NIC1 WGU – Flashcards
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2004 IDEIA Public Law
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Due Process, Highly Qualified Teachers, Evaluation of Students, and Assessment Participation (All new changes)
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Due Process
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Impartial Hearing States are required to offer mediation services BEFORE a process hearing School districts can seek attorney fees from parents attorney or parents if the complaint is unreasonable
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Highly Qualified Special Ed Teachers
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Must hold a bachelor's degree and be fully certified/licensed
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Evaluation of Students
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Reevaluation only ONCE a year unless otherwise agreed upon Must be evaluated in appropriate language If parents refuse services, school is no longer responsible for FAPE
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Assessment Participation
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Must participate in state and district assessments - with accommodations or alternatives if nec. Must give a statement on why the assessment is inappropriate and how the student will be assessed
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2004 IDEIA
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Focus is NOW on improving the educational performance of students
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IEPs
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Must include present achievement and performance HOW progress will be measured and WHEN Use RTI instead of IQ
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504 Plan
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Rights similar to IDEA HIV Positive, ADHD Broader definition of eligibility than IDEA Covers the lifespan
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Referral Process
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Pre-Referral Referral Formal Evaluation (parents consent) Design IEP/IFSP
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Pre-Referral
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Creative, alternative instruction Parents aren't involved Federal funding covers it
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Referral
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Written request to evaluate student 75% get placed Parents aren't involved Must include detailed reasons for referral and evidence 60 Eligibility determination, then 30 days for IEP
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Formal Evaluation/Assessment
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Need parent's permission - (Tell why, process, and alternatives) Complete list of student's abilities and needs Formal and Informal assessment tools (multitude of tests)
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Design IEP/IFSP
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Written document by team - Parents, teachers (general and special), district rep, and an individual to interpret implications
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LRE
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Least Restrictive Environment As close to general classroom as possible Max involvement and participation w/ classmates w/o disabilities
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Norm-Referenced Assessments
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Standardized Tests Compare pupil to other individuals of similar age % ranks and grades
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Criterion-Referenced Assessments
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Useful for instructional planning Performance on task is compared to mastery Usually by general ed teacher Specific skills
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Due Process time frame
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School must meet with the parents 5 days after receiving a due process complaint
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Behavior - Suspension
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School can suspend a student for 45 days for drugs or weapons WITHOUT the parent's permission, but after that the student still has the right to FAPE
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ELLs
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English Language Learners
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PL 94-142 6 Major Components
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FAPE, LRE, IEP Due Process Nondiscriminatory Assessment Parental Participation
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RTI Tiers
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Tier 1 5-10 Weeks, Preventative instruction in general classroom 65-75% of students Tier 2 8 Weeks, More intensive supplemental instruction Focus on specific areas of need 20-30% of students, 1:4 or 1:5 ratio Tier 3 8 Weeks+, Specialized Instruction 5% of students, 1:2 or 1:3 ratio
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Types of ELL Students
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LEP, NEP, FEP
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LEP
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Limited English Proficient - Typically unable to profit fully from instruction proved in English. Just no yet adept in English - but capable
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NEP
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Non-English Proficient - Beginning or Early stages of English listening, speaking, reading, writing
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FEP
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Fluent-English Proficient - Formally ELL, but now fluent in English listening, speaking, reading, writing
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ELL Programs (6 of them)
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Transitional, Maintenance (developmental), Enrichment, Immersion, ESL, and Sheltered
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Transitional Programs
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(ELL) Instructed in content areas in their native language ONLY until competent, then English Usually takes 2-3 years
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Mainentance (Developmental) Programs
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(ELL) Native Language emphasis. Receive instruction in English. Solid academic foundation
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Enrichment Programs
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(ELL) Monolingual children who are introduced to new language and culture
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Immersion Programs
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(ELL) English exclusively. Native language/culture are not used at all. Sink or swim situation
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ESL
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(ELL) Receive instruction in English outside the regular classroom. Native language is not used in instruction
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Sheltered Strategies
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(ELL) General strategies - Several visuals and backward design planning - praise, games, positive, laughter, repetition, increase processing time -Most common now
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Unsheltered Strategies
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Teaching native English speakers Less emphasis on visual and comprehension checks, no positive reinforcement
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ELL Students
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Must be assessed in native language and THEN disability must be apparent Interpreter is possible
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Intellectual Disabilities/MR Characteristics
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Impaired Cognitive Functioning Focusing attention, maintaining it, attend to relevant stimuli Reading, stuttering, articulation Lack social competence, immature
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ADHD Characteristics
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Inattention - careless mistakes, not listening/finishing tasks, difficulty organizing, forgetful Hyperactive - Fidgeting, restless, talking excessively Impulsive - Blurting answers, interrupting, intruding
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ASD Characteristics
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Impairment in social interaction - nonverbal behaviors, developing peer relationships Impairment in communication - delay of spoken language, repetitive use of language, lack of make believe play Repetitive behaviors, inflexible to routine changes, preoccupation w/ parts of objects
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Hearing Impairment Characteristics
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Avg intellect Speech and language impairments Play differently, prefer groups of two, less pretend play Reading performance affected significantly
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Speech/Language Characteristics
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Receptive Language - Problems following oral directions, understanding spoken language, responding to Qs Expressive Language - Vocab, grammar, syntax, difficulty formulating Qs
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Gifted/Talented Characteristics
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Ask a TON of Qs, learn rapidly, talent in one or more specific academic area, independent, confident, leadership, relates to older classmates, critical of self, perfection, dislikes routine, abstract, highly verbal
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Visual Characteristics
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Fine academically, learn by touch (tactile) and sensory Watery eyes, headaches, squints, difficulty reading and writing, clumsy, misaligns math columns Sociall appropriate behaviors must be directly taught - eye contact, smiling, touching, projecting emotions
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Disproportionality
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Overabundance of minority groups and ELLs in special ed programs Underrepresentation for gifted minorities Usually mild intellectual disabilities and behavior disorders
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Modification
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Change in WHAT is being taught or expected ie. Assignment is easier
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Accommodation
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Change that helps a student overcome or work around disability ie. Give answers orally, longer time, frequent breaks
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UDL
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Universal Design for Learning Multiple means of representation, action and expression, and engagement Teacher delivers content in multiple ways, active learners, explore content, demonstrate skills and knowledge in several ways
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Confidentiality
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All student records are confidential Grades, discipline, medical, anything Parents have the right to access them all Child gains the right at 18. If they're a dependent, the parent still has the right FERPA
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Go Talk 9
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Surface has touch-sensitive keys and a message plays 9 Minutes of pre-recorded speech For Communication problems
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Switch
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Students use whatever motor function they have to control a switch - push, pull, squeeze, suck, blow, body position, small muscle movement For Physical Impairment
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Computer Software
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Helps handwriting, spelling, capitalization, spelling, grammar, organization For Learning and Intellectual Disabilities
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Draft: Builder
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Generating and organizing ideas, adding notes, preparing first draft For Learning and Intellectual Disabilities
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Turbo Math and Math Blaster
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Practice and incentives A race For Behavior Disorders
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Kurzweil 3000
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Reading Software - Text to speech For Reading problems and Visually Impaired
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Communication Boards
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Student points to one of choice - pictures/drawings, letter, words, phrases For Communication problems
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IntelliKeys Keyboard
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Alternative keyboard - several overlays on board Physical Needs
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Manual Alphabet
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Sign Language Hearing Impaired
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Hearing Aids/FM Technology
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Amplifies a teacher's voice Hearing Impaired
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WebQuests
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WIPs - Structured or open Uses internet sources to support learning and skills. Problem Solving Gifted and Talented students
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Behavior Assessments
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Peabody and Woodcock for academic Behavior Rating Profile and Behavior Evaluation Scale for behavior
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Adaptive Skill Assessments
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Adaptive Behavior Scale Scales of Independent Behavior AAMR Scale SIB-R
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Intellectual Assessments
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Wechsler Intelligence Scale for Children (WISC-IV)
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Curriculum Based Assessment
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Procedure for determining the instructional needs based on ongoing performance in existing course work. Skills that aren't mastered yet become the next in sequence
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Behavior Problems
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ASD, bipolar, etc Teachers rate frequency of 5 types of behavior - Learning problems, interpersonal difficulties, inappropriate behavior, depression, physical symptoms/fears Direct Observation is best
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Intellectual Disabilities (MR)
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Cause is often hard to determine - Prenatal, perinatal, neonatal, postnatal, environment Screening, hormone therapy, vaccines, public awareness all help
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Determining proficiency in English
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Initial screening when entering the district
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Parents rights for ELL due process
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-May request their child be tested in their primary language -May request an evaluation from someone other than district evaluator
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Which is an indication of an Intellectual disability?
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Errors in articulation
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Asperger Syndrome characteristic?
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Normal or advanced intellectual functioning
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Receptive language disorder
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Difficulty following directions, understanding verbal information, and answering Qs
