Edspe 501 University Of Washington

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Intellectual DIsability

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Significantly below average intellectual functioning. IQ test <75 THAT ADVERSELY AFFECTS A CHILD'S EDUCATIONAL PERFORMANCE

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Autsim

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A developmental disability significantly effecting verbal and non-verbal communication and social functioning generally evident before age 3 that adversely affects a child's educational performance.

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Prevalence rates of Learning Disability (LD)

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6%

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Prevalence Rates of Emotional Behavioral Disability (EBD)

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1%

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IDEA Def of Emotional Disturbance

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“...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

an inability to learn that cannot be explained by intellectual, sensory, or health factors

an inability to build or maintain satisfactory interpersonal relationships with peers and teachers

inappropriate types of behavior or feelings under normal circumstances

a general pervasive mood of unhappiness or depression (and/or)

a tendency to develop physical symptoms or fears associated with personal or school problems.”

Not a “social maladjustment”, includes schizophrenia.

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IDEA Def: Specific Learning Disability (SLD)

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Specific learning disability—(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

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Percentages of White vs. Black students receiving special education services for SLD

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1% white
2.6% Black

Know: It is disproportionate (about 2 1/2 x more black students that white students)

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Describe RTI

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RTI : Response to intervention

Tiered system:

1: universal interventions - classwide, preventive, proactive

2: Target group interventions. High efficiency, rapid response.

3: Individual interventions, assessment based, high intensity.

Meant to help students with developmental delays

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PBIS

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Positive Behavioral Intervention and Support (similar to RTI)

Three tiered system:

1: Universal - preventive, Proactive

2: Targeted Group: Ome students (at risk), high efficiency, rapid response.

3: Intensive Individual Interventions: Individual students, assessment based, intense, durable procedures

Meant to help manage challenging behaviors.

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When is an FBA conducted as i relates to positive behavioral supports?

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FBA is conducted at tier 2 and 3 of PBIS. Look at Antecedent, Behavior, COnsequence (ABC) of students actions.

Helps understand the function of challenging behavior.

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Steps to EBD Eligibility

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1. Team Meeting: Inform parents, collect assessments

2. Review Data: Academic, psych, medical, evaluations, school file, FBA, Interviews.

3. Review Data: Student is found eligible, moves onto IEP and special ed placement, or student is found ineligible or parents aren't in agreement.

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What proportion of students in special education have an SLD (specific learning disability)

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over 50%

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What causes SLD?

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Brain based, intrinsic to individual, familial and genetic links

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What is the nature of an SLD?

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80% reading/writing, less math

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Parts of IDEA: A-D

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A. Compliance: state reporting to federal government.

B. School Age (disability categories)

C. ITP: Infant and Toddler programs, EI

D. Discretion: Research and Development, stipends for leadership, FAPE, FAFS (Free and appropriate family services)

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How many babies born in the US receive EI services?

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337,000

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WHat is the process for receiving EI services?

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1. Referral
2. Parent permission and Evaluation
3. IFSP (individual family service plan)
4. Services Provided
5. Revised every 6 months
6. Reviewed annually
7. Transition plan 90 DAYS BEFORE 3rd BIRTHDAY

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Areas of qualification under part C of IDEA

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cognitive, motor, speech, social-emotional, adaptive

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How many students with EBDs enroll in post-secondary education?

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10-25% (53% of typical population)

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How many students with EBDs drop out of high school?

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40-60%

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At 16, which two types of goals are added to the IEP?

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1. appropriate, measurable, post secondary goals.
2. the transition services needed to assist the student in reaching those goals.

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Percent of students with Autism

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7%

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Percent of students who are visually impaired

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<1%

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Percent of students who are deaf

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<1%

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Percent of students who are deaf-blind

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<1%

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percent of students with multiple disabilities

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2%