WEST E Special Education

Disability

inability to do something, a diminished capacity to perform in a specific way

Handicap

a disadvantage imposed on an individual

Exceptional Learners

those who require special education and related services if they are to realize their full human potential

High Incidence Disabilities

disabilities that occur with relatively high frequency (LD, communication, emotional disturbance, mild ID)

Low Incidence Disabilities

disabilities that occur with relatively low frequency (ASD, TBI)

Special Education

specially designed instruction that meets the unusual needs of an exceptional student and that might require special materials, teaching techniques, equipment and/or facilities

Deinstitutionalization

a social movement starting in the 1960s whereby large numbers of persons with ID and/or mental illness were moved from large mental institutions into smaller community homes or into the homes of their families; recognized as a major catalyst for integrating persons with disabilities into society

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

1975 public law requiring all schools to provide equal access to education and due process for parents to dispute decisions made about their children's education

Individuals with Disabilities Education Act (IDEA)

1990 reauthorization of Education for All Handicapped Children Act ensuring students with disabilities receive a free and appropriate education (FAPE). Composed of four parts: Part A (general provisions of the law), Part B (assistance for education of all children with disabilities), Part C (infants and toddlers with disabilities), Part D (national activities to improve education of children with disabilities). Reauthorized in 2004 to align with the requirements of the the No Child Left Behind Act which requires all teachers to be highly qualified and goals and assessments be aligned with students' educational needs.

Americans with Disabilities Act (ADA)

1990 civil rights legislation for persons with disabilities ensuring nondiscrimination in a broad range of activities

Federal Disability Categories

Autism, Deaf-Blindness, Developmental Delay, Emotional Disturbance, Hearing Impairments, Intellectual Disability, Multiple Disability, Orthopedic Impairments, Other Health Impairments, Specific Learning Disabilities, Speech or Language Impairments, Traumatic Brain Injury, Visual Impairment Including Blindness

Major Provisions of IDEA

Identification, FAPE, Parent/Guardian Surrogate Consultation, LRE, IEP, Nondiscriminatory Evaluation, Confidentiality, Personnel Development/Inservice

Pre-Referral Interventions

used to ensure that students receive evidence-based instruction before they are evaluated for special education

IDEA Requirements for SPED Identification

Child Find, Referral, Evaluation, Eligibility Determination

Child Find

a requirement for states to identify and evaluate all children who have a disability using "child find" strategies to then make a referral for special education evaluation

Referral

school personnel, most likely the general education teacher or parent may make the referral or request for evaluation, parents must give consent before a child is evaluated

Evaluation

within 60 days of parental consent, the district must provide a full evaluation of the child in the areas of concern

Eligibility Determination

a multidisciplinary team meets to determine (a) if the student has a disability, and (b) if as a result of the disability he or she needs special education or related services

Response to Intervention

refers to a student's change (or lack of change) in academic performance or behavior as a result of instruction; used to identify learning disability; increasingly intensive levels of instructional intervention are delivered, and if the student does not achieve, at some point, he or she is determined to have LD or referred for special education evaluation

Screening Instruments

quick measures administered to determine who may need further assessment

Progress Monintoring

assessments are frequent, measures that teachers administer at regular intervals and that provide information on whether a student is learning as expected; may be given to a large number of students in a short period of time

Positive Behavioral Intervention and Support (PBIS)

systematic use of the science of behavior to find ways of supporting desirable behavior rather than punishing the undesirable behavior, positive reinforcement procedures that are intended to support a student's appropriate or desirable behavior

Curriculum Based Measures

direct and frequent samples of performance from the curriculum in which students are being instructed

IEP

customized instructional program designed to meet the unique needs of individual learners; includes info about the child's needs, characteristics, present levels of functional and academic performance and what special education, related services, accommodations, program modifications and personnel support is required to address each need; measurable, objective and behavioral goals to address adequacy of services and allow meaningful progress at least every grading period; based on comprehensive educational evaluations

IFSP

a plan mandated by PL 99-457 to provide services for young children with disabilities (under three years of age) and their families; drawn up by professionals and parents

Legal Requirements of the IEP - Content

present levels of academic achievement and functional performance (PLAAFP), measurable annual goals (academic and functional), how progress will be measured and when periodic reports on progress will be provided, the special education/related services/supplementary aids and services the child will receive, any individual appropriate accommodations that are necessary to measure academic achievement and functional performance of the child on standardized achievement assessments, alternative assessment

Legal Requirements of the IEP - Transition

statement of needed transition services for students at the age of 16 and annually to assist the child in reaching postsecondary goals

Legal Requirements of the IEP - Team

parents, at least one general education teacher, at least one special education teacher or special education provider, a representative of the local educational agency, an individual who can interpret the instructional implications of evaluation results, other individuals who have knowledge of special expertise regarding the child, the child with a disability, whenever appropriate

Transition Plan

a coordinated set of outcome-oriented activities that promote movement from school to postsecondary education, vocational training, integrated employment, continuing adult education, adult services, independent living or community participation

Correct Placement Route

1. Evaluation/Identification, 2. IEP, 3. Placement

Least Restrictive Environment (LRE)

legal term referring to the fact that exceptional children must be educated in as normal an environment as possible ("most enabling environment" - Mercer et al., 2011)

Inclusive Teaching Practices

collaborative consultation and/or co-teaching

Cooperative Learning

instructional strategy in which students work together in heterogeneous small groups to solve problems or practice responses

Peer Mediated Instruction

arrangement in which teachers deliberately recruit and train peers to help teach an academic or social skill to a classmate

Partial Participation

having students with disabilities participate, on a reduced basis, in virtually all activities experienced by all students in the general education classroom

Modifications

changes made in instruction or assessment to make it possible for a student with a disability to respond normally

Accommodations

changes in the delivery of instruction, type of student performance, or method of assessment which do not significantly change the content or conceptual difficulty of the curriculum

Adaptations

changes in curricular content or conceptual difficulty or changes in instructional objectives and methods

Tiered Assignments

example of an adaptation, wherein teachers provide choices for assignments on a single topic that vary in difficulty

Universal Design for Learning (UDL)

serves the general purpose of making learning accessible to more students in inclusionary programs. Modifications of representation (materials), expression (methods of communication), and engagement (how students respond to curriculum) to include a wider range of students in typical classroom instruction

Common Core State Standards

standards for all states that cover competencies students are expected have at each grade level in English language arts and math

Outcome Measures

compare a student's performance with other students, or compare a state's or district's performance with other states or districts

Testing Accommodations

procedures that ensure equitable assessment access for students with disabilities

Multicultural Education

aims for educational institutions and curricula that provide equal opportunities to students regardless of their gender, social class, ethnicity, race, disability, or other cultural identity, also seeks to socialize students to a multicultural norm, which encourages acceptance of and respect for those from different backgrounds

Multicultural Special Education

two primary objectives: 1. ensure that ethnicity is not mistaken for educational exceptionality and 2. increase understanding of the subculture of exceptionality and its relationship to other cultures

Disproportionality in SPED

disproportional representation of certain groups in special education that may stem from culturally biased assessment, community standards and/or resources

Family-Centered Model

professionals encourage families to make their own decisions with respect to services while mobilizing resources and formal and informal supports for the family's goals

Wraparound Service Systems

using not only educational services but community services as well to meet the individualized needs of children and their families

Family Systems Theory

stresses that the individual's behavior is best understood in the context of the family and the family's behavior is best understood in the context of other social systems

Intellectual Disability

newer term for "mental retardation"; a disability in intelligence and adaptive behavior

Developmental Disability

a group of conditions due to an impairment in physical, learning, language or behavior areas; these conditions begin during the developmental period, may impact day to day functioning and usually last throughout a person's lifetime (CDC, 2015)

Mild Intellectual Disability

IQ of about 50 to 70

Moderate Intellectual Disability

IQ of about 35 to 50

Profound Intellectual Disability

IQ below about 20

Adaptive Behavior

consists of social and practical intelligence (understanding and interpreting people and social interactions; ability to solve everyday problems)

Causes of Intellectual Disability

Prenatal causes including (1) chromosomal disorders, (2) inborn errors of metabolism, (3) developmental disorders affecting brain formation, and (4) environmental influences

Psychological and Behavioral Characteristics of ID

major areas impacted include attention, memory (especially working memory), language, self regulation, motivation and social development (gullibility)

Down Syndrome

an anomaly of the 21st set of chromosomes (usually a triplet rather than a pair; also referred to as trisomy 21); most common form of ID that is present at birth

Fragile X Syndrome

a condition in which the bottom of the X chromosome in the twenty third pair of chormosomes is pinched off; can result in a number of physical anomalies as well as intellectual disabilities; occurs more often in males than females; thought to be the most common hereditary cause of intellectual disabilities

Prader-Willi Syndrome

caused by inheriting from one's father a lack of genetic material on the fifteenth pair of chromosomes; leading genetic cause of obesity; degree of intellectual disabilities varies, but the majority fall within the mildly intellectually disabled range

Williams Syndrome

a condition resulting from deletion of material in the seventh pair of chromosomes; often results in mild to moderate intellectual disabilities, heart defects, and elfin facial features; people affected often display surprising strengths in spoken language and sociability while having severe deficits in spatial organization, reading, writing, and math

Inborn errors of metabolism

deficiencies in enzymes used to metabolize basic substances in the body, such as amino acids, carbohydrates, vitamins, or trace elements; can sometimes result in ID

Phenylketonuria (PKU)

a metabolic genetic disorder caused by the inability of the body to convert phenylalanine to tyrosine; an accumulation of phenylalanine results in abnormal brain development

Developmental disorders of brain formation

microcephalus - condition causing development of a small, conical-shaped head; proper development of the brain is prevented, resulting in ID and hydrocephalus - enlargement of the head because of excessive pressure of the cerebrospinal fluid

Fetal Alcohol Spectrum Disorders

a range of disorders in children whose mothers consumed large quantities of alcohol during pregnancy

Fetal Alcohol Syndrome

abnormalities associated with mother's drinking alcohol during pregnancy; defects range from mild to severe, including growth retardation, brain damage, ID, hyperactivity, anomalies of face, and heart failure

Anoxia

deprivation of oxygen, can cause brain injury

Low birth weight

babies who are born weighing less than 5.5 pounds; usually premature; at risk for behavioral and medical conditions, such as ID

Meningitis

a bacterial or viral infection of the linings of the brain or spinal cord; can cause a number of disabilities

Encephalitis

an inflammation of the brain; can affect the child's mental development adversely

Systematic Instruction

teaching that involves instructional prompts, consequences for performance, and transfer of stimulus control; often used with students with ID

Functional Academics

teaching academics, such as reading and math, in the context of daily living skills; goal is for student to learn skills to function independently

Alternative Assessment

assessments for students who can't be tested using traditional methods, even if accommodations are provided

Sheltered Workshop

a facility that provides a structured environment for people with disabilities in which they can learn skills; can be either a transitional placement or a permanent arrangement

Supported Competitive Employment

a workplace where adults who are disabled earn at least minimum wage and receive ongoing assistance from a specialist or job coach; the majority of workers in the workplace are nondisabled

Self Determination

ability to act autonomously (behaving according to your own preferences without dependency on others), be self-regulated (evaluating and revising your own behavior), act in a psychologically empowered manner (believing that you have control over events to the extent that you'll be able to influence desired outcomes) and act in a self-realized manner (knowing and accepting your own strengths and weaknesses and using that knowledge to attain goals)

Learning Disability - Federal Defnition

"specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

Learning Disability - NJCLD Defnition

general term that refers to a heterogenous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities.

IQ-Achievement Discrepency

comparison between scores on standardized intelligence and achievement tests; major method of identifying learning disabilities

Cause of Learning Disabilities

central nervous system dysfunction; strong evidence indicates that many cases of LD are inherited; toxins and medical factors can also result in LD

Psychological and Behavioral Characteristics of LD

academic deficits are the hallmark of LD; reading disabilities are the most common form of academic disability and can be manifested in decoding, fluency, and comprehension problems; writing, spoken language, and/or math disabilities; many students have problems with attention and memory; metacognitive problems (deficits in recognizing task requirements, selecting and using appropriate strategies, and monitoring and adjusting performance); social emotional problems include peer rejection, poor self-concept, and poor social cognition

Cognitive Training

involves 3 components: (1) changing thought processes, (2) providing strategies for learning, (3) teaching self-initiative; includes self instruction (having students say aloud what it is they are to do), self-monitoring (students self evaluate and self record while they are doing academic work), scaffolded instruction (providing students with teacher support while they perform academic work), reciprocal teaching (involves the teacher modeling correct performance and then having the student assume the role of co-teacher while using four strategies: predicting, questioning, summarizing and clarifying)

Direct Instruction

a method of teaching academics, especially reading and math; emphasizes drill and practice and immediate feedback; lessons are precisely sequenced, fast paced, and well-rehearsed by the teacher

Attention Deficit Hyperactivity Disorder - DSM-5 Defnition

three subtypes of ADHD: (1) predominantly inattentive type - trouble paying attention to details, difficulty sustaining attention, problems with organization, distractible, (2) predominantly hyperactive-impulsive type - hyperactivity: fidgeting, leaving seat at inappropriate times, talking excessively, impulsivity: problems awaiting one's turn, interrupting others, and (3) combined type

Assessment Methods for ADHD

four primary methods: (1) a medical examination, (2) a clinical interview, (3) teacher and parent rating scales, and (4) behavioral observations

Causes of ADHD

neuroimaging studies have identified certain areas of the brain that might be affected (frontal lobes, basal ganglia, and cerebellum); research has identified an imbalance in neurotransmitters dopamine and noradrenaline; family studies and twin studies, and molecular genetic studies have found a hereditary component; exposure to toxins such as lead, as well as medical factors such as complications at birth and low birthweight can also be a cause of ADHD

Psychological and Behavioral Characteristics of ADHD

three most common behavioral characteristics are inattention, impulsivity and hyperactivity; two most common psychological characteristics are difficulties in executive functioning and behavioral inhibition; often experience problems in adaptive behavior and peer relationships; several conditions coexist with ADHD: learning disabilities and emotional-behavioral problems

Educational Considerations for ADHD

high degree of classroom structure and teacher-directed activities; functional assessment and contingency-based self management

Medication Considerations for ADHD

psychostimulants, such as Ritalin, are prescribed most often; scientific studies generally support the effectiveness of medication and most authorities on ADHD favor its use; some cautions about medication are that some people are nonresponders, dosage levels should be monitored closely, some people experience side effects, children should not be encouraged to see the medication as a replacement for self-initiated behavioral control, and medication should not be the first response to a problem behavior

Functional Behavior Assessment

involves determining the consequences, antecedents, and setting events that maintain inappropriate behaviors

Emotional or Behavioral Disorders

behavior that goes to an extreme (not just slightly different from the usual), a problem that is chronic (one that does not quickly disappear), and behavior that is unacceptable because of social or cultural expectations

Emotional or Behavioral Disorders - Federal Definition

current term is emotionally disturbed; lists five characteristics, any one of which must be exhibited to a marked extent and over a period of time and adversely affect educational performance: inability to learn, inability to establish satisfactory relationships, inappropriate behavior, pervasive unhappiness or depression, physical symptoms, pains, or fears

Emotional or Behavioral Disorders - National Mental Health and Special Education Coalition Defintion

the behavior is more than a temporary, expected response to stressful events in the environment, is consistently exhibited in two different settings, at least one of which is school, is unresponsive to direct intervention in general education, or the child's condition is such that general education interventions would be insufficient

Externalizing and Internalizing Behavior

way to classify EBD; externalizing behavior involves acting against others and internalizing behavior involves acting against self

Causes of EBD

multiple and complex, and seldom can a single cause be identified; major causal factors include biology, family, school, and culture

Educational Considerations for EBD

balance between behavioral control and academic instruction is required; strategies that work best include systematic, data-based interventions, continuous assessment and monitoring of progress, provision of practice of new skills, treatment matched to the problem, multicomponent treatment, programming for transfer and maintenance, commitment to sustained intervention, service delivery emphasizes inclusion when appropriate and the importance of full continuum of alternative placements, instruction should be highly structured and relevant to the student's life, special disciplinary considerations include FBA and PBIS

Autism Spectrum Disorders (ASD)

ASD is characterized by clinically significant deficits in social communication and by restricted repetitive patterns of behavior, interests, and activities

Causes of ASD

neuronal underconnectivity between the frontal lobes and the occipital lobes of the brain is likely the cause of ASD; evidence indicates that heredity as well as spontaneous genetic mutations are involved in causing autism

Methods for Identifying ASD

criteria focuses on communication skills, social interactions, and repetitive and stereotyped patterns of behavior; early signs are a lack of babbling or pointing by age 1, no single words by 16 months or two-word phrases by age 2, no response to name, loss of language or social skills, poor eye contact, excessive lining up of toys or objects or social responsiveness; two instruments most commonly used: Autism Diagnostic Observation Scale (ADOS) and the Autism Diagnostic Interview-Revised (ADI-R)

Psychological and Behavioral Characteristics of ASD

deficits in social interaction, communication, and cognition; they also have repetitive and stereotyped patterns of behavior, and some have abnormal sensory perceptions