SPED 5030: Ch. 1-7

emotional disturbance

condition exhibiting one or more of the following characteristics over a long period of time that adversely affects a child’s educational performance

characteristics of emotional disturbance

inability to learn that is not explained by intellectual, sensory, or health factors; inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate behaviors or feelings under normal circumstances; pervasive mood of unhappiness or depression; tendency to develop physical symptoms or fears associated with person or school problems

speech and language disorder

communication disorder that adversely affects a child’s educational performance

characteristics of speech and language disorder

stuttering, impaired articulation, language impairment, or voice impairment

other health impairment

limited strength, vitality, or alertness from chronic or acute health problems that affects a child’s educational performance

characteristics of other health impairments

heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes

autism

developmental disability affecting verbal and nonverbal communication and social interaction, before age three, which affects a child’s educational performance

characteristics of autism

repetitive activities, stereotyped movements, resistance to environmental chance or change in daily routines, unusual responses to sensory experiences

learning disability

disorder in one or more of basic psychological processes in understanding/using language (spoken or written) causing imperfect ability to listen, think, speak, read, write, spell, or complete mathematical calculations

characteristics of learning disabilities

must not require use of severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability, may permit use of a process based on child’s response to scientific, research-based intervention; and may permit use of other alternative research-based procedures for determining whether a child had a specific learning disability

traumatic brain injury

injury to the brain caused by external physical force resulting in total or partial functional disability or psychosocial impairment and adversely affects a child’s educational performance

characteristics of traumatic brain injury

open or closed head injuries resulting to impairments in cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem solving; sensory; perceptual; motor abilities; psychosocial behavior; physical functions; information processing; and speech

Parc vs Mills

PARC resulted in the court mandating all students be provided with a free appropriate public education and to not exclude students classified with an intellectual disability (mental retardation at the time).

Mills fought saying students with disabilities deserve special education no matter what the school district’s financial capability is

Both provided a stage of enactment of federal laws to protect rights of children with disabilities and their parents

Roe v Wade

recognized the woman’s right to abortion, grounded in right to privacy by the Fourteenth Amendment

Brown v Board of Education

Supreme Court case that held it was illegal to discriminate against any group of people in coordination with the fourteenth amendment right

8 provisions of assessment in IDEA

1. identification of children: child find and referral or request for evaluation

2. full and individual evaluation of the child by a multidisciplinary team: must assess the child in all areas of suspected disability

3. determination of eligibility for special education: made whether the child meets the criteria for IDEA definition of “child with a disability”

4. scheduling an IEP meeting: must be help within 30 calendar days after determined eligibility

5. holding the IEP meeting and then writing the IEP: IEP team gather and discuss the needs of the child then write the IEP and the student starts services as soon as possible after IEP is written

6. providing special education and related services to the student: school makes sure the child’s IEP is carried out, parents are given a copy, includes accommodations, modifications, and supports that must be provided to keep the IEP

7. progress monitoring: progress towards the annual goals are measured as stated in IEP and parents must be regularly informed of child’s progress

8. IEP is reviewed: reviewed at least once a year or more often if the parents or school ask for a review

norm-referenced tests (NRT)

ascertain the rank of students

compare a student’s skills to others their age

ranks students in a percentile ranking or percentage

has a basal level, the starting point, and a ceiling level, the end point which is when the student has reached the predetermined number of errors and stops the testing

criterion-referenced tests (CRTs)

scored tests based on standard or criterion that the teacher, school, or test publisher decide if it represents an acceptable level of mastery

curriculum-based assessment

based on curriculum that a child is mastering, either the grade level the child is in or adapted to IEP goals

provides form of direct measurement where teachers assess what they teach

dynamic assessment

gains insight to what individuals achieve in the future with support from and interaction with others

inclusion of a dialogue or interaction between the examiner and student

procedure to simultaneously assess and promote development accounting for individual’s zone of proximal development

standard deviation

spread of scores around the mean

raw score

number of correct answers on given test

percentile

score indicating the percentage of people or scores that occur at or below a given score

“as well or better than % of students in the class”

standard score

score that is transformed to fit a normal curve with a mean and standard deviation that remains similar across ages

normally a mean of 100 and standard deviation of 15

z score

how many standard deviations a score is either above or below the mean

t score

another expression of test performance

normally have a mean of 50 and a standard deviation of 10

RTI

Respond to Intervention

RTI

integrated approach servicing delivery which encompasses general, remedial, and special education using a multitiered delivery model

Three tiers of RTI

1. high quality instruction and behavioral support in general education classrooms

2. students that lag behind peers in performance and rate of progress in the classroom, school, or district receive specialized prevention or remediation within general education

3. evaluation by multidisciplinary team to determine eligibility for special education and related services when tier 1 or tier 2 do not fit the student

RTI role in identification process

premise is schools should not be waiting for students to fall behind to qualify for special education and believes schools should give targets and systematic interventions to all students when they first begin demonstrating they need it

examples for each tier for RTI

tier 1: students receive differentiated instruction based on data from ongoing assessments

tier 2: student progress is monitored frequently to determine intervention effectiveness and needed modifications

tier 3: procedural safeguards that concern evaluations and determining eligibility applies as required by IDEA mandates

validity

the degree in which the test measures what it claims to measure

reliability

the degree in which a child’s results on the test are the same or similar over repeated testing

nominal scale or measurement

categorical data

involves assigning observations in various independent categories then counts frequency of occurrence within each category creatine nominal scale

cultural competence

set of congruent behaviors, attitudes, and policies that align together in a system, agency, or professionals that enables that system, agency, or professionals to work effectively in cross-cultural situations

cultural bias

occurs when tests are biased against students who have a different background from the majority

cultural diversity

increasingly important issue for educators, administrators, and parents with concerns of the needs of the students from culturally and linguistically diverse populations will be handled

cultural differences

recognizing and ability to distinguish cultural differences form a safe environment for all students

minimal to no eye contact, avoidance to ask questions, smiling during intense discussion, poor active listening skills, refusal to engage in discussions,

ordinal

rank order system

scores indicate only relative amounts or rank order

interval

equal differences in scores represent equal differences in amount of property measured

ratio

all properties of interval scale with additional property of zero indicates total absence of quality being measured

nominal

categorical

assigns observations into various independent categories then counts frequency of occurrence within each category