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RTI

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Response to Intervention - 3 Tiers: increasingly intensive interventions - Implemented by general ed teachers primarily

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UDL

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Universal Design for Learning - Make adjustments in classroom so most students are included

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FAPE

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Free Appropriate Public Education Students with disabilities are entitle to attend public schools and receive the educational services that have been designed specifically to address their special needs, possibly to include materials, settings, and technology. (NO cost to parents)

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LRE

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Least Restrictive Environment (Restrictive: too little stimulation)(ex. being in special ed room all day) - Must be educated in setting most like the one for students without disabilities - Should not be assigned to separate room, unless it is the only option for them to be appropriately educated

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IEP

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Individual Educational Plan/Program Plan for students education - Instruction/ services must be tailored to meet student's assessed needs - Reviewed/updated annually - Written by a team of professionals and parents

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Required Components of an IEP

answer

- Present level of performance - Annual goals and Short term objectives - Extent of participation in Gen. Ed classroom - Services and modifications needed - Behavior intervention plan - Date of initiation and frequency and duration of service and anticipated modifications - Strategies for evaluation - Transition Plan (if 16 years & above)

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Nondiscriminatory Evaluation

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Students must be assessed using instruments that do not discriminate race, culture, or disability Accommodations made during testing - first language - larger print

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Due Process

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Legal process for parents - Set of informal/formal procedures to resolve dispute over students eligibility/ educational placement - Follow to get what is due to them

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Zero Reject

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We can never say a child isn't accepted. No matter the disability, services will be found. No student can be excluded form receiving a public education because of having a disability. - School is required to find appropriate education for students

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Child Find

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If a child is not going to school then it can be reported - Each state must be proactive in locating children who may be entitled to special education services. (does this include students who don't have disabilities as well?)

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Brown vs. Board of Education

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(1954) Separate is NOT equal! Unlawful under 14th amendment to discriminate arbitrarily against any group of people. - Court ruled black children should not be separated (integration) - This was then applied to disabled students, and parents argued that it was not just morally right to integrate but it was a civil right for these students to receive education

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SEC 504

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(1973) Access Ensures equal opportunities to participate in the full range of school activities

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ADA

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(Americans with Disabilities Act) (1990) - All Ages - Requires reasonable accommodations to be made - Accessibility

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PL 94-142 EAHC

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(Education for all handicapped children) K-12

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IDEA

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(Individuals with disabilities education act) - Birth to 21 - Originally passed as PL 94-142 EAHC - Describes categories of disabilities that make students eligible to receive special education

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Core Principles of IDEA

answer

- FAPE - LRE - Individualized Education (IEP) - Nondiscriminatory Evaluation - Due Process - Zero Reject - Child Find

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Additional Provisions of IDEA

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- A gen ed teacher must be present during IEP meeting - Students must be taught by teachers highly qualified in the core academic content being taught - Students must be included in testing program that exists for all students (though may be entitled to accommodations)

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Diagnosis

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Assigning a label

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SDI

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(specially designed instruction) - All students eligible for special education must receive SDI - monitored closely - addresses many types of skills (communication, academic, behavior, social, etc)

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Related Services

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Supports students may need in order to benefit from special education (therapies, counseling, adapted phys ed, transportation accommodations, etc)

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Supplementary Aids and Services (SAS)

answer

means used to enable students with disabilities to participate in general education, extracurricular activities, and more. (be with students without disabilities) - Preferential seating - access to technology - instructional adjustments(more time to complete test, simplified assignments, alternative materials, etc) - Accommodations/Modifications

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Accomodations

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Changes in HOW the child learns key curriculum - Assigned fewer math problems - Write bullet points on essay question rather than paragraph Curriculum STAYS THE SAME!

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Modifications

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Changes in WHAT the student learns - usually implies that some curriculum is changed - May not learn all vocab - only those with significant intellectual disabilities usually require modifications

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Gen Ed teachers responsibility involving SAS

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Provide students with their supplementary aids and services (especially accommodations and modifications) - Informed of changes / expected to make those changes so the student can succeed

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Influences that have shaped Special Educaton

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- Parent Advocacy - The Civil Rights Movement (Brown v. BoE) - Precedent Setting Court Cases - Current Civil Rights Legislation - Current General Ed Legislation

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Parent Advocacy

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Questioned traditional practices and insisted these children were entitled to same educational experiences as other children - UCP (United Cerebral Palsy) - ARC (National Association for Retarded Children) - NADS (National Association for Down Syndrome)

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Current Civil Rights Legislation

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- Section 504 of the Vocational Rehabilitation Act - Americans with Disabilities Act

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Current General Ed Legislation

answer

Elementary and Secondary Education Act (ESEA) No Child Left Behind (NCLB) - Ensures all students have equal access to a high quality education - mandates higher academic standards/increased accountability for all students - All students must be assessed to determine academic progress - Each state must make adequate yearly progress or have annual measurable goals toward the goal of achievement - Report individual student scores - Teachers must be highly qualified - Teaching practices/ programs must be based on research

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Positive Behavior Supports (PBS)

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Goal is to intervene before the behavioral problem becomes too serious - General ed teachers primarily responsible

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Multi-tiered System of Support (MTSS)

answer

Responds to both behavioral and academic needs

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Disproportionate Representation

answer

Students from some racial and cultural groups have been historically identified as needing special education in greater numbers than expected (especially AA males)

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Curriculum Access

answer

Ensure that students with disabilities have access to the same learning opportunities as other students - be directly involved with it and make progress in it

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Assessment of students with disabilities

answer

Students take the same tests as all other students - If highly disabled they take alternative tests that measure functional curriculum

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Evidenced-Based Practice

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Mandated in ESEA and IDEA

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Inclusiveness

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Inclusion of students into the general ed classroom

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Mainstreaming

answer

Placing students with disabilities in gen ed classroom only when they can meet traditional academic expectations with minimal assistance or when those expectations are not relevant (recess, assemblies)

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Learning Disability

answer

Dysfunctions in processing information typically found in language based activities.

question

Speech or Language Impairment

answer

Difficulties communicating with others - trouble with articulation(production of sounds) / fluency(stuttering)

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Intellectual Disability

answer

Significant limitations in intellectual ability and adaptive behaviors. - learn at a slower pace - may reach a point that their learning stops

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Emotional Disturbance

answer

Significant difficulty, that interferes with learning, in the social-emotional domain. - difficulty with interpersonal relationships -hard time making/keeping friends - get extremely angry - show little/inappropriate emotion when expected - some depressed, others aggressive - long period of time/different settings/degree significantly different from peers - chronic/serious emotional or behavioral issues

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Autism

answer

Usually lack appropriate social responsiveness -avoid physical contact -unaware of others feelings -need highly routinized behavior

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Hearing Impairment

answer

Inability or limited ability to receive auditory signals

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Visual Impairment

answer

Inability or limited ability to receive information visually

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Deaf-blindness

answer

Students with both significant vision and hearing loss - require highly specialized services - likely to receive services beginning at birth

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Orthopedic Impairment

answer

Physical conditions that severely limit ability to move about or complete motor activites

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Traumatic Brain Injury

answer

Students with TBI have a wide range of characteristics and special needs -limited strength or alertness, developmental delays, short term memory problems, hearing/vision loss, irritability, sudden mood swings, etc. -Must be evaluated to determine needs

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Other Health Impairment

answer

Students with a disease or disorder that affects their ability to learn -Chronic heart conditions - Severe/chronic asthma - AIDS - Sickle Cell Anemia - ADHD (some students, not all)

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Multiple Disabilities

answer

This category is used when students have two or more significant disabilities. - often intellectual and physical - only when disabilities are interrelated

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Developmental Delay

answer

Significant delays in physical, cognitive, communication, and social-emotional, or adaptive development (ages 3-9)

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High Incidence Disabilities

answer

Traditionally been the most commonly identified (learning, speech or language, mild intellectual, emotional disturbance) Together account for nearly 80%

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Low Incidence Disabilities

answer

Less commonly identified

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Gifted and Talented

answer

Students who demonstrate ability far above average in one or more areas

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At Risk Students

answer

Characteristics, environment, or experiences make them more likely than others to fail in school

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Role of General Education Teachers

answer

- Most detailed knowledge of student's day to day strengths and needs in your classroom - Bring to attention a student whom you suspect of having a disability - Collect data on student - Work with others to implement interventions AT MEETING - contribute info about academic and social functioning - help identify student's strengths, needs, and educational program components - Knowledgable about curricular expectations in classroom/types of accommodations that may be necessary for students to succeed there - Participate in deciding appropriate goals and objective - Assist special services staff members in updating parents on child's progress - Expected to effectively teach the student/work with others to provide appropriate instruction

question

Role of Special Education Teachers

answer

- Work with Gen Ed teacher - Manage and coordinate the services student's receive - Write and implement IEP - Provide direct/indirect instruction

question

Role of School Psychologists

answer

- Major responsibility for determining a students intellectual, academic, social, emotional, and/or behavioral functioning. -Detailed written analysis of the student's strengths and areas of need -Sometimes chair the multidisciplinary team that meets to decide whether a student has a disability/what services are needed - Design strategies to address students' academic and social or behavioral problems - Often part of a team that designs and implements interventions prior to a decision about referral - Sometimes, work with entire class on social skills

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Role of Counselors

answer

- Assess students' social and emotional functioning, including areas such as self-concept, motivation, attitude toward peers and teachers, and social skills. - Helps teachers and students

question

Role of Speech/Language Therapists

answer

- Work with entire class on language development or - Work individual on pronouncing sounds - Work with group on vocab - Work with individual with cognitive disability

question

Role of Social Workers

answer

- Serve as consultants to teachers - Often liaisons between schools and families - Develop family history (helps determine need for SES) - Help others work with families - Follows up on teachers reports of suspected abuse

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Role of Administrators

answer

- Offer knowledge about the entire school community - Provide perspective on school district policies regarding special ed - Helps address parents concerns - Every team must have administrator present Special Ed coordinator - Alleviate pressure on principals - explain services/options, problem solve with teachers, assist in monitoring to ensure that students receive needed supports

question

Role of Paraprofessionals

answer

Assist teachers and others in the provision of services to students with disabilities - Assigned to specific students who need ongoing individual assistance - Assist in delivery of special services

question

Role of Physical Therapist

answer

Assesses and intervenes related to gross motor skills

question

Role of Occupational Therapist

answer

Assess and intervenes related to fine motor skills

question

Role of Adaptive Physical Educator

answer

Designs physical ed activities for students that can't participate in traditional activities

question

Role of Nurse

answer

Gathers needed medical info about students with disabilities and interprets such info from medical personnel

question

Role of Bilingual Special Educator

answer

Specializes in serving students from diverse cultural linguistic backgrounds because of expertise in both special education and bilingual education

question

Role of Mobility Specialist

answer

Works with students with visual impairments to become familiar with their environments, and how to get around safely

question

Role of Sign Language Interpreter

answer

Relays instruction to deaf students using sign language

question

Role of Professional from Outside Agencies

answer

Provides services away from school (hospitals, etc)

question

Role of Advocate

answer

Serves as an advisor and sometimes represents parents at meetings

question

Universal Screening

answer

Measurement of all students' progress

question

Unmet Need (Teachers responsibility responding to unmet needs)

answer

Something that the student seems to be lacking, whether it is motivation of a clear understanding of a concept, among other things. First step is to analyze the suspected unmet need: Make a list of specific behaviors exhibited by child, Determine if the cause of their actions is temporary or chronic, Compare learning to other students. The next step is to take action, starting with trying to resolve the issue. Talking to the student, parents, and other colleagues can be a helpful tool to determine possible interventions. Then it is time to implement/try interventions, all while documenting child's needs, interventions attempted, and outcomes of those interventions. This data will be necessary if a referral is made.

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Intervention Assistance Team

answer

Includes Gen Ed teacher, Special education personnel, and an administrator - Teacher has to fill out a referral form - Describe students problems/ efforts made to assist - Meets with team to discuss the written info, consider alternative strategies, determine if student should have a detailed assessment for potential special ed services - Emphasis on problem solving

question

Multidisciplinary Team (MDT)

answer

Consists of parents, educators, and others appropriate Assumes responsibility for making educational decisions regarding the student

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Parents Rights

answer

Must give written permission for their child to be individually assessed.

question

Components of Assessment

answer

IQ (Intellectual Ability) - Scored by psychologist Academic Achievement Other (Vision/Hearing, etc) - Varies depending on the suspected disability Social/Behavior Skills

question

After a team receives data from testing what do they do?

answer

The team then has to decide if there is a disability present. If not, then the team decides what sort of alternatives can be provided to supplement the child's learning (Title 1, migrant education, reading recovery, RTI). If there is a disability present the team decides if they are eligible for special education services. They plan a students education in an IEP. They also determine the students placement, which means where the child will receive the education (generally in the Gen Ed classroom). In a 504, accommodations and modifications must be addressed. In an IEP, all aspects of students disabilities must be addressed, and the plan for their learning.

question

Monitoring Special Education Services

answer

- Annual Review - 3 Year ReEvaluations (Students reassessed) - Additional Reviews - Due Process

question

Student Placements

answer

- General Education Classroom - Resource Programs - Separate Classes - Separate Schools - Residential Facilities - Home and Hospital Settings

question

Collaboration

answer

Defined by how people work together

question

Characteristics of Collaboration

answer

- Voluntary - Based on parity (contributions equally valued) - Requires a shared goal - Includes shared responsibility for key decisions - Includes shared accountability for outcomes - Based on shared resources - Emergent (belief in the value of shared decision making, trust, and respect among participants)

question

Ingredients that Foster Growth of Collaboration

answer

Reflecting on personal belief system - need to believe that collaborating will result in a better outcome than working alone Refining interaction skills Contributing to a supportive environment

question

Shared Problem Solving

answer

Discover Shared Need Identify Problem Propose Solutions Evaluate Ideas Plan Specifics Implement the Solution Evaluate Outcomes

question

CoTeaching

answer

Two or more educators share the instruction

question

Consultation

answer

Specialized problem-solving process where one professional with expertise assists another professional (or parent) who needs the benefit of that expertise

question

Parent Reactions to Child's Disability

answer

Grief - Pain/discomfort of child - About stress it puts on family Ambivalence - Uncertainty of how to decide the best options for child Optimism - Positive about child's present and future (focus on child and not the disability)

question

Family-Centered Practices

answer

Student outcome is best when families perspectives are respected, input sought, professionals job view is seem as helping families get the info they need.

question

Collaborating with Parents

answer

Home-School Communication - Letters/newsletters, positive phone calls, progress reports, email Parent Conferences - exchange of info Parent Education - Further understanding on issues, practices, etc Parent Involvement - volunteer, tutor, assistance, supervise

question

Assessment

answer

Process of gathering info to monitor progress and to make educational decisions when necessary

question

Program Placement

answer

Decision should be made based on student performance in the class

question

Curriculum Placement

answer

Deciding what level to begin instruction for students

question

Instructional Evaluation

answer

Decisions to either continue or change instructional procedures that have been initiated with students

question

Program Evaluation

answer

Decisions to either terminate, continue as is, or modify a student's special education program

question

High Stakes Achievement Tests

answer

Assessments designed to measure whether students have attained learning standards - Comparing performance to benchmark

question

Standardized Achievement Tests

answer

Designed to measure academic progress, or what the student has retained from the curriculum - Norm-referenced (compared to avg. performance of students in the country) Group Administered Tests - large groups of students at one time - Solely screening measures Individually Administered Tests - Case study evaluation - range of specific skills

question

Psychological Tests

answer

Intelligence tests/related to learning disabilities Measure abilities that affect how efficiently students learn in an instructional situation

question

Alternate Assessments

answer

Focused on more specific tasks

question

Curriculum Based Assessments

answer

Method of measuring students level of achievement in terms of what they are taught in the classroom

question

Curriculum Based Measurement

answer

Particular kind of CBA

question

Probes

answer

Short assessment/measurement of student performance, focusing on specific material within a subject (reading, writing, math) that will give us insight as to how the student is performing on that material

question

Assessment of Prerequisite Skills

answer

Tests what a child might already know on a subject - Often given before lessons

question

Measures of Independent Learning Skills

answer

Learning Strategies

question

Peer Comparison in Screening

answer

Compare results

question

Fluency

answer

Students rate of accuracy

question

Progress Monitoring Assessments

answer

Brief, inform teacher whether students are making adequate progress

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