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158 Cards in this Set
- Front
- Back
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IDEA 1974
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President Ford, Bill of Rights, Free Appropriate Public Education (FAPE)
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Section 504, Rehabilitation Act 1973
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covers all other disabilities and impairments (example: ADHD, AIDs)
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Americans with Disabilities Act
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blank
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interindividual
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comparison of students to one another (norm referenced, standardized testing)
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intraindividual
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unique strengths/weaknesses of the individual (criterion-referenced, observational testing)
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referral process for special education services
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procedural due process
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IEP (individualized education program)
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prereferral, referral, assessment. prereferral/assessment/IEP multidisciplinary teams
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ISFP (individualized family service plan)
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services provided to family members of a disabled student
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mainstreaming
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politically incorrect, preferably integration
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least restrictive environment (LRE)
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based on needs of individual not on disability
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regular education initiative (REI
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links full inclusion, complete reconstruction of general and special education, all children regardless of disability taught at local schools
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IDEA (PL 94-142)
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student/parent/teacher rights, LRE, "Parent's Law", Education for All Handicapped Children Act (1975)
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"Parent's Law"
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PL 94-142, parents fully participate in children's eduation
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prereferral
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to initiate IEP, collaborate between educators to accommodate the apparent weaknesses within a student before it manifests itself to a larger issue. preventative.
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referral
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response to concerning areas of a child's performance/behavior and to provide factual documentation
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assessment
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uses multi-disciplinary team, tailors assessment material, list academic goals, creates structured environment and presentation according to student's needs
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response to intervention (RTI)
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IDEA 2004, Child Find (effort to reach out to students that may be in need of services)
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Section 504
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aids other special education students (ADD, ADHS, AIDS), accommodation plan (principal, special educators, general education teacher, specialists)
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Pre-Referral Intervention
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teacher attempting several educational interventions with an individual before referring them (preventative)
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Pre-Referral Intervention Team
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goal setting, problem identification, intervention recommendations, implementation, evaluation, follow-up
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IEP guidelines
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parent involvement, measurable goals, how student will be measured, special education and servies, program modification and supports, explanation of pupil general education exclusion, individually appropriate modification, translation into student's native language, projected dates possible positive behavioral intervention
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PA Association for Retarded Citizens (PARC) vs. Commonwealth of Pennsylvania
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established that school districts had to provide free public education for students with disabilities
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Diana vs. State Board of Education
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ESL students should be tested in native language
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Plyler vs. Doe
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the States can't deny education to children of unlawful immigrants
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Brown vs. Board of Education
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segregated schools are unconstitutional
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Larry P, vs Riles
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IQ tests cannot be culturally biased
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Board of Education Hendrick Hudson vs. Rowley
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established that school districts don't have to optimize educational benefits in order to comply with IDEA {puts the A "appropriate" in FAPE}
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Daniel RR vs. Board of Education
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inclusion into general education classrooms as closely as possible
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Oberti Board of Education Borough Clementon School District
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schools must provide aids and services before excluding any student
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Winkelman vs. Parma
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parents have outlined rights under IDEA
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IDEA 1997
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student/parent/teacher involvement, rights, regulation. LRE
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etiology
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cause
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AAIDD
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format for categorizing etiological factors for mental retardation (prenatal-perinatal-postnatal)
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PKU
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affected babies lack liver enzyme necessary for processing phenylalanine is accumulated in bloodstream and becomes toxic. EFFECTS: brain damage, severe mental retardation, intellectual disability, heart issues. SOLUTION: low protein diet
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Galactosemia
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inborn error of metabolism where infant is unable to process galactose (form of sugar) found in milk. EFFECTS: jaundice, liver damage, vomiting, impaired intellectual function
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Down Syndrome (5%)
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chromosomal abnormality (47 chromosomes|23 pairs+1), strong link between maternal age and Down's Syndrome. EFFECTS: intellectual disability,hearing loss, vision problems, intestinal malformations, upper eye slant, small eyes/ears, simian crease, reduced muscle tone
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Trisomy (90% of the 5%)
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most common form of Down's Syndrome extra chromosome attached to 21st pair
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Fragile X Syndrome
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leading cause of mental retardation, abnormal/defective gene which predominantly affects males. deficiency in the structure of the X, one of the "arms" is weakened. EFFECTS: narrow face large ears/forehead, attention disorders, self-stimulatory behavior, speech/language problems
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Rubella
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German measles rash, EFFECTS: mental retardation, vision/hearing defects, heart defects, low birth weight, affects most in 1st trimester
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STDs
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(gonorrhea/syphilis) sexually transmitted disease that can cross the placenta and attack the nervous system; affects most in 2nd/3rd trimesters
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AIDS
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leading cause of intellectual disabilities BUT most preventable; attributed to HIV, virus will cross placenta and affect central nervous system AND damage immune system. EFFECTS: mental retardation, developmental delays, transmitted sexually/orally
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maternal-fetal Rh incompatibility
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blood group incompatibility between mother and child. discrepancy result of the Rh factor, a protein found on the surface of red blood cells. (Rh+ has protein, Rh- lacks protein). EFFECTS: intellectual disabilities, cerebral palsy, epilepsy. SOLUTION: after birth give mother Rh immune globulin within 72 hours or else mother will produce antibodies against future Rh+ babies
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toxoplasmosis
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exposure to infected parasitic cat fecal matter or raw/uncooked eggs or meat. EFFECTS: intellectual disabilities, cerebral palsy, blindness, small head, jaundice. SOLUTION: antibiotics
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preventative measures for intellectual disabilities
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fetal treatments, gene therapy
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learning disabilities and characteristics
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lacks attention/memory/motivation, delayed language impairment, weak academic performance, problem with generalization
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ways to enhance social development
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direct social instruction, behavior modification techniques, modeling
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Kirk, Samuel
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coined "learning disability" (1963), contributed to the Specific Learning Disabilities Act of 1969
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Specific Learning Disabilities Act (1969)
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Congress considered funding programs to benefit individuals with learning disabilities. The US Office of Education created committee to agree upon a streamlined definition of 'learning disability'
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Education for all Handicapped Children Act (1975)
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official definition for IDEA 1997 and 2004
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team deciding learning disability
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a) child not performing at level
b) discrepancy between maximum achievement and intellectual abilities in one or more areas |
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discrepancy approach
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now because of IDEA includes the option of RTI (response to intervention); having student respond to empirically validated, science based interventions
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learning disability is NOT due to
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-sensory impairments/mental retardation/emotional problems/disadvantages
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exclusionary clause for a learning disability
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states that the 'learning disability' is the PRIMARY disability and is not the effect of another disability
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Learning Disabilities Association of America
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improved upon IDEA; lifelong aspect to dealing with learning disabilities beyond public education, addressing issues with socialization and self-esteem, eliminates exclusionary language, promotes adaptive behavior that may be compromised with a LD
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important legislation promoting services for learning disabilities
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IDEA PL94-142, Specific Learning Disabilities Act (1969), Associations for Children with Learning Disabilities (1968) <----> Council for Exceptional Children (CEC), Division for Learning Disabilities
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IDEA definition has two (2) main concepts
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1) discrepancy between the student's academic performance and assumed ability 2) proviso that a learning disability can't be due to primary factors
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what is the largest category within special education?
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learning disability
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number of students with a learning disability in the US
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2.52 million
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cause of learning disability
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mainly unknown, possible factors include injury to CNS, brain damage, hereditary, biochemical abnormalities, and environmental factors
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main characteristic in learning disability
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poor academic performance
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norm-referenced test
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compares individual performances to a group of peers
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criterion-referenced test
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measure of student's abilities, measured against predetermined mastery level
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curriculum-based test
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another type of criterion-referenced test
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cognitive training
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manipulating or modifying student's underlying thought patterns; self-instruction & mnemonic devices
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direct instruction (DI)
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teaching students how to learn by involving them in the instructional process
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familiality studies
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examines tendency within a family to develop certain conditions (trying to find if speech/language disability is genetic) *less scientifically grounded*
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heritability studies
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investigative technique using twins to see if learning disabilities, etc are inherited *more scientifically grounded*
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phoneme
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small unit of sound
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phonemic awareness
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understanding that words are made up of smaller units of sound (phonemes)
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phonological awareness
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misunderstanding of the rules that govern the correspondence between certain sounds and letters that make up words
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metacognition
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ability to evaluate and monitor own's own performance
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pragmatics
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functional use of language in social situations
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working memory
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individual retaining information while engaging in other cognitive activity
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learned helplessness
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lack of persistence at tasks that can be mastered; tendency to expect failure
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other characteristics of LD
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attention disorder, poor motor abilities, psychological process deficits & information-processing difficulties, lack of cognitive strategies, reading issues, speaking issues, writing issues
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hypEractive
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rambunctious (mainly boys), most characteristic
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hypOactive
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lethargic (mainly girls), often undetected
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cognitive disorders
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deficits in attention, metacognition, perception, memory
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dyslexia
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reading disorder where student unable to recognize and comprehend written words and numbers
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ADHD and IDEA
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not recognized by IDEA, Section 504 cover these 'grey areas' under OHI {other health impairments}
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ADHD (Attention Deficit Hyperactivity Disorder)
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characterized by one or a combination of inattentiveness, impulsivity, and hyperactivity
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causes of ADHD
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neurological dysfunction, genetics, environment
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main characteristic of ADHD
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behavioral inhibition
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executive functions
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typically associated with persons with ADHD
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comorbidity
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overlapping spheres of influence (social, academic, behavioral)
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assessment & diagnosis of ADHD
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involves a medical evaluation + input from parents based on a behavioral rating scale
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multimodal interventions
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multiple "concurrent interventions" for individuals with ADHD than a one-size-fits-all approach
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intervention options for ADHD
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behavioral interventions, instructional adaptions, home-school collaboration, medication
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Strauss Syndrome
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youngsters with high levels of distractability and hyperactivity coined by Strauss + Werner
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Cruickshank
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improved upon Strauss' experiments, linked attention difficulties with learning difficulties, believed a change in the educational environment for reducing nonessential classroom stimuli, teacher-directed instruction, and enhancing the stimulus value
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"minimal brain injury"
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--> "hyperactive child syndrome" ---> ADHD
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OHI (other health impairments)
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covers disabilities unrecognized in IDEA, such as ADHD
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executive functions
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prefrontal/frontal cortex: self-regulation, working memory, inner speech, arousal levels
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basal ganglia
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control and coordination of motor behavior
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affected areas of the brain with ADHD
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prefrontal/frontal lobes, basal ganglia, cerebellum
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affected neurotransmitters of brain with ADHD
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dopamine
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dopamine
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imbalanced in ADHD brains; low dopamine in frontal cortex=interferes with executive functions & high dopamine in basal ganglia= more impulsivity and hyperactivity
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hereditary and ADHD
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STRONG influence; monozygotic tiwns high chance of ADHD
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ADHD appears...
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early in life and is chronic
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within the individual, ADHD affects
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behavioral inhibition, executive functions, emotional dificulties
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disturbing behavior
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occurs in certain place and time in presence of certain individuals
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disturbed behavior
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occurs in many settings, is habitual, and a part of that person's behavior that is influenced by conflict/crisis/depression/stress/poor decision-making
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Tourette's Syndrome
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uncontrollable motor movements, inappropriate vocalizations
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emotional disturbance
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used by IDEA to describe how emotional and behavioral disorders
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social maladjustment
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to defy authority, refuse to meet conduct to society's norms, chronic social offenders, whose social behaviors inhibit meaningful growths
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conduct disorders
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originally serious emotional disturbance that turns into an emotional OR behavioral disorder; responses not appropriate, affects performance and skills, unresponsive to direct intervention
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clinically derived classification systems
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describes CHILDHOOD, ADOLESCENT, and ADULT mental disorders
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DSM IV will not...
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automatically qualify pupil for special education because different criterias are used, revised by APA= must have assessment proof
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statistically derived classification systems
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developed using sophisticated statistical techniques to analyze patterns or "dimensions" of behaviors that characterize CHILDREN and YOUTH with emotional or behavioral disorders
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'externalizing'
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"undercontrolled"; aggression, temper tantrums, non-compliancy
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'internalizing'
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"overcontrolled"; withdrawal, depressions, compulsions, anxiety
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Revised Behavior Problem Checklist
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(Quay & Peterson); behavioral rating scale used by educators to identify children and youth with emotional & behavioral problems and disorders
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Ellen Keys
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"The Century of the Child", advancement in treatment and education of children with emotional and behavioral disorders
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Clifford Boer
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"A Mind that Found Itself", autobiography describing his breakdown and maltreatment in mental hospital that influenced society
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"National Committee for Mental Hygiene"
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(1909) focused on detection, prevention, rehabilitation in the schools
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Juvenile Psychopathic Institute
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Healy & Fernald's (1909) used Freud's psychdynamic methods, strong influence in early childhood experiences
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other characteristics of emotional/behavioral disorders
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typical academic deficits, difficulty in relationships, difficulties in receptive/expressive language
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mild intellectual disabilities....
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when school children are identified as being slow to acquire basic skills, they usually begin with this label
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mild intellectual disabilities indicators
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slower rate of learning, developmental delays in several areas, difficulty in memory/attention/generalization (applying skills in new areas)
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to be diagnosed with an intellectual disability you must collect scientific proof in these three (3) areas---
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academic achievement, intellectual functioning, adaptive behavior
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these norm-referenced scores govern special education cutoffs
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IQ scores
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Peabody Individual Achievement Test (PIAT-R/NT)
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(1/2) tests used to measure academic achievement for students with intellectual disabilities; determines if educational performance problem is present
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Woodcock-Johnson (WJ-III)
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(2/2) tests administered by school psychologist or specialist that assesses reading, oral language, math, writing areas. Grading criteria factors in the child's grade/age, standard scores, % ranks
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Wechsler Intelligence Scale for Children (WISC-IV)
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determines student's general ability for age-appropriate levels; important if mild intellectual disabilities are suspected due to low average intellectual performance
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IQ<70
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below average functioning
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Adaptive Behavior Scale-School (AAMR)
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rates student's performance in independent functioning, physical development, economic activity, language development, numbers/time for AGES 3-21
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Scales of Independent Behavior (SIB-R)
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uses interviews with parents/teachers/etc. to gather information about current functioning levels regarding motor skills, social interaction, communication skills, community living skills for AGES PRESCHOOL-ADULT
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three different areas that are assessed to determine an intellectual disability
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academic achievement, general ability, and adaptive behavior
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'autism' first appeared in literature in...
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1943
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autism separate category in...
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1977
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in the DSM-IV, autism is one of the five in this category
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pervasive developmental disorder
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Aspergers and Autism
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now recognized as different disoders
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IDEA 1990
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separated autism into its own category
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cause of autism
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unknown, and there are no ways to prevent it. currently investigating into genes, structural abnormalities of the brain, injury to neurological system
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Autism Spectrum Disorders (ASD) defined by...
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social interaction deficits, communication deficits, repetitive/restricted interests by age 3
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other ASD characteristics
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concentration/attention problems, anxiety, affective disorders, learning disabilities
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affective disorder
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mood disorders such as depression, bipolar
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ASD is confirmed by
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a professional using several diagnostic observational scales and inventories
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functional assessments of ASD help...
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identify emerging skills
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splinter skills
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disproportionate mastery in one concentrated area while other areas are being neglected
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percentage of children with ASD participating in self-contained classrooms
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40%
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two (2) best educational approach for students with ASD
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1) highly structured environment 2) behavior modification strategies
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early intervention for infants with ASD
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preventative measure to aid child before impairments fully manifest themselves; addresses communication deficits and behavioral problems
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ASD is the...
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fasted growing and least understood of the pervasive development disorders
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Leo Kanner
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described children with autism as having excellent rote memory, delay in speech/language development, and obsessive desire for maintaining sameness
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Leo Kanner differentiated schizophrenia and autism based on...
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extreme aloneness from birth, attachment to objects, and powerful desire for sameness & aloneness
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will autistic children become schizophrenic?
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FALSE!
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Autism is a complex medical disorder with influencing factors from...
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genetics, environment, and neurological causes
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Combating Autism Act of 2006
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(PL 109-416); diagnostic categories are more like guidelines for understanding individuals with autism
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IDEA 2004 (PL 108-446) & DSM-IV in relation to autism
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medical tests can't diagnose ASD -but- they can rule out hearing/visual loss & be able to diagnose any associated disorders
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multidisciplinary team and ASD
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necessary to diagnose child with ASD because conditions vary so greatly
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1977 DSM-III and autism
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recognized as a category by the APA
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pervasive vs. psychotic disorder
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pervasive= developmental | psychotic= think schizophrenia
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multi-axial system
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allows to cover all the varying conditions of individuals with ASD by taking into account: 1) accurate representations of symptoms 2) associated conditions 3) severity of disability
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pervasive ("developmental") disorders
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autism, Rett's, childhood disintegrative, Asperger, and unspecified pervasive developmental disorder (PDD-NOS)
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Asperger Syndrome
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"social disorder"; no language developmental delays, average/above average intelligence, social awkwardness, unable to understand social cues, concrete/lateral thinking, restricted number of interests, doesn't comprehend abstract, poor self esteem/concept, balance & coordination issues, good memory, difficulty with empathy, significant academic problems, strict routines, extensive vocabulary
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early intervention and Asperger's
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NECESSARY, warning signs are often overlooked, typically taught within general education classroom
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Autism and IDEA 2004
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clearly defined as, "developmental disability significantly affect verbal/non-verbal communication and social interaction, before age 3, hinders educational performance if no intervention is made
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