544 Final Quiz

Front 1

IDEA

Back 1

-established 1990
-renames and replaces P.L. 94-142 (Education for All Handicapped Children Act)
- known as the mainstreaming law
- requires states to provide a free and appropriate public education for children with disabilities age 5-18
-requires IEP’s
- first defined least restrictive environment

- establishes “people first” language for people with disabilities
- extends special ed. services to include social work, assistive tech., and rehab services.
- extends provisions for due process and confidentiality for students and parents
- adds two new categories of disabilities: autism and traumatic brain injury
- requires states to provide bilingual education programs for students with disabilities
- requires states to educate students with disabilities for transition to employment, and to provide transition services.
- Requires the development of individualized transition programs for students with disabilities by the time they reach the age of 16.

Front 2

IEP

Back 2

– Individualized Education Program: a plan developed to meet the special learning needs of each student with disabilities
- must be written, implemented, and reviewed.

Process: student referred> parent notification immediate> District reviews referral-decision whether to evaluate made in 25 school ds.>

> Decision to evaluate> parents asked for written permission> Parents sign permission to evaluate> District begins evaluation> Assessment completed within 35 school days of parent consent> Evaluation team and parent meet to discuss results of evaluation> If student eligible, parents given written notice>Have IEP within 30 calendar ds.> parent consent obtained for initial services (if no consent, no services provided)> Start program as soon as possible (WAC 392-172-158)> IEP review yearly or more often if needed> reevaluation every three years or more often if requested or needed.

>Decision not to evaluate> Parent notified that student is not a candidate for evaluation> if parent disagrees, district may

Front 3

Zero Reject

Back 3

No child with disabilities can be excluded from education. Mandatory legislation provides that all children with disabilities be given a free appropriate public education.

Front 4

MDT/SIT

Back 4

Multiple Disciplinary Team: Determines whether student has a disability and is eligible for services and develops the IEP

Front 5

Accommodations

Back 5

- do not change content or the concept difficulty
-change the input and/or output method used by teacher and/or the student related to the intended instructional outcome.

Front 6

Differentiated Instruction

Back 6

– instruction in which the teacher uses
“1) a variety of ways for students to explore curriculum content,
2) a variety of sense-making activities or processes through which students can come to understand and “own” information and ideas, and
3) a variety of options through which students can demonstrate or exhibit what they have learned.” (P. 408)

Front 7

UDL

Back 7

-Universal Design for Learning
-UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.

Front 8

Mediated Scaffolding

Back 8

eliciting thoughtful, provocative, and probing questions during instruction that advance students’ learning to higher levels of understanding and applications.

Front 9

strategic integration

Back 9

explicitly linking the big ideas across or within curricula

Front 10

conspicuous strategies

Back 10

presenting explicit and overt instruction on steps for accomplishing tasks

Front 11

FAPE

Back 11

-Free Appropriate Public Education for Students with Disabilities
-“FAPE is defined as an educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit.”

Front 12

LRE

Back 12

-Least Restrictive Environment
-The setting most like that of students without disabilities that also meets each child’s educational needs. (mandated under IDEIA)

Front 13

Nondiscriminatory Evaluation

Back 13

– an evaluation that does not discriminate on the basis of language, culture, and student background
– must be provided for each individual identified for special education.

Front 14

Due Process

Back 14

-addresses written notification to parents for referral and testing for special ed., parental consent, and guidelines for appeals and record keeping.
-IDEIA guarantees the right to an impartial hearing if appropriate procedures outlined by IDEIA are not followed and parents or schools believe that programs do not meet the student’s educational needs.

Front 15

Modifications

Back 15

-may involve a change in the curriculum of what is being taught
-assignments might be reduced in number and modified significantly for an elementary school student with cognitive impairments that limit his/her ability to understand the content in general education class in which they are included.

Front 16

Dept. of Public Welfare v. Haas, 1958

Back 16

Supreme Ct. of Illinois maintained that the state’s compulsory education laws did not require a free public education for the feeble-minded or who were mentally deficient and who, because of their limited intelligence were unable to reap the benefits of a good education.

Front 17

Brown v. Board of Education, 1954

Back 17

school segregation by race was not constitutional… separate is inherently unequal.

Front 18

ESEA (Elementary and Secondary Education Act), 1965

Back 18

role of fed. Govt. protecting and providing for students from disadvantaged backgrounds to provide equal access to public education system, e.g. free & reduced lunch program.
-Crucial to ESEA was a grant program that encouraged states to create and improve on programs for students with disabilities.

Front 19

Education for the Handicapped Act (PL 91-230)

Back 19

revision of ESEA and continued support for state-run programs though no guidelines for how programs were run or looked.

Front 20

PL 94-142, 1975

Back 20

schools required to ensure that all children, regardless of their disability, receive a free and appropriate public education.

Front 21

ADA, 1990

Back 21

prohibits discrimination against people with disabilities in the private sector

Front 22

IDEA, 1990

Back 22

replaces P.L. 94-142

Front 23

NCLB, 2001

Back 23

-the latest federal legislation that enacts the theories of standards-based education reform
-based on the belief that setting high standards and establishing measurable goals can improve individual outcomes in education.
-requires states to develop assessments in basic skills to be given to all students in certain grades, if those states are to receive federal funding for schools.
-does not assert a national achievement standard; standards are set by each individual state.

Front 24

IDEAIA, 2004

Back 24

-RTI model to determine whether a child has a specific learning disability
-increase federal funding for early intervention to students who do not need special ed. services
-eliminate short-term objectives in an IEP except for students who do not take statewide achievement assessments
-raise standards for special education licensure
-adopts policies designed to prevent disproportionate representation of students in special ed. by race and ethnicity.

Front 25

Labeling and Classifying students
(benefits)

Back 25

-dd

Front 26

Labeling and Classifying students
(disadvantages)

Back 26

-we assign meaning and value based on what is on the paper or discuss around the label instead of seeing the real person

Front 27

Section 504 "Big Ideas"

Back 27

-part of a broad federal civil rights bill
-child need not be in special education
-broader definition of disability
-accommodations REQUIRED if child needs them to access school (a federally-funded program)
-increasingly important in schools
-usually affects general education

Front 28

IEP Team - Required Members

Back 28

1. Representative of the local education agency
2. School representative other than the teacher
3. Parents or guardians
3. Student (when appropriate)
4. General Ed and/or Special Ed Teacher(s)
5. Individual who can interpret the instructional implications of evaluation results
6. Others whom the parents or school believe can help develop the IEP
5. Evaluation specialist
6. Professionals from related services as needed

Front 29

IEP - General Educator Role

Back 29

-implements the academic and behavioral suggestions

Front 30

Prevalence of Disabilities

Back 30

-

Front 31

LD

Back 31

-

Front 32

EBD

Back 32

-

Front 33

CD

Back 33

-

Front 34

Orthopedic Disabilities

Back 34

-

Front 35

Traumatic Brain Injury

Back 35

-

Front 36

Hearing and Visual Impairments

Back 36

-

Front 37

Health Impairments

Back 37

-

Front 38

Autism

Back 38

-

Front 39

3 Steps to Accessing Gen Ed Curriculum

Back 39

Step 1. Analyze the general education curriculum.

Step 2. Enhance areas of the general education curriculum that are poorly designed.

Step 3. Consider creative ways students with disabilities can access the curriculum, including minor to major modifications of outcomes

Front 40

6 Questions Every Teacher Needs to Consider When Planning Lessons

Back 40

-

Front 41

High Incidence Disabilities - Problems

Back 41

-"Decision Categories”
1. Definitions (“Wait to Fail”, True disabilities vs. meet definition,“Curriculum Casualties”
2. Assessment

-Over-Identification
-Disproportionate Representation