FTCE - ESE

IDEA Dates

1975, 1997, 2004

IDEA Components

Child FindFAPE, LRE, IEP (3-21) and ISFP (under 3), due process/procedural safeguards

Jane has placed her daughter, Abigail, in the Early Steps program for the past year. Now that she is turning three, she needs to change her current placement. Under IDEA 2004, Part C, what services may be available for Abigail in the school district?

A. VPK Education Program

B. Individual Education Services

C. Hospital Homebound Services

D. Vocational Services

A. VPK program

Inclusion

educating students with disabilities in the general education classroom alongside students without disabilities (tied to LRE), gen ed classroom is the students primary placement

Mainstreaming

students with disabilities included in gen ed classroom, only when achievement would be near grade level without support (contrast to inclusion)

Transition

preparing students for life after K-12 education (tied to FAPE)

Transition Services

help with identifying and applying to college or vocational school, seeking employment, finding a place to live in the community, etc.

Confidentiality

education records are subject to confidentiality in IDEA and Family Educational Rights and Privacy Act (FERPA)

Procedural Safeguards

rules/procedures designed to protect the rights and interests of parents and their children with disabilities, must be given in writing

Key Procedural Safeguards

- Notice in writing of any evaluations, services, or activities involving the child; parents can choose the language or mode of communication

- parental consent prior to actions involving the child

- parents are entitled to see child's records

- mediation will be provided to parents who have complaints; if unsuccessful, a due process hearing will occur

Due Process

refers to principles that attempt to guarantee the rights of citizens

IEP Team

-parents

-SPED teacher

-Gen Ed teacher

-LEA

-person responsible to explain results of any testing or evaluation

Maria has a daughter who ha developmental delays and has completed the Early Steps program. What type of paperwork is completed after the transition conference?

A. Individualized Education Plan

B. Transition Plan (Form I of the IFSP)

C. VPK education plan

D. Children's Medical Service Plan

B. Transition Plan (Form I of the IFSP)

IEP Content

-summary of levels and educational performance

-annual goals

-short term objectives

-list of services

-timing for related services

-participation with non-disabled children

-standardized testing

-how will progress be measured

IFSP

Individualized Family Service Plan - Like IEP, but for children under 3 years old. Targets family and natural environments.

Age of Majority

age when a person becomes a legal adult. In Florida - 18.

IDEA Catergories

- Infants and toddlers with disabilities-children between birth and 3 with delays in cognitive, physical, social/emotional, communication, or adaptive development

-autism

-deaf/blindness

-deafness

-emotional disturbance

-hearing impairment

-intellectual disability

-multiple disabilities

-orthopedic impairment

-other health impairment

-specific learning disability

-speech/language impairment

-TBI

-visual impairment

How often is reevaluation?

every 3 years

Autism

developmental disability affecting communication, social interaction, and learning

Deaf-blindness

simultaneous hearing and visual impairments that are so severe the student cannot benefit from programs exclusively for students with deafness or students with blindness

Deafness

refers to an extreme hearing impairment that adversely affects the student's performance

Emotional disturbance

condition that reflects at least one of the following:

-inability to learn that cannot be attributed to other factors

-inability to build or sustain satisfactory personal relationships with others

-feelings or behaviors that are ordinarily inappropriate

-pervasive unhappiness or depression

-tendency to develop physical symptoms or fears related to personal problems

-ex. schizophrenia, anxiety disorders, depression

Hearing Impairment

impairment in hearing that undermines students performance but is not severe enough to be classified as deafness. May be congenital or adventitious, classified only after the difficulties persist after corrections (hearing aids, surgery)

Intellectual disability

intellectual ability that is significantly below average

Multiple disabilities

a combination of disabilities that is so severe the student cannot benefit from programs designed for any one of those disabilities

Orthopedic impairment

musculoskeletal problems, congenital or adventitious, that adversely affect educational performance, ex. CP, polio, amputations, etc.

Other health impairment

other health problems affecting strength, energy, or alertness that adversely affects student's educational performance, ex. leukemia, epilepsy, diabetes, asthma, lupus, sickle cell anemia

Specific Learning Disability

problems with the ability to comprehend or product information when performing academic tasks, ex. dyslexia, dyscalculia, and minimal brain disfunction

Speech or language impairment

communication disorders that adversely affect educational performance, ex. articulation disorders, stuttering, and mutism

TBI

any acquired brain injury that undermines educational performance, such as resulting from car accident, sports, etc.

Visual impairments

visual problems that adversely affect educational performance, congenital or adventitious

Jan, a third grader, has difficulty sitting still, never waits for her turn, and is constantly interrupting others. She is displaying characteristics of

A. impulsivity

B. inattention

C. hyperactivity

D. hyperactive-impulsive

D. hyperactive-impulsive

criteria for assessments

-must not be racially or culturally biased

-administered in student's native language

-techinically sound

-administered by trained professionals

Individual Educational Evaluation

an option for parents who disagree with results of the evaluation

SETT Framework

students, environment, tasks, and tools - four areas that guide teams seeking to identify supports and services for students with disabilities

Scaffolding is a support process during wich students eventually apply new skills independently. Which of the following statements regarding scaffolding would be most descriptive of students with disabilities?

A. Begin with what the students can do

B. Help students achieve success quickly

C. Help students "to be" like everyone else

D. Help students to be independent when they have command of an activity

C. Help students "to be" like everyone else

Rob is a student with a disability who belongs to a neighborhood gang. He is involved in an argument with another students in math class. Later that night, Rob attends a school-sponsored basketball game. Other students report that Rob has a knife and is threatening to stab a students he argued with earlier. Rob is removed from the basketball game. Members of the IEP team decide to place Rob at an alternative school for 45 days. Were Rob's rights violated?

A. No, the IEP team made the decision to remove Rob, so multiple perspectives were considered

B. No, schools have a right to remove students who bring weapons to school without a hearing

C. Yes, a student with a disability cannot be removed form school for more than 10 days

D. Yes, a manifestation determination hearing must be conducted before Rob can be removed

B. No, schools have a right to remove students who bring weapons to school without a hearing

Arriving to school with a weapon takes precedence over other determining factors

Receptive Language

ability to understand language

Expressive Language

ability to express oneself using language

Phonology

speech sounds

Phoneme

distinct sound used to create spoken words, there are 45 phonemes in the english language

Semantics

meanings of parts of words, words, sentences, and larger units, including vocabulary development

Grammar

rules that govern the structure of language - syntax and morphology

Syntax

rules governing the placement of words, in phrases, clauses, and sentences (word order to make sense with types of words-nouns, verbs, adverbs, adjectives, etc.)

Morphology

rules governing the use of morphemes, including prefixes and suffixes

Morpheme

the smallest parts of words that contribute to meaning (prefixes, suffixes, adding -s to make a plural, etc.)

Pragmatics

whatever contributes to meaning over and above the literal meanings of the words - context, tone of voice, metaphors/analogies, word choice

orthography

system of representing oral language in writing - spelling, punctuation, capitalization, hyphens, etc.

Speech impairments

motor speech disorders, fluency disorders, articulation disorders, and voice disorders

Motor speech disorders

anatomical or physiological limitations in the physical mechanisms used to produce speech - dysarthria and apraxia

Dysarthria

waekness or paralysis of the musculature that controls speech, typically resulting from illness or injury. Symptoms include excessively rapid or slow speech, slurred speech. distorted vowels, unmodulated pitch and/or word flow, overly nasal speech, etc.

Apraxia

impairment of the ability to translate speech plans into actual speech.

Articulation disorders

difficulties in producing certain speech sounds

-omissions

-substitutions

-distortions

Fluency Disorders

difficulties with the rhythm and timing of speech, stuttering and cluttering

Stuttering

speech is disrupted by voluntary pauses (blocks) as well as repetitions and/or prolongations

Cluttering

speaking rate is unusually fast and/or irregular, can have a disorganization or uncertaincy in what they want to say

Voice disorders

difficulties in producing language sounds of appropriate quality, pitch, and/or loudness - phonation disorders and resonance disorders

Phonation disorders

result in excessive hoarseness, raspiness, sudden changes in volume and or pitch while speaking

Resonance disorders

result in either too much or too little nasal emission of air while speaking

Language impairments

when children have difficulties in expressing their thoughts, needs or feelings, and/or in understanding what others say - phonological disorders, expressive language disorders, mixed receptive-expressive disorders

Phonological disorders

impairments in the ability to distinguish specific phonemes

Expressive Language disorders

aka specific language impairment (SLI), expressive language abilities that are much lower than expected for age

Mixed expressive-receptive language disorder

when both expressive and receptive are affected

directive interventions

structured learning activities in which the professional responsible models the speech, prompts the child, and offers incentives for desired responses

Naturalistic interventions

activities carried out in day-to-day settings in which the professional makes use of opportunities for the child to learn. Led by the child's interests

Which type of intervention is delivered to persons who do not yet show signs of a communication disorder?

A. compensation

B. remdiation

C. consultation

D. prevention

prevention - an attempt at avoiding a disorder from developing or an attempt to identify the disorder at an early age

Segregated instruction

content areas are taught separately from each other and from language instruction

Integrated instruction

content areas overlap with each other and with language and are interdepedent

Content-based instruction

teaching language and content simultaneously (perhaps theme-based)

Task-based instruction

involves the teaching of language by means of age-appropriate tasks that require meaningful communication

assisstive technology

any device that maintains or improves the functioning of individuals with disabilities

alternative communication system

any system of communication other than the conventional natural language systems of reading, writing, hearing, and speech

augmentative and alternative communication

used to describe a broader category of methods that includes both asisstive technologies and alternative communication systems

adaptations for students with visual impairments

screen readers, digital book readers, scan/read systems, screen magnification software

hearing technologies for children with hearing impairments

assistive listening devices - increase volume and minimize background noise and acoustics

personal amplification devices - hearing aids

alerting devices

gain attention of of an individual by means of amplified sound, flashing light or vibration

communication supports

consist of technologies that facilitate communication among students who are deaf or hearing impaired ex. conventional word-processing programs, conventional cell phones, text telephones, video conferencing devices, closed captioning, speech-to-text translation

sign language

an alternative communication system for individuals who are deaf or hearing impaired

adaptations for children with speech or language impairments

communication boards or voice output devices

Concepts of print

pre-reading ability showing that words represent stories, directionality of print, etc.

Alphabet knowledge

ability to name letters of the alphabet and recognize letters in print

Alphabetic principle

understanding that letters represent sounds in systematic and predictable ways

phonological awareness

ability to consciously recognize, discriminate among, and manipulate language sounds such as phonemes and syllables

decoding

sounding out words

sight words

high-frequency words

fluency

the ability to read quickly, effortlessly, accurately, and expressively

Core reading program

basic program for teaching reading in the general education curriculum

supplemental reading program

supports and extends the core

intensive intervention programs

to support students with reading difficulty, for students functioning at grade level but who may be poor readers or have a reading-related disability

Response to Intervention

a school-wide multilevel approach to identifying students at risk for reading difficulties and other problems, monitoring student progress, and providing interventions for students who need them.

Dyslexia

a learning disability that primarily affects reading, students have normal intelligence

-difficulty decoding

-difficulty recognizing familiar words

-seeing letters and words in reverse

-poor spelling

preventing reading difficulties

make sure that good instructional practices are being implemented, and struggling readers have access to supplemental reading programs and explicit, systematic, and intensive support

reading interventions

include clear objectives, appropriate activities for interest and ability, guided practice, independent practice, regular reviews, formative evaluations

pre-alphabetic phase

treat words as visual objects

partial-alphabetic phase

children know some letters and letter-sound associations and can use them along with context clues

full-alphabetic phase

children apply alphabet knowledge systematically when decoding and often decode words letter by letter

consolidated-alphabetic phase

children recognize recurring letter patterns and understand that they function as units

Grapho-phonemic knowledge

another phrase for alphabetic principle - letters represent sounds

digraphs

pairs of letters that represent a single sound like "sh" and "oo"

consonant clusters

pairs of consonants that appear together in a syllable, but do not represent a single sound "rk" in bark