SPED 308 Exam 1

Ch. 1, 2, 3, 5

Members of the IEP team

• at least 1 general education teacher

• at least 1 special education teacher

• a representative of local education agency

• an individual who can interpret the instructional implications of evaluation results

• other individuals who have knowledge or special expertise regarding the child

• parents

• sometimes the child

6 principles of IDEA

1. zero reject

2. nondiscriminatory evaluation

3. free appropriate public education

4. least restrictive environment

5. procedural safeguards

6. parent participation and shared decision making

zero reject

Schools must educate all children with disabilities; no exclusion

Nondiscriminatory evaluation

• The test must be in the child’s native language

• They need to be multifactored/ More than 1 assessment must be given 

• Schools must use non-biased tests (culture, language, etc.)

Free appropriate public education

• Students can get a free education 

• An individualized education program (IEP) must be developed and implemented to meet the child’s unique needs

Least restrictive environment

• Educate students with disabilities together students without disabilities; maximum extent appropriate 

• Only be removed when their needs cannot be met in that setting

Procedural safeguards

• Safeguards to protect the rights of the student and their parents

• Parents can disagree with the decision on the child, the child's files are confidential, etc.

Parent participation and shared decision making

• Parents are a vital part of the team; different perspective

• Schools must collaborate with the parents

• Parents’ input and wishes must be considered in determining IEP goals, related-serviced needs, and placement decisions

Special Education Process

1. Prereferral invention

2. Multifactored evaluation (MFE)

3. Eligibility determination

4. Program planning (IEP), placement

5. Progress monitoring, annual review, and reevaluation

Prereferral invention

• Happens in the general education classroom

• Teachers notice something might be wrong overtime 

• Takes it to a team, and see what needs they have and see what they can do in the general education classroom

• Uses different processes; interventions

• Limit the students that don’t need to go through special education

• Catches it early

• documentation 

• MTSS: a proactive, data-driven framework the organizes evidence-based interventions across academic, behavioral, and social emotional domains to meet the diverse needs of all students 

  • Response to intervention (RTI) - more academic

  • Positive behavioral interventions and supports  (PBIS) - more behavior 

Multifactored evaluation (MFE)

• Need multiple tests and can’t discriminate on culture or language

• Give an achievement test, behavior test, speech test, sensory or motion test, etc. 

• “Based on this child, this is what they need” 

• Parents must consent for each and every test

• Need to give test within 60 days since parents’ consent

Eligibility determination

• Starts with testing, looking at the results 

• See how the results and see what categories do they see what child they fall under

• Each category has specific requirements that need to be met to be placed under that category 

• Could be more than 1 category 

• See their writing, reading, math scores to see if there is a lack

• See if they can speak english proficient 

• Parents need to agree with what the tests’ result 

Program planning (IEP), placement 

• Create IEP for children ages 3-21 years old

• Current process; strengths and needs in the present

• Goals to reach 

• What services/supports they need

• Where, when, how often they will receive their services

• How their progress will be measured 

• Members: parents, at least 1 general education teacher, at least 1 special education teacher, a representative of local education agency (the school can provide the services), an individual who can interpret the instructional implications of evaluation results (talk about the assessments), sometimes other individuals who have knowledge or special expertise regarding the child, and sometimes the child

• The team need to consider the child’s strength and where they can be successful, the guardians give their opinions on the placement of child, most recent results, what are the needs, will the peers in the classroom still get their needs met

• Parents role is to give consent, be apart of the conversation 
  

• General education classroom [with consultation or co-teaching → resource room [part time placement in special education] → separate classroom [full time placement in special education] → special school → residential school, treatment center, homebound instruction

  • Least restrictive to most restrictive

  • Can go back and forth 

Progress monitoring, annual review, and reevaluation

• progress monitoring - what goals they met, what goals they need to meet, and how the student is making progress to their goals

• Annual review is once a year - are the goals appropriate, etc. 

• Reevaluation occurs once every 3 years - whole process again starting at multifactored evaluation 

• Parents can revoke consent, keep in loop, consent, updated on child’s process

General Educator in the Implementation of the IEP

• Know which students have an IEP

  • Know annual goals and short-term objectives

  • Evaluating the annual goals and short-term objectives

  • Provide accommodations as specified on IEP

• Participate and provide input at IEP meetings

• IEP is inappropriate bring it to the attention of special education teacher

Collaboration and Teaming

• It is important to keep in mind that collaboration/teaming includes shared accountability for outcomes - all have contributed to planning and implementing and accept outcomes

• Requires sharing resources

• Involves developing trust, respect, sense of community

• Co-teaching, occurs when:

  • General and special education teachers work cooperatively together to coordinate curriculum and instruction

  • To teach heterogeneous groups of students in the general education classroom 

Team teaching - shared respons

Exclusion and Isolation (beginning)

• Kids with disabilities were put into facilities 

• No education, no enrichment 

• Just placed there because they did not know what to do with them

• There from kindergarten to 12th grade

Brown vs. Board of Education, 1954

• Case to desegregate the schools based on race

• “Seperated is not equal”

• Special education took that because they are being excluded

Public Law 94-142, 1975

1st case for special education

Individuals with Disability Education Act (IDEA)

Ensure children with disabilities receive an appropriate education through special education, related services as well as supplementary aids and services

Lead and support

1 lead and 1 assistant

station teaching

both teachers present different content at the same time to a group of students then switch groups and repeat the lesson; each member controls 1 learning station

parallel teaching

both teachers teach the same material/content to groups of students

alternative teaching

1 works with larger group and 1 with a smaller group

team teaching

shared responsibility for planning and instruction

What best describes what happened to individuals with disabilities prior to the 1970s?

exclusion, stayed apart, institutions

What key court cases and federal legislation have led to mandates for
access to public education for children with disabilities?

• Mills v. Board of Education, DC

  • right to education

  • extends the PA decision to include all children with disabilities. specifically established the constitutional right of children with exceptionalities to a public education regardless of their functional level. students have a right to a “constructive education” matched to their needs, including specialized instruction. presumed absence of fiscal resources is not a valid reason for failing to provide appropriate educational services to students with disabilities. elaborate due process safeguards established to protect the rights of the child, including parental notification of pending initial evaluation, reassignment, or planned termination of special services

what are some things that should be taken into consideration when working with families of students with disabilities?

• use person first language

• explaining everything thoroughly

• needs are considered

• parents are apart of the decisions making

• family’s response to diagnose of disability

• collaborations are welcomed

• parents take on multiple roles

• parents need to give consent for testing and implantation of IEP

How are IDEA, Section 504, and Americans with Disabilities Act (ADA) alike and different?

• IDEA

  • focuses more on education settings

  • ages 3-21

  • federal law

  • 13 categories for disabilities 

• 504 

  • civil law

  • supports students even if they do not qualify under IDEA

  • provides reasonable accommodations

• ADA

  • civil law

  • people with disabilities have access to the same thing outside of education (transportation, access to buildings, jobs, etc.)

What are the characteristics of students with Learning Disabilities?
Note: You should also consider the federal definition

• a disorder in the basic psychological processes involved in understanding or using language (spoken or written) that manifest in listening, thinking, speaking, reading, writing, spell, or do mathematical calculations

• it does not include hearing and seeing disabilities, motor disabilities, environmental, cultural, economic disadvantages

• dyslexia - reading disability, trouble reading 

• dyscalculia - math disability, where it is hard to solve math problems

• dysgraphia - written disability, difficulty writing and putting thoughts on paper 

• 3 criteria 

  • a severe discrepancy between the student’s intellectual ability and academic achievement

  • an exclusi9n criterion - student’s difficulties are not the result of another known condition that can cause learning problems

  • a need for special education services

What are the major components of the IEP as specified by IDEA?

• statement of present levels

• measurable

• challenging goals

• statement of supplementary se4rvices

• expiation service

• method for progress monitoring

What are some things that should be taken into consideration with regards to assessment and evaluation procedures for students from culturally diverse backgrounds?

• native language

• non-biased for culture

• inappropriate referral

What is the process of developing the IEP and what are some considerations for
implementing the IEP?

• least restrictive environment

• progress monitoring

• implement the IEP

• accommodations

• annual review

What is the continuum of services or continuum of alternative placement?

are a range of placement options to have students needs met

• General education classroom [with consultation or co-teaching → resource room [part time placement in special education] → separate classroom [full time placement in special education] → special school → residential school, treatment center, homebound instruction

The reauthorization of IDEA in 2004 recognized the problems of the discrepancy approach to identification of learning disabilities. Based on the reauthorization of IDEA in 2024, in what ways can a local educational agency determine a child’s eligibility for special education under the specific learning disability category?

• RTI

• they allow severe discrepancy approach to be used, but not required

• respond to interventions

What strategies can be used when working with students who have Learning Disabilities?

• direct instruction 

• graphic organizers/ guided notes

• note taking strategies