SPED 4000 - Midterm

person first language

person referred to before the disability and focuses on the individual

acceptable and tips for writing or speaking about people with disabilities

use person first language to begin and then ask the person if they want person first language or identity first language.

identity first language

disability is referred to before the person and focuses on the disability

purpose of IDEA

ensures availability to a free appropriate public education for all students of disabilities that meets their unique needs which prepares them for future education, employment, and living independently.

meaning of Free and Appropriate Public Education (FAPE)

Free: without cost to child’s parents

Appropriate: suited to individual needs of the student

Public: provided at public expense

Education: IEP which meets the child’s unique education needs

eligibility for FAPE

each student with a disability that affects their performance in school

6 major principles of IDEA and definitions

Zero Reject: all children with disabilities must be educated by schools.

Nondiscriminatory Identification and Evaluation: nondiscriminatory, non biased, and multi factored evaluations; evaluations are given by evaluators in a team consisting of more than one person; many different instruments are used; areas of suspected disability are assessed, and results are comprehensive enough allowing to identify all academic and functional needs relevant to guide future instruction.

Free Appropriate Public Education: each eligible student with a disability that their school performance is impacted is entitled to FAPE, which is individualized to their unique needs and provided in conformity with the students IEP.

Least Restrictive Environment: helps determine where the student will be placed during time in school and how special education services are provided.

Parent and Student Participation and Shared Decision Making: parents are full and equal participants in the IEP process for their child. students also are part of the IEP team and express their preference and interest.

Procedural Safeguards: parents have rights to give informed written consent for an evaluation on their child or do a independent evaluation if they are compelled to do so; able to access the educational records of their child; dispute resolution in a process of state complaint, mediation, resolution session, or due process hearing; and given these rights in writing in native language.

intent of Least Restrictive Environment (LRE)

students with disabilities are not removed from general education classrooms which allows them education alongside their peers without disabilities when appropriate.

disability categories of IDEA

autism

deaf-blindness

deafnees

emotional disturbance

hearing impairment (includes deafness/DHH)

intellectual disability

multiple disabilities

orthopedic impairment

other health impairments

specific learning disorder

speech or language impairment

traumatic brain injury

vision impairments (includes blindness)

developmental delay (in Utah ages 3-8, may differ in each state)

required components of the IEP

ages 3-21

individualized

written plan for Childs education

written by parents and school staff together

list of special education child receives

document and process

when ages 0-3 it is a IFSP (Individualized Family Service Plan)

How often should the IEP be reviewed

every 12 months

age range to be served by IEP

3-21

appropriate members of IEP team

the student with disabilities

parent(s) of student

general education teacher

special education teacher

representative of local educational agency (LEA)

Educational Professional able to interpret evaluation results

other people with relevant knowledge regarding the student when appropriate and at parents or districts discretion

Endrew F case impact on IEP goals

IEP goals must be calculated to enable Child’s progress in an appropriate way for the Child’s circumstances. Meaning the child should be making progress and they aren’t just being exposed to education

zero-reject meaning

all children with disabilities must receive an education from schools

nondiscriminatory evaluations means

protects the child during the evaluation procedure by making sure the evaluation is nondiscriminatory, non biased, and multi-factored method. The evaluators must be knowledgeable and trained as well as in a team of more than one person and they use a variety of instruments

eligibility for section 504

a person has a mental or physical impairment which substantially limits one or more major life activities, they have a record of the impairment, and regarded having the impairment.

who is recommended to oversee compliance for a section 504

compliance is overseen by the U.S. Office for Civil Rights (OCR)

who provides accommodations to the students that qualify for section 504

a team of people knowledgeable of the student

major life activities

caring for one’s self

walking

seeing

speaking

learning

breathing

sleeping

standing

lifting

reading

concerting

thinking

communicating

working

helping

eating

bending

operation of a bodily function

related services examples

transportation

speech-language pathology

audiology

psychological service

interpreting service

physical and occupational therapy

recreation

early identification and assessment

counseling services

orientation and mobility services

medical services

school health services

social work services

parent counseling and training

how is related services funded

Section 504 has no federal or state funding causing all costs be the obligation of the general school district budget

compare and contrast Section 504, IDEA, and Americans with Disabilities Act (ADA)

ADA and Section 504 have the same eligibility definition which is the individual has a mental or physical impairment which substantially limits one or more major life activity

Section 504 vs IDEA is 504 only requires notice not consent for an evaluation and does not require a meeting for any placement change. IDEA required notice and consent for an evaluation and requires a meeting before placement change can occur.

ADA is in the community and places of employment

referral process, starting with pre referral until placement, in order

Pre-referral

Referral

Evaluation

Eligibility Determination

IEP Development (Placement)

IEP Implementation

Annual Review

3-year Re-evaluation

due process and when used

safe guard used to protect the rights of students with disabilities and their parents. uses procedures and mechanisms to resolve disagreements between both parties

used in mediation as a last resort

parents are required to be involved in which steps of the special education process

they must be involved in the whole special education process and can only miss a meeting if they have written permission from them

accommodations and strategies that help students with learning disabilities

assistive technology: books read aloud, tape recorders, voice recognition

more time to complete something

access to a computer

different reading for print disabilities

Universal Design for Learning (UDL) and examples

UDL is a framework which helps educators proactively anticipate learner variability by designing flexible instruction experiences to give every learner options to incorporate.

incorporates different cultures, languages, and disabilities into instruction to give information which helps build student’s knowledge

Universal Screening

a screening given to all students and helps identify at risk students

Three tiers of RTI

Tier 1: the core classroom effective instruction using validated practices that are monitored weekly

Tier 2: small group instruction for students to receive different or additional support and is monitored

Tier 3: intense individual intervention for an individual that qualifies for special education

how do intellectual disabilities get diagnosed (refer to the definition of ID)

the person’s brain ability to learn, think, solve problems, and make sense of the world (IQ) and whether the person has the skills to live independently (adaptive behavior) are looking at.

adaptive behavior skills and examples

The conceptual, social, and practical skills that are needed to function within his/her environment of an individual in everyday life

conceptual: concept of money, self direction, reading and writing, language, number concept

social: interpersonal, communication, obeys laws, self-esteem, follows rules, responsibility

practical: life skills, safety, self-help, occupational skills

types of teaching methods that work well for students with intellectual disabilities

using task analysis: analyzing and breaking down complex tasks into sequential component parts that are taught individually that they will put together to perform the complex task in a whole

accommodations to instruction: changing the look of their presentation, different responses (change the way the student will complete assignments or letting them use materials or devices to solve or organize responses), changing the timing and how it is organized, and making accommodations of the setting.

cooperative learning: heterogeneous groups of students work together for an assignment

scaffolding: cognitive teaching strategy where the teacher provides temporary support for a student while they learn new tasks and the teacher gradually removes support

different between social (BICS) and academic (CALP) English

BICS is when a student can understand face-to-face social interaction and converse in everyday social contexts. While CALP is when a student can effectively understand and use more advanced/complex language needed to succeed academically.

supports or strategies used by teachers for ELL students

be aware of the relationship of the native language and english

support development of academic language

use the native language when able to

allow students to work together in pairs and small groups

culturally responsive teaching

recognizing that it is important to include students’ cultural references in all aspects of learning

considerations for teaching in a diverse classroom

way of communication

own assumptions, prejudice, and biases on race, culture, and disability

different ways children demonstrate engagement and attentiveness

understanding their behaviors do not define who they are

teachers need to understand —- in order to address student diversity in their classroom

how the environment, cultural underpinning, and biases impact students’ behavior

challenges and benefits for students related low SES

challenges may include: slowed brain growth, hindered cognitive development, and ability to regulate emotions due to chronic stress by preschool age; often have responsibilities of an adult and more independent than middle-and high-SES peers; independency can cause tension in class and affects their behaviors and way of communication to authority figures.

benefits can be: form a support network; motivate and engage students; and engage the families.

linguistic supports

visual aids

graphic organizers

peer collaboration