act (IDEA) lists 13 categories of special education, each with its own detailed requirement. Special education law pertains to student's aged 3-22. To qualify, a child must have one of the identified disabilities AND it must adversely affect their educational performance. Every school district has the legal responsibility to identify, locate and evaluate children who are in need of special education services. The law calls this child find.
Section 504 of the Rehabilitation Act of 1973- Attempt to end education and job discrimination on the basis of a person’s disability. Law stated that no otherwise qualified handicapped individual in the United States could be excluded from participation in any program or activity receiving federal financial assistance based solely on his or her handicap. 504 plans: allow for instructional accomodations for students who do not qualify for special education services under IDEA 04 but need additional help.
Family Educational and Privacy Rights Act. -The mission of the Family Policy Compliance Office (FPCO) is to meet the needs of the Department's primary customers--learners of all ages--by effectively implementing two laws that seek to ensure student and parental rights in education: the Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment (PPRA).
IDEA 2004 guarantees four basic rights to children with disabilities.
No Child Left Behind Act (2001)- No Child Left Behind requires each state to develop annual assessments on the basic skills of mathematics, reading and writing and requires that all students in certain grades be tested. The standards are set by each state.
Free Appropriate Education (FPA)- FAPE is the terms used to describe the educational right of children with disabilities in the United States. This right is guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA.) It is defined as an educational program that is individualized to fit the specific needs of a child having a disability or qualifying for special education. The program must meet the child’s unique needs, provide access to the general education curriculum and meet State grade level standards.
Least Restrictive Environment (LRE)- The Individuals with Disabilities Education Act (IDEA) requires that all children with disabilities must be educated in the least restrictive environment (LRE) that is appropriate for them. The spirit of this requirement is to ensure that children are not unnecessarily removed from the regular classroom or isolated from other non-disabled children of their age. LRE decisions are made based on children's learning needs and vary from child to child. IDEA also requires that schools provide a full continuum of services ranging from regular classrooms with support to special classes, and special school placements as needed.
Supplementary Aids and Services- Decision to remove a student form the general education classroom should be made only if the nature or severity of the disability precludes success in the environment, even with the addition of supplementary aids and services. The decision regarding placement on the continuum is made on an individual basis considering the specific education needs of the student. The traditional view of LRE assumes that the student’s needs must be assessed and then “matched” to the environment that can best meet those needs. Assessment
• Identify the process involved in the Individualized Education Plan (referral to implementation)- A description of the learning disabled student's current skill levels based on formal assessment;
• Measurable and observable goals for improvement in each area of educational need;
• Measurable and observable objectives describing specific skills needed to reach IEP goals;
• What types of specially designed instruction will be provided;
• When, where, and for how long specially designed instruction will be provided; and
• Additional, related services the student will need to support specially designed instruction.
Identify the different IEP’s IFSP-written statement of the child’s educational program, but includes role of family as well IEP-IDEA 04 states that all children identified with a disability must have an individualized education program. An IEP is a statement of the student’s specific educational program written by a multidisciplinary team that includes, student’s goals and how the student will participate in accountability assessments. An IEP must be developed for all students with a disability beginning at age 3. For infants and toddlers, an individualized family service plan)IFSP must be developed reviewed and revised.
Transition IEP: is the ongoing process of collecting data that reflects your child’s needs, preferences and interests as they move towards adulthood.
Life Plan Identify the possible members of an IEP TEAM and know their role in processing and implementing the IEP: The IEP process can range from an easy conversation with your school to a complicated mess. This section hopes to clarify the process so that as a parent, you can work collaboratively with your school and ensure that your child receives the most appropriate services. Special Education Teacher
Your Child's Current Classroom Teacher
Other General Education Teachers School Psychologist and any other Specialists
School Administrator
Parent
Child (if child is over the age of 8)
Parent(s) or other legal guardian of child (expert on child) Student (What age must a child be invited to the meeting?)-listed above
A Representative of the School System-very IEP team must include a “representative of the public agency” responsible for educating the child in question, according to IDEA. By “public agency,” we’re usually talking about the school system–the local educational agency, for example.
This person must be:
▪ qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;
▪ knowledgeable about general education curriculum; and
▪ knowledgeable about the availability of resources of the public agency.
Regular Education Teacher Special Education Teacher School Psychologist or someone to interpret the instructional implications of evaluation results Occupational Therapists: Physical Therapists: Nurse Speech and Language Pathologists/Specialists: Representative of the public agency
Identify effective, research-based instructional procedures, strategies, modifications, and types of instructional technology for working with students with special needs.-different classroom arrangements and modifications. Behavior Intervention plan, cooperative learning, explicit instruction, functional behavioral assessment.
Accommodations/Modifications: Since it is a civil rights law, and the Individuals with Disabilities Education Act (IDEA) is an educational law, a child who receives services under Section 504 does not benifit from the same mandates as a child who receives special education services under IDEA.
Modifications and accomodations under 504 usually refer to improving building accessibility, classroom accommodations and curriculum modifications. “No otherwise qualified handicapped individual in the United States shall solely, by reason of his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance (this would include public schools).”
Behavior Intervention Plan (BIP): Special education term used to describe the written plan used to address problem behavior that includes positive behavioral interventions, strategies and support. May include program modifications and supplementary aids and services.
Cooperative learning Cooperative learning is an effective classroom tool for students with learning disabilities and other special needs, particularly for middle school aged students, because it promotes positive peer interaction and helps students to engage in active learning.
One of the primary goals of cooperative learning is to assist students in taking responsibility for the learning process. Cooperative learning strategies teach students how to work and interact in small groups, and ultimately provide them with a basic framework for becoming a productive member of society. It is important to incorporate cooperative learning strategies on a daily basis in order to reinforce the skills and habits that are essential for becoming an active learner.
Explicit instruction -Explicit instruction is systematic, direct, engaging, and success oriented—and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.
Functional Behavioral Assessment (FBA): A problem solving process for addressing inappropriate behavior.
Graphic organizers -Help your students children classify ideas and communicate more effectively.
Use graphic organizers to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming. Select a Graphic Organizer from the following list of links.
Instructional Technology -Technology can be the great equalizer in a classroom with diverse learners. Whereas teachers can find it difficult to differentiate instruction for 30+ students in one class, all with different needs and abilities, “assistive technology” (devices and software to assist students with disabilities) can often help teachers personalize lessons and skills enhancement to each child.
Mnemonic instruction -Mnemonic instruction is a set of strategies designed to help students improve their memory of new information. Mnemonics instruction links new information to prior knowledge through the use of visual and/or acoustic cues. These strategies have been proven effective with students at a wide range of ability levels (gifted, normally achieving, and those with mild and moderate disabilities) and at all grade levels. Mnemonics are particularly helpful in teaching students with disabilities who have difficulty recalling verbal and content-area information, as they are effective with any type of verbal
content.
Multiple Tier Systems of Support (MTSS)/Response to Intervention (RTI): MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each Kansas student to achieve high standards. RtI is a school process used to determine if a student is responding to classroom instruction and progressing as expected. In an RtI process, a student who is struggling receives additional instructional support provided by matching instruction to a student’s individual needs through a multi-tier instructional model. Each level, also known as a tier, provides instruction with increased intensity such as smaller groups or instructional time focused on specific areas.
RtI focuses on the early prevention of academic difficulty, particularly in the areas of reading and math by: • ensuring appropriate instruction for all students; • monitoring students’ progress; and • providing additional levels of instructional assistance (intervention) for students who require support.
Study aids and guides-teach listening, to apply the mind to the learning or understanding of (a subject), esp by reading
Peer tutoring -Peer tutoring is a strategy that is very effective for instilling a sense of success in students who struggle, especially students in special education programs. Too often, special education students tend to suffer from low confidence in the subjects they have trouble in, usually the area of reading. Peer tutoring gives these students an opportunity to succeed and to increase their confidence level.
Universal Design-Universal Design for Learning is a process of making course concepts accessible and skills attainable regardless of learning style, physical or sensory abilities.
Describe effective classroom arrangements, grouping options that are relevant for students with special needs.
Other Terms to Know:
ADD/ADHD: ADD and ADHD in children is estimated to occur in 3-5% of our school-aged children. Some studies show that it affects as many as 8%. Children affected can have problems paying attention, concentrating, difficulty following simple instructions, have a need to physically move their body and are very compulsive. Both attention deficit disorder and attention deficit hyperactivity disorder can interfere with school functioning. It is important to remember that many of these symptoms are common to all children and do not necessarily indicate this disorder. ADD and ADHD in children are both considered medical conditions and should only be diagnosed by a physician, NOT by your school. It is very difficult to diagnosis this disorder under the age of 6 or as a teenager. It is recommended that children be evaluated for ADD and ADHD between the ages of 6-12 years old.
In order to receive a diagnosis, a child should show SIX or more of the above symptoms for more than six months and the symptoms should occur in more than
Assessment or Evaluation: The special education evaluation or assessment provides the IEP team information that will be used to determine if your child has one of the 13 types of eligible disabilitiesdefined by IDEA and therefore qualifies them for special education services.
Asperger's Syndrome: Aspergers syndrome is one of the autism spectrum disorders or pervasive developmental disorders (PDD). This neurological disorder makes it difficult for children to make friends and interact with others because they are socially awkward. It is different from autism in that children with Aspergers Syndrome usually have normal speech development, talk by age two and have few if any delays in developmental milestones. They often have excellent auditory and visual perception and possess a average to above average IQ.
Bipolar Disorders: Characterized by cycles of mania alternating with depression. It is difficult to diagnose children with this disorder and often controversial.
Cerebral Palsy: A series of motor problems and physical disorders related to brain injury. CP causes uncontrollable reflex movements and muscle tightness and may cause problems in balance and depth perception. Severe cases can result in mental retardation, seizures or vision and hearing problems.
Cumulative File: Special education law, or the Individuals with Disabilities Education Act (IDEA) lists 13 categories of special education, each with its own detailed requirement. Special education law pertains to student's aged 3-22. To qualify, a child must have one of the identified disabilities AND it must adversely affect their educational performance. Every school district has the legal responsibility to identify, locate and evaluate children who are in need of special education services. The law calls this child find.
Disability: Physical or mental impairment that substantially limits one or more major life activities.
Due Process: IEP due process is protected under the Individuals with Disabilities Education Act, (IDEA), and provides parents with the right to resolve disputes with your school district. There are two ways to resolve disputes, mediation and through a due process hearing.
Early Intervention: Programs for developmentally delayed infants and toddlers through 35 months of age; designed to help prevent problems as the child matures.
Extended School Year Services (ESY): An extended school year is a component of special education services for students with unique needs who require services in excess of the regular academic year. Extended year often refers to summer school.
Inclusion: Term used to describe services that place students with disabilities in general education classrooms with appropriate support services. Student may receive instruction from both a general education teacher and a special education teacher.
Mainstreaming: Term used to describe the integration of children with special needs into regular classrooms for part of the school day. The remainder of the day is in a special education classroom.
Manifestation Determination: IDEA states that with regards to school discipline, schools may consider each situation on a case-by-case basis when determining if a change of placement is appropriate for a special education child who violates school education code.
Obsessive-Compulsive Disorder (OCD): OCD is an anxiety disorder that presents itself as recurrent, persistent obsessions or compulsions. Obsessions are intrusive ideas, thoughts or images while compulsions are repetitive behaviors or mental acts that the child feels they must perform.
Oppositional Defiant Disorder (ODD): A child who defies authority by disobeying, talking back, arguing or being hostile in a way that is excessive compared to other children and this pattern continues for more than six months may be determined to have ODD. ODD often occurs with other behavioral problems such as ADHD, learning disablities and anxiety disorders.
Parent Rights and Consent: Special education term used by IDEA that states you have been fully informed in your native language or other mode of communication of all the information about the action for which you are giving consent and that you understand and agree in writing to that action.
Sensory Processing Disorder: A complex brain disorder that causes a child to misinterpret everyday sensory information like movement, sound and touch. Children with SPD may seek out intense sensory experiences or feel overwhelmed with information.
Tourette's Syndrome: Disorder that includes multiple motor and one or more vocal tics, which occur many times per day, nearly daily. If a child has Tourette's syndrome, symptomes tend to appear between the ages of 3-10 years old.
Turner's Syndrome: This rare genetic disorder affects females and is characterized by the absence of an X chromosome. Characteristics include small stature, limited development of sexual characteristics, low hairline and abnormal eye and bone development
Study Guide for Final
Identify and define the categories of students that have exceptionalities.
|Autism-means a developmental disability |Multiple disabilities-means concomitant [simultaneous] impairments (such as intellectual disability-blindness, |
|significantly affecting verbal and |intellectual disability-orthopedic impairment, etc.), the combination of which causes such severe educational needs |
|nonverbal communication and social |that they cannot be accommodated in a special education program solely for one of the impairments. The term does not |
|interaction, generally evident before age |include deaf-blindness. …show more content…
|
|three, that adversely affects a child’s |Orthopedic impairment-means a severe orthopedic impairment that adversely affects a child’s educational performance. |
|educational performance. Other |The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, |
|characteristics often associated with |bone tuberculosis), and impairments from other causes (e.g.,cerebral palsy, amputations, and fractures or burns that |
|autism are engaging in repetitive |cause contractures). |
|activities and stereotyped movements, |Other health impairment-means having limited strength, vitality, or alertness, including a heightened alertness to |
|resistance to environmental change or |environmental stimuli, that results in limited alertness with respect to the educational environment, that— |
|change in daily routines, and unusual |(a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit |
|responses to sensory experiences. The term |hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, |
|autism does not apply if the child’s |rheumatic fever, sickle cell anemia, and Tourette syndrome; and |
|educational performance is adversely |(b) adversely affects a child’s educational performance. |
|affected primarily because the child has an|Specific learning disability-means a disorder in one or more of the basic psychological processes involved in |
|emotional disturbance, as defined in #5 |understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, |
|below. |think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual|
| |disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include|
|Deafness-means a hearing impairment so |learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual |
|severe that a child is impaired in |disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage. |
|processing linguistic information through |Speech or language impairment-means a communication disorder such as stuttering, impaired articulation, a language |
|hearing, with or without amplification, |impairment, or a voice impairment that adversely affects a child’s educational performance. |
|that adversely affects a child’s |Traumatic brain injury-means an acquired injury to the brain caused by an external physical force, resulting in total|
|educational performance. |or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational |
|Developmental delay-for children from birth|performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as |
|to age three (under IDEA Part C) and |cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual,|
|children from ages three through nine |and motor abilities; psychosocial behavior; physical functions; information processing; and speech. |
|(under IDEA Part B), the term developmental|The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth |
|delay, as defined by each State, means a |trauma. |
|delay in one or more of the following |Visual impairment, including blindness-means an impairment in vision that, even with correction, adversely affects a |
|areas: physical development; cognitive |child’s educational performance. The term includes both partial sight and blindness. |
|development; communication; social or | |
|emotional development; or adaptive | |
|[behavioral] development.
| |
|Emotional disturbance (SED): means a | |
|condition exhibiting one or more of the | |
|following characteristics over a long | |
|period of time and to a marked degree | |
|that adversely affects a child’s | …show more content…
|
|educational performance: | |
|(a) An inability to learn that cannot be | |
|explained by intellectual, sensory, or | |
|health factors. | |
|(b) An inability to build or maintain | |
|satisfactory interpersonal relationships | |
|with peers and teachers. | |
|(c) Inappropriate types of behavior or | |
|feelings under normal circumstances. | |
|(d) A general pervasive mood of unhappiness| |
|or depression. | |
|(e) A tendency to develop physical symptoms| |
|or fears associated with personal or school| |
|problems. | |
|The term includes schizophrenia. The term | |
|does not apply to children who are socially| |
|maladjusted, unless it is determined that | |
|they have an emotional disturbance. | |
|Hearing impairment-means an impairment in | |
|hearing, whether permanent or fluctuating, | |
|that adversely affects a child’s | |
|educational performance but is not included| |
|under the definition of “deafness.” | |
|Intellectual disability-means significantly| |
|subaverage general intellectual | |
|functioning, existing concurrently [at the | |
|same time] with deficits in adaptive | |
|behavior and manifested during the | |
|developmental period, that adversely | |
|affects a child’s educational performance. | |
Identify the factors which can place the development of a young child at-risk for developmental delay or disability. The term at risk has been used in educational policy and programs since the 1980s and the concept of educational programs for children at risk had its start much earlier. The importance of the environment on the development of humans is vital. Low-income families can result in being at risk. The first three years of life are very important. Specific factors include low prenatal care and immunization rates, the rising incidence of child abuse and neglect and disturbing trends in family stability. Children who live with parents facing persistent unemployment, domestic violence, depression, substance abuse. Children with low birth weight, intraventricular hemorrhage at birth, chronic lung disease and failure to thrive.
What is the influence of culture on family beliefs and practices for their child with exceptionalities? Culture refers to beliefs, attitudes, and values of a family and may stem from ethnic background and/or religion. Culture also relates to geographic location, and different regions of the country may have different values. Culture is part of all aspects of family life including how the child is raised, and beliefs about education, health care, and seeking support outside the family. Some cultures are more accepting of disability than others, and still other cultures view disabilities as a private matter or may even consider them shameful. Cultural groups that place great importance on their place of worship may find their church, synagogue, or mosque helpful for social support in times of need.
Identify and define the legislation (laws) of special education:(page 20) The basis for most IEP law is found in the three federal statutes: Individuals with Disabilities Education Act (IDEA)- Special education law, or the Individuals with Disabilities Education Act (IDEA) lists 13 categories of special education, each with its own detailed requirement. Special education law pertains to student's aged 3-22. To qualify, a child must have one of the identified disabilities AND it must adversely affect their educational performance. Every school district has the legal responsibility to identify, locate and evaluate children who are in need of special education services. The law calls this child find.
Section 504 of the Rehabilitation Act of 1973- Attempt to end education and job discrimination on the basis of a person’s disability. Law stated that no otherwise qualified handicapped individual in the United States could be excluded from participation in any program or activity receiving federal financial assistance based solely on his or her handicap. 504 plans: allow for instructional accomodations for students who do not qualify for special education services under IDEA 04 but need additional help.
Family Educational and Privacy Rights Act. -The mission of the Family Policy Compliance Office (FPCO) is to meet the needs of the Department's primary customers--learners of all ages--by effectively implementing two laws that seek to ensure student and parental rights in education: the Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment (PPRA).
IDEA 2004 guarantees four basic rights to children with disabilities.
No Child Left Behind Act (2001)- No Child Left Behind requires each state to develop annual assessments on the basic skills of mathematics, reading and writing and requires that all students in certain grades be tested. The standards are set by each state.
Free Appropriate Education (FPA)- FAPE is the terms used to describe the educational right of children with disabilities in the United States. This right is guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA.) It is defined as an educational program that is individualized to fit the specific needs of a child having a disability or qualifying for special education. The program must meet the child’s unique needs, provide access to the general education curriculum and meet State grade level standards.
Least Restrictive Environment (LRE)- The Individuals with Disabilities Education Act (IDEA) requires that all children with disabilities must be educated in the least restrictive environment (LRE) that is appropriate for them. The spirit of this requirement is to ensure that children are not unnecessarily removed from the regular classroom or isolated from other non-disabled children of their age. LRE decisions are made based on children's learning needs and vary from child to child. IDEA also requires that schools provide a full continuum of services ranging from regular classrooms with support to special classes, and special school placements as needed.
Supplementary Aids and Services- Decision to remove a student form the general education classroom should be made only if the nature or severity of the disability precludes success in the environment, even with the addition of supplementary aids and services. The decision regarding placement on the continuum is made on an individual basis considering the specific education needs of the student. The traditional view of LRE assumes that the student’s needs must be assessed and then “matched” to the environment that can best meet those needs. Assessment
• Identify the process involved in the Individualized Education Plan (referral to implementation)- A description of the learning disabled student's current skill levels based on formal assessment;
• Measurable and observable goals for improvement in each area of educational need;
• Measurable and observable objectives describing specific skills needed to reach IEP goals;
• What types of specially designed instruction will be provided;
• When, where, and for how long specially designed instruction will be provided; and
• Additional, related services the student will need to support specially designed instruction.
Identify the different IEP’s IFSP-written statement of the child’s educational program, but includes role of family as well IEP-IDEA 04 states that all children identified with a disability must have an individualized education program. An IEP is a statement of the student’s specific educational program written by a multidisciplinary team that includes, student’s goals and how the student will participate in accountability assessments. An IEP must be developed for all students with a disability beginning at age 3. For infants and toddlers, an individualized family service plan)IFSP must be developed reviewed and revised.
Transition IEP: is the ongoing process of collecting data that reflects your child’s needs, preferences and interests as they move towards adulthood.
Life Plan Identify the possible members of an IEP TEAM and know their role in processing and implementing the IEP: The IEP process can range from an easy conversation with your school to a complicated mess. This section hopes to clarify the process so that as a parent, you can work collaboratively with your school and ensure that your child receives the most appropriate services. Special Education Teacher
Your Child's Current Classroom Teacher
Other General Education Teachers School Psychologist and any other Specialists
School Administrator
Parent
Child (if child is over the age of 8)
Parent(s) or other legal guardian of child (expert on child) Student (What age must a child be invited to the meeting?)-listed above
A Representative of the School System-very IEP team must include a “representative of the public agency” responsible for educating the child in question, according to IDEA. By “public agency,” we’re usually talking about the school system–the local educational agency, for example.
This person must be:
▪ qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;
▪ knowledgeable about general education curriculum; and
▪ knowledgeable about the availability of resources of the public agency.
Regular Education Teacher Special Education Teacher School Psychologist or someone to interpret the instructional implications of evaluation results Occupational Therapists: Physical Therapists: Nurse Speech and Language Pathologists/Specialists: Representative of the public agency
Identify effective, research-based instructional procedures, strategies, modifications, and types of instructional technology for working with students with special needs.-different classroom arrangements and modifications. Behavior Intervention plan, cooperative learning, explicit instruction, functional behavioral assessment.
Accommodations/Modifications: Since it is a civil rights law, and the Individuals with Disabilities Education Act (IDEA) is an educational law, a child who receives services under Section 504 does not benifit from the same mandates as a child who receives special education services under IDEA.
Modifications and accomodations under 504 usually refer to improving building accessibility, classroom accommodations and curriculum modifications. “No otherwise qualified handicapped individual in the United States shall solely, by reason of his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance (this would include public schools).”
Behavior Intervention Plan (BIP): Special education term used to describe the written plan used to address problem behavior that includes positive behavioral interventions, strategies and support. May include program modifications and supplementary aids and services.
Cooperative learning Cooperative learning is an effective classroom tool for students with learning disabilities and other special needs, particularly for middle school aged students, because it promotes positive peer interaction and helps students to engage in active learning.
One of the primary goals of cooperative learning is to assist students in taking responsibility for the learning process. Cooperative learning strategies teach students how to work and interact in small groups, and ultimately provide them with a basic framework for becoming a productive member of society. It is important to incorporate cooperative learning strategies on a daily basis in order to reinforce the skills and habits that are essential for becoming an active learner.
Explicit instruction -Explicit instruction is systematic, direct, engaging, and success oriented—and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.
Functional Behavioral Assessment (FBA): A problem solving process for addressing inappropriate behavior.
Graphic organizers -Help your students children classify ideas and communicate more effectively.
Use graphic organizers to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming. Select a Graphic Organizer from the following list of links.
Instructional Technology -Technology can be the great equalizer in a classroom with diverse learners. Whereas teachers can find it difficult to differentiate instruction for 30+ students in one class, all with different needs and abilities, “assistive technology” (devices and software to assist students with disabilities) can often help teachers personalize lessons and skills enhancement to each child.
Mnemonic instruction -Mnemonic instruction is a set of strategies designed to help students improve their memory of new information. Mnemonics instruction links new information to prior knowledge through the use of visual and/or acoustic cues. These strategies have been proven effective with students at a wide range of ability levels (gifted, normally achieving, and those with mild and moderate disabilities) and at all grade levels. Mnemonics are particularly helpful in teaching students with disabilities who have difficulty recalling verbal and content-area information, as they are effective with any type of verbal
content.
Multiple Tier Systems of Support (MTSS)/Response to Intervention (RTI): MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring for instructional decision-making to empower each Kansas student to achieve high standards. RtI is a school process used to determine if a student is responding to classroom instruction and progressing as expected. In an RtI process, a student who is struggling receives additional instructional support provided by matching instruction to a student’s individual needs through a multi-tier instructional model. Each level, also known as a tier, provides instruction with increased intensity such as smaller groups or instructional time focused on specific areas.
RtI focuses on the early prevention of academic difficulty, particularly in the areas of reading and math by: • ensuring appropriate instruction for all students; • monitoring students’ progress; and • providing additional levels of instructional assistance (intervention) for students who require support.
Study aids and guides-teach listening, to apply the mind to the learning or understanding of (a subject), esp by reading
Peer tutoring -Peer tutoring is a strategy that is very effective for instilling a sense of success in students who struggle, especially students in special education programs. Too often, special education students tend to suffer from low confidence in the subjects they have trouble in, usually the area of reading. Peer tutoring gives these students an opportunity to succeed and to increase their confidence level.
Universal Design-Universal Design for Learning is a process of making course concepts accessible and skills attainable regardless of learning style, physical or sensory abilities.
Describe effective classroom arrangements, grouping options that are relevant for students with special needs.
Other Terms to Know:
ADD/ADHD: ADD and ADHD in children is estimated to occur in 3-5% of our school-aged children. Some studies show that it affects as many as 8%. Children affected can have problems paying attention, concentrating, difficulty following simple instructions, have a need to physically move their body and are very compulsive. Both attention deficit disorder and attention deficit hyperactivity disorder can interfere with school functioning. It is important to remember that many of these symptoms are common to all children and do not necessarily indicate this disorder. ADD and ADHD in children are both considered medical conditions and should only be diagnosed by a physician, NOT by your school. It is very difficult to diagnosis this disorder under the age of 6 or as a teenager. It is recommended that children be evaluated for ADD and ADHD between the ages of 6-12 years old.
In order to receive a diagnosis, a child should show SIX or more of the above symptoms for more than six months and the symptoms should occur in more than
Assessment or Evaluation: The special education evaluation or assessment provides the IEP team information that will be used to determine if your child has one of the 13 types of eligible disabilitiesdefined by IDEA and therefore qualifies them for special education services.
Asperger's Syndrome: Aspergers syndrome is one of the autism spectrum disorders or pervasive developmental disorders (PDD). This neurological disorder makes it difficult for children to make friends and interact with others because they are socially awkward. It is different from autism in that children with Aspergers Syndrome usually have normal speech development, talk by age two and have few if any delays in developmental milestones. They often have excellent auditory and visual perception and possess a average to above average IQ.
Bipolar Disorders: Characterized by cycles of mania alternating with depression. It is difficult to diagnose children with this disorder and often controversial.
Cerebral Palsy: A series of motor problems and physical disorders related to brain injury. CP causes uncontrollable reflex movements and muscle tightness and may cause problems in balance and depth perception. Severe cases can result in mental retardation, seizures or vision and hearing problems.
Cumulative File: Special education law, or the Individuals with Disabilities Education Act (IDEA) lists 13 categories of special education, each with its own detailed requirement. Special education law pertains to student's aged 3-22. To qualify, a child must have one of the identified disabilities AND it must adversely affect their educational performance. Every school district has the legal responsibility to identify, locate and evaluate children who are in need of special education services. The law calls this child find.
Disability: Physical or mental impairment that substantially limits one or more major life activities.
Due Process: IEP due process is protected under the Individuals with Disabilities Education Act, (IDEA), and provides parents with the right to resolve disputes with your school district. There are two ways to resolve disputes, mediation and through a due process hearing.
Early Intervention: Programs for developmentally delayed infants and toddlers through 35 months of age; designed to help prevent problems as the child matures.
Extended School Year Services (ESY): An extended school year is a component of special education services for students with unique needs who require services in excess of the regular academic year. Extended year often refers to summer school.
Inclusion: Term used to describe services that place students with disabilities in general education classrooms with appropriate support services. Student may receive instruction from both a general education teacher and a special education teacher.
Mainstreaming: Term used to describe the integration of children with special needs into regular classrooms for part of the school day. The remainder of the day is in a special education classroom.
Manifestation Determination: IDEA states that with regards to school discipline, schools may consider each situation on a case-by-case basis when determining if a change of placement is appropriate for a special education child who violates school education code.
Obsessive-Compulsive Disorder (OCD): OCD is an anxiety disorder that presents itself as recurrent, persistent obsessions or compulsions. Obsessions are intrusive ideas, thoughts or images while compulsions are repetitive behaviors or mental acts that the child feels they must perform.
Oppositional Defiant Disorder (ODD): A child who defies authority by disobeying, talking back, arguing or being hostile in a way that is excessive compared to other children and this pattern continues for more than six months may be determined to have ODD. ODD often occurs with other behavioral problems such as ADHD, learning disablities and anxiety disorders.
Parent Rights and Consent: Special education term used by IDEA that states you have been fully informed in your native language or other mode of communication of all the information about the action for which you are giving consent and that you understand and agree in writing to that action.
Sensory Processing Disorder: A complex brain disorder that causes a child to misinterpret everyday sensory information like movement, sound and touch. Children with SPD may seek out intense sensory experiences or feel overwhelmed with information.
Tourette's Syndrome: Disorder that includes multiple motor and one or more vocal tics, which occur many times per day, nearly daily. If a child has Tourette's syndrome, symptomes tend to appear between the ages of 3-10 years old.
Turner's Syndrome: This rare genetic disorder affects females and is characterized by the absence of an X chromosome. Characteristics include small stature, limited development of sexual characteristics, low hairline and abnormal eye and bone development