Quiz 1 EDCI

Americans with Disabilities Act (ADA)

All citizens in society

broad civil rights law prohibiting discrimination against people with disabilities in all public life areas

ensures facility accessibility

mandates reasonable accommodations

protects wider range than IDEA

Civil Rights Act of 1964

Title VI prohibited discrimination based on race, color, or national origin in federally funded programs

ensures equal access to education

covers all school programs and services

foundation for EEL protections

Title IX (1972)

Prohibit sex-based discrimination in federally funded education programs

protects LGBTQI+ students

ensures equal access to advanced programs

addresses harassment and bullying

Texas Education Code (TEC) & Texas Administrative Code (TAC)

State laws governing education that align with federal requirements while providing Texas-specific procedures for serving diverse learners

Admission, Review, and Dismissal (ARD) Committee

Texas equivalent of IEP team, determines eligibility, develop IEPs, and makes placement decisions for students with disabilities.

Child Find Mandate

Texas district must actively locate, identify, and evaluate all children with disabilities (birth- 21) needing special education services

Emergent Billingual students support

state-approved processes for identifying, assessing, and providing bilingual education and ESL programs for non-English speaking students

Individuals with Disabilities Education Act (IDEA)

is the landmark federal law ensuring all eligible children with disabilities receive a Free Appropriate Education (FAPE) tailored to their unique needs.

Free Appropriate Education (FAPE)

guarantee specialized instruction and related services at no cost to families

Least Restrictive Environment (LRE)

Students educated with non-disabled peers to maximum extent appropriate

Individualized Education Program (IEP)

Detailed written plan outlining goals, services, and accommodations

Section 504 of the Rehabilitation Act (1973)

civil rights law protecting individuals with disabilities from discrimination in programs receiving federal funding.

key difference from IDEA: dose not require formal IEP but mandates acommondations through a “504 Plan” to ensure cirriculum access

SPECIAL EDUCATION INITIAL REFERRAL TIME

Lau v. Nichols (1974)

Supreme Court ruled that identical services to ELL students violate civil rights. School must take “affirmative steps” to overcome language barriers

Castaneda v. Pickard (1981)

Established three-part test for bilingual program compliance: sound theory, effective implementation, and proven effectiveness

Equal Educational Opportunity Act (1974)

Prohibits discrimination and requires schools to take action to overcome language barriers that impede equal participation

Every Student Succeeds Act (ESSA)

requires states to report on EEL performance and holds schools accountable for closing achievement gaps

Identification of EELs

home language survey

what language is used in the child home most of time?

what language dose the child use most of the time?

who are the students who are exceptional?

Do not have Individualized Education Program

still struggling in school

struggling students

prior knowledge of issues and family situation

find out issues without requiring disclosure

high expectations for all students performance

difference as key to helping learn

signs of struggling students

the impact of trauma

Thinking differently: A therapy dog as emotional support for a school

Jerome Mack Middle School

Dog senses stress, stays as necessary

students with disabilities

largely determined by IDEA of 1990

Medical vs. social conceptualizations

neurodiversity: different way of thinking

disabilities in 14.5% of school population

IEP for identified disabilities

if severe, support by teaching/health assistant

Identify students with disabilities

students who are gifted and talented

association with high intellectual functioning

creative, artistic, specific fields

overrepresentation of white and asian americans

goal of challenging the undereducated

advanced placement, honor classes, enrichment programs

accleration as effective approach

challenge of multiple grade levels

programs not serving all eligible students

inclusion

integration into general education classroom

goal to ensure access, support, enrichment

adapt curriculum, modify instruction

pull-out or push-in programs

Two in three enrolled in general education 2020

not pulled during language arts or mathematics

receive supplemental/alternative reading instruction

often integrated in music, art, physical education

individualized education programs (IEP)

impact to learning abilitu, functional activities

realistic, mesaurable annual goals

descripition of accommodations/modifications

participation in non-academic activities

particpation in state and district-wide assessments.

mesuresment of progress, parents informed

triennial: reevaluation every three years

family involvement

value, respect; partners in education

includes meetings, conferences, activities

variation between personal responsibilities, school expectations

identify, build on strengths

universal design for learning

accessible for range of abilities, characteristics

focus on classroom and instruction

opening access, improved education

how can teachers meet the needs of all students

co-teaching, popular model

issues of becoming glorified support teachers

better results when planning/working together

response to Intervention (RTI)

Help before getting too far behind

help prevent misidentification

school intervention team

increasing levels of intensity (tiers)

differentiated instruction

provides multiple options for learning

models student-centered learning

learn about readiness, formative assessment

engagement through students interest

accommodations and modifications

individualization of instruction

accommodation: help students access

modifications: change what is taught

contentious issues: providing services when schools are closed

monitioring disproportionate placement

biases can interfere with judgement

disproportionately boys, ELs, low income

socially constructed nature of disability categories

monitor data of referrals for testing

how can educators dismantle ableism in the classroom

Ableism: prejudice, discrimination based on differences

creation of IDEA, ADA through activism

most students learning in same classrooms

provide positive, accessible classrooms

assimilation

process by which groups adopt or change the dominant culture

socialization

process of learning the social norms of the culture

student and family diversity in us schools

religious diversity,

socioeconomic diversity

ability diversity

diversity of gender and sexual preference

racial and ethnic diversity

the role of cultures in students lives and the classroom

defines who we are

provides acceptable patterns of behavior

determines how we think, feel, and behave in society

imposes order and meaning on our experiences

predicts how others will behave in certain situations

characteristics of culture

learned, shared, and dynamic

cultural identity

race, ethnicity, gender, socioeconomic status, language, religion, sexual orientation, mental/physical abilities, age