SPED week 2

Vocabulary flashcards covering key laws, concepts, and processes in special education from the lecture notes.

Education for All Handicapped Children Act (PL 94-142)

The first federal law guaranteeing a free appropriate public education (FAPE) for children with disabilities and mandating an individualized evaluation; later evolved into IDEA.

Individualized Education Act (IDEA)

Federal law ensuring FAPE, requiring an IEP, and promoting Least Restrictive Environment (LRE) for students with disabilities.

IDEA Improvement Act (IDEIA) 2004

Amendments to IDEA focusing on accountability, high-quality instruction, transition services, and updated eligibility/assessment practices.

Zero Reject

Policy that public schools must educate all students with disabilities and cannot refuse to provide services.

Child Find

Duty of districts to identify, locate, and evaluate all children with disabilities in their jurisdiction.

Free, Appropriate Public Education (FAPE)

Education that is appropriate to the student’s needs at no cost to the family.

Least Restrictive Environment (LRE)

Placement that enables students with disabilities to learn with non-disabled peers to the maximum extent appropriate.

Due Process Safeguards

Procedural protections for parents and students in evaluation, placement, and decision-making processes.

Nondiscriminatory Identification and Evaluation

Fair, bias-free procedures to determine eligibility for special education.

Assessment Team

Multidisciplinary group responsible for evaluating suspected disabilities and determining eligibility.

IEP Team

Group including parents, teachers, and specialists who develop and monitor the IEP.

Present Levels of Educational Achievement and Functional Performance (PLOP)

Baseline description of current student performance used to anchor goals and services.

Annual Goals and Short-Term Objectives

Long-term targets (annual goals) with measurable short-term steps to monitor progress.

Transition Services

Coordinated activities to prepare for postsecondary life, required no later than age 16.

Related Services

Supportive services (e.g., speech, OT, PT, counseling, transportation) needed for a student to benefit from special education.

Section 504 of the Rehabilitation Act (1973)

Civil rights law prohibiting disability discrimination in programs receiving federal funds; broader eligibility than IDEA.

Americans with Disabilities Act (ADA) 1990

Civil rights law prohibiting discrimination and requiring reasonable accommodations in public and private sectors.

Section 504 Plan

Accommodation plan under Section 504 detailing supports; no separate funding provided.

ESEA - Elementary and Secondary Education Act

1965 law providing foundational funding and standards for basic education; framework for accountability.

No Child Left Behind Act (NCLB)

2001 reauthorization of ESEA emphasizing annual testing, accountability, and evidence-based practices.

Every Student Succeeds Act (ESSA) 2015

2015 reauthorization returning more state control over standards and accountability while preserving assessment requirements.

FERPA

Family Educational Rights and Privacy Act; protects privacy of student records; requires parental consent to release information and allows record review.

Prereferral Interventions

In-class strategies implemented before formal referral to special education to address learning/behavior problems.

Response to Intervention (RTI)

Systematic approach combining instruction and assessment to identify and support students who struggle, potentially guiding eligibility decisions.

Three-Tier Model of Intervention

Tier 1: universal instruction; Tier 2: targeted small-group interventions; Tier 3: intensive, individualized interventions; escalation may lead to evaluation.

Accommodations

Changes in how a task is delivered or how a student demonstrates learning, without changing the content.

Modifications

Changes in what a student is expected to learn or demonstrate, often involving altered standards or expectations.

Norm-Referenced Tests

Assessments comparing a student’s performance with that of same-age peers.

Criterion-Referenced Tests

Assessments measuring a student’s performance against a defined set of criteria or standards.

Assessment Framework (Plan-Teach-Evaluate-Adjust)

Classroom cycle guiding instruction: plan and teach, assess, analyze/evaluate, and adjust accordingly.

Mainstreaming

Part-time placement of students with disabilities in general education primarily for socialization and participation.

Inclusion

Philosophy and practice placing students with disabilities in general education with supports for full participation.

Referral Sources

Ways referrals are initiated: teacher/parent concerns, screening results, or RTI data.

Multidisciplinary Team

Group of professionals from different disciplines who assess and plan services for a student.

Progress Monitoring

Ongoing assessment of IEP goals to determine if instructional changes are needed.

PLOP, Goals, Services, and Assessments in IEP

Core components of an IEP: current performance, annual goals with benchmarks, services/placement, and assessment methods.