Foundations and professional Practice

Individuals with Disabilities Education Act (IDEA) A special education law that requires schools to educate students with disabilities in least restrictive environments to the greatest extent of their abilities using plans tailored to the individual needs of the students. IDEA Part C part of federal law that outlines services for birth to 3 students with disabilities, early intervening services receives Individualized Family Service Plans (IFSPs) IDEA Part B covers children and young adults with disabilities ages 3-21 individualized family service plans IFSPs -legally mandated for infants and toddlers with disabilities or special needs and their family members; the goal is to involve the family members in the treatment process covers broader services services are often provided in children's home Present Levels of Performance (PLOP) snapshot of the student's current performance in school also reports how a student's disability is affecting, or not affecting, progress in school Child Find Law Schools are required to find children who have disabilities and need special education or other services. School districts must have a process for identifying kids with special needs. schools may still refuse evaluation if school professionals do not suspect the children of having disabilities Steps in Implementing EBP Step 1: ask a question about a clinical area of interest or an intervention Step 2: collect the most relevant and best evidence Step 3: Critically appraise the evidence Step 4: integrate the evidence w/ clinical expertise, patient preferences, and values in making a decision to change Step 5: evaluate the practice decision or change Manifestation Determination A determination that a student's inappropriate behavior is not a result, or manifestation, of his or her disability. This is usually determined in a hearing and is required when a student's behavior violates school rules and before the school can undertake disciplinary action that might result in a student's suspension from school. Title 3 of ADA Access for goods and services in public & commercial facilities public accommodations provides for certification of state laws or local building codes Larry P Vs Riles Case (African-American) IQ tests are racially discriminatory children must be assessed using other methods. cultural discrimination of African American students more accurately measured using adaptive behavior assessments, diagnostic tests, observations, and other assessments Diana vs. State Board of Education (1970) (Mexican) Mexican students in CA were being labeled MR (mental retarded). This law mandates that assessments must be administered in the NATIVE language of student result- IQ tests were no longer used as the sole assessments for determining special ed placement Winkleman vs, Parma City BOE parents can represent kids in IDEA cases parents could represent their children within disputes over a free and appropriate public education as constituted by IDEA Honig vs. Doe (Handicapped) Students may not be expelled for misbehavior caused by disability examining the violation of the education for all handicapped children act (EAHACA) Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania common wealth of Pennsylvania was accused by the Pennsylvania association for retarded children of denying a FAPE to students with disabilities PARC was one of the first institutions in the country to challenge the placement of students with special needs 1990 amendments to the IDEA replaced "handicapped" with "disabilities", required transition plans for kids over 16 changed the age range for children to receive special education services to ages 3-21 focus on children with disabilities rather than the handicapped children categorized different disabilities individuals with disabilities improvement act (2004, improve teachers & interventions) special educators are required to achieve highly qualified teacher status and be certified individualized education programs must contain measurable annual goals and descriptions of how progress will be measured and reported schools or agencies must provide science/research-based interventions as part of the evaluation process to determine if children have specific learning disabilities response to intervention procedures When students are provided with effective instruction, progress is monitored, those who do not respond get something else or something more, progress is monitored again, and those who still do not respond qualify for special education or evaluation, evaluators are using which model? national educational goals act (President Bill Clinton, 2000) ensure children are ready to learn by the time they start school President Bill Clinton signed it the act focused on outcomes-based education and was intended to be completed by the year 2000 No Child Left Behind Act (President W. Bush, 2001) A U.S. law enacted in 2001 that was intended to increase accountability in education by requiring states to qualify for federal educational funding by administering standardized tests to measure school achievement. develop more skills-based assessments outlined changes in state funding stopped the National Education Goals Act Adequate Yearly Progress measured by the results of achievement tests taken by students in each district, and consequences were implemented for school districts that missed AYP during consecutive years early student succeeds act of 2015 replaced no child left behind in 2015 emphasizes equal opportunity for students and currently serves as the main K-12 educational law in the United States provide a quality education for all students aims to address the achievement of disadvantaged students requires students to be tested annually in math and reading during grades 2-8 & once in high school school accountability mandated Rehabilitation Act of 1973 added people with disabilities to the list of Americans protected from discrimination protects people with disabilities against discrimination relating to employment provides students with disabilities equal access to the general education curriculum (section 504) Americans with Disabilities Act 1990 Passed by Congress in 1991, this act banned discrimination against the disabled in employment and mandated easy access to all public and commercial buildings. provides telecommunications access to people with disabilities. This ensures people with hearing and speech disabilities can communicate over the phone and internet Elementary and Secondary Education Act (President Johnson, 1965) 1965 - Provided federal funding for primary and secondary education and was meant to improve the education of poor people. This was the first federal program to fund education. sought to allow equal access to quality education section 504 a formal plan or blueprint for how the school will provide services to a student with a disability removes barriers for individuals with disabilities by ensuring that appropriate services are provided to meet their special needs accommodations, related services, and modifications are provided 504 plan accommodation plan for students with disabilities who don't qualify for special needs services blueprint for how the student will have access to school provides services and changes to the learning environment established under rehabilitation act of 1973 Informed Parental Consent Permission of a parent to enroll their child in SPED Services program, or the refusal to allow their child to enroll in such a program, after the parent is provided effective notice of the educational options and the district's educational recommendation legally, the request must be written in the parent's native language at any time, the parents can withdrawn from the consent due process (informed parental consent) schools are able to file due process if they disagree with the parental withdraw of consent Stakeholders in Special Education students parents general educators administrators community members students should receive an educational curriculum based on strict standards, such as the common core content standards Multi-factored evaluation assessment and evaluation of a child with a variety of tests and procedures (required by IDEA when determining eligibility for services) purpose is to provide comprehensive information about a student for professionals working with the student helps determine what academic or behavioral goals or related services might be appropriate for a student with disabilities special education instructional settings no instructional setting (gen ed curriculum) mainstream setting resource room self-contained classroom homebound instruction Self-contained classroom A setting where the academic instruction is delivered by a special education teacher 50% of the student's day Due Process a legal right under the IDEA act that usually involves the school district violating a legal rule legal form be completed by the parent or legal guardian in order to move forward Mediation (before due process) process of coming to an agreement before filing due process, can be a solution to the dispute the purpose is to resolve a dispute between the parent/legal guardian of a student with a disability and the school district not a parent or legal guardian's legal right FERPA (Family Educational Rights and Privacy Act of 1974) 1974 Family Educational Rights and Privacy Act (Buckley Amendment). Assures confidentiality of student records. Parents are afforded rights to examine, review, request changes if inaccurate, and stipulate person who has access. Pre-referral process (before SPED services) Attempt reasonable modifications and accommodations before the child is referred for SPED services. identify student's strengths/needs of a child, put reasonable strategies into action, and evaluate the results of this pre-referral intervention if the results do not change anything, either another intervention can be used or can be referred for a special ed evaluation school psychologist assesses and counsels students, consults with educators and parents, and performs behavioral intervention when necessary disproportionate representation exists when a particular group receives special education at a rate significantly higher or lower than would be expected based on the proportion of the general student population that group represents Response to Intervention (RTI) an educational strategy intended to help children who demonstrate below-average achievement in early grades, using special intervention has 60 days to complete it one teach, one support Both individuals are present, but one teacher takes the instructional lead while the other provides support and assistance to the students. Parallel Teaching Model (duo teaching) Involves a class being split into two groups, with one instructor teaching each group. Alternate Teaching Model (one large group, one small group) one teacher teaches a large group of students while the other teacher provides instruction to a small group of students Station Teaching teachers divide content and students. Each teacher then teachers the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third "station" could require that students work independently. both instructors provide support team teaching both teachers are delivering the same instruction at the same time remedial instruction A student has average or better than average intellectual abilities but may struggle with skills in one or more content areas. Instruction can be delivered by general educators (general ed classroom) one on one instruction to students who are falling behind Special Education an approach to educating children with intellectual disability in which they are grouped together and given a separate, specially designed education require individualized instruction Remedial approach involves the breaking of concepts/tasks into smaller chunks and reteaching information focuses on repetition and developing/reinforcing certain skills compensatory approach Implemented when a remedial approach isn't working. Focuses on building upon children's strengths and working with or around their weaknesses. Use of Assistive technology IEP team members Parent(s) or guardian(s), General education teacher, Special education teacher, Public agency representative (e.g., school administrator), Person qualified to interpret instructional implications of evaluation results (e.g., school psychologist, diagnostician) related service members speech pathologists occupational therapists communication deficits Speech and language impairments may not be able to communicate with their parents or legal guardians Team Teaching both teachers are delivering the same instruction at the same time speech-language pathologist provide interventions for children with communication disorders from fluency to voice disorders before reaching grade school age, it is essential for students to receive early interventions for suspected communication disorders occupational therapists help students on IEPs refine their motor skills, improve sensory deficits, improve visual skills, and improve attention and focus spends time observing the student in a variety of settings where the skill/deficit will be demonstrated paraprofessionals also known as paraeducators under TITLE 1 helps special Ed teacher with instruction and help students meet IEP goals/objectives NOT responsible for teaching new skills, introducing new objectives/new goals can help take notes on students progress toward meeting their goals cognitive behavioral theory (mentally) people from their own negative or positive concepts that affect their behaviors cognitive triad of thoughts and behaviors SELF, WORLD, & ENVIRONMENT cognitive behavioral therapy (mental) helps people adjust their thinking learn ways to access healthy thoughts learn behaviors incompatible with unhealthy or unsafe behaviors behavior rating scale assessments address the needs of students with emotional disorders who are referred to special education these scales are used in determining a student's eligibility for special education and addressing undesirable behaviors helps measure the frequency and intensity of the behaviors for a particular student norm-referenced, so the outcomes are compared to others positive reinforcement increasing behaviors by presenting positive reinforcers. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response. example: allowing allowance for doing chores negative reinforcement Increasing behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: negative reinforcement is not punishment.) example: parent rewards a child's behavior by taking away some of their chores functional behavior assessment (FBA) formal process used to examine student behavior the goal is to identify what's causing a specific behavior and evaluate how the behavior is affecting the students educational performance once developed, the behavior must be specifically defined and then devise a plan for collecting dats behavior intervention plans (BIP) based on a functional behavior assessment (FBA) teach students actions, behaviors, or processes that are incompatible with the problem behavior can be on either an IEP or 504 plan positive classroom discipline strategies starts with establishing consequences for poor choices give students reminders about behavior and rules nonverbal reminders: looks, touches, silence, and removal crisis prevention plan help with early identification of a crisis and to provide the necessary support to help the individual through a crisis to an effective resolution should take into account principles of LRE to support individuals in their normal environments while also removing or being aware of behavioral triggers be treated as a short-term