Exceptional Child Final

Front 1

Categories of exceptional children (5)

Back 1

intellectual differences
communication diff.
sensory diff.
behavioral diff.
multiple & severe handicapping conditions
physical differences

Front 2

high-incidence disabilities

Back 2

- composes at least 1% of school population
- learning disabilities, then speech language, intellectual & developmental disabilities, behavior & emotional disturb., other health impaired, autism

Front 3

low-incidence disabilities

Back 3

- compose less than 1 %
- multiple disabilities, hearing problems, orthopedic, developmental delay, traumatic brain injury, visual problems, deaf/blind

Front 4

intraindividual differences

Back 4

gap in ability/performance within disabled child's own abilities

allows us to develop individual programs of instruction

Front 5

interindividual differences

Back 5

gap in ability/performance within disabled child's own abilities

Front 6

Family Influences

Back 6

- Children & family inextricably intertwined
- intervention w/children affects families
- interv. & support w/families invariably influence children
- involving & supporting families - more powerful intervention than one that focuses on child
- family serves as advocate, choose level of involvement, active involvement
- siblings need not be neglected
- older siblings appear most vulnerable to special adjustment problems

Front 7

Grief stages

Back 7

- symbolic death, providing care for child
- shock, denial, guilt, anger, sadness, adjust

Front 8

medical approach

Back 8

assume physical condition/disease exists within the patient

Front 9

ecological approach

Back 9

modify exceptional child's learning and behavior and improve env. surrounding child, including family & neighborhood

entire context of child's life.

Front 10

Response to Intervention (RTI) Model

Back 10

Brings together important info about child w/ evidence-based instructional approaches so teachers/related service providers can recognize and respond to student needs

Front 11

Response to Intervention (RTI) Model - components

Back 11

evidence-based instructional practices

tiered hierarchy of supports/services

comprehensive assessments & progress monitoring used to make informed decision about child's strengths and needs

standard protocols for intervention when children need more support

problem solving approaches that include parents to plan supports & services

Front 12

Individualized Education Program (IEP) Content

Back 12

Program written for every student receiving special ed

describes child's current performance and goals for school yr, particular special ed services to be delivered, & process by which outcomes are to be evaluated

Front 13

PL 88-164

Back 13

- 1963
- Authorized funds for training professionals to work with children w/ special needs, & research and demonstration for students w/ IDD & deafness
- JFK

Front 14

PL 94-142

Back 14

1975, 1977
- Education for all Handicapped Children Act
- Assure all handicapped children have free appropriate public education available for them
- emphasizes special ed & related services designed to meet unique needs

Front 15

PL 94-142 - 6 key principles

Back 15

Zero reject
Nondiscriminatory Evaluation
IEP
Least restrictive environment
Due Process
parental participation

Front 16

PL 99-457

Back 16

1986
Education of Handicapped Act amendment
provided opportunity for younger children
develop plans and programs for children and families from birth on

Front 17

PL 105-17

Back 17

IDEA (2004
represents reauthorization of basic legislation to strengthen/improve earlier version

Front 18

PL 105-17 - changes

Back 18

Quality of personnel - full state certification as special ed teachers, teaching license required, ability to demonstrate subject matter competence

Front 19

PL 105-17 - IEP Standards

Back 19

IEPs must reflect scientifically based instructional practices, cognitive behavioral interventions, & early intervention services

include plans for assistive technology and short-term objectives for children with disabilities

Front 20

PL 105-17 - transition services

Back 20

transition plans must be included in all IEPs for students at age 17 & younger if appropriate

must include instruction, community experiences, development of employment, and other post-school adult living objectives

Front 21

Mainstreaming/least restrictive environment

Back 21

concept where teachers attempt to educate child in an environmental setting that maximizes chances that child w/ exceptionalities will respond well to educational goals/objectives set for him/her

Front 22

inclusion

Back 22

process of bringing all exceptional children into general classrooms for their education, w/ special ed support

Front 23

role of courts in special education

Back 23

rule on interpretation of laws/regulations generated by executive and legislative branches

many important court decisions have formed foundation for special ed

courts have confirmed rights of children w/special needs to FAPE (Free and appropriate public ed)

class action suit - rights of all ppl with disabilities. can be reaffirmed by a case involving just one child. provides that legal action be taken not just w/ individual but w/ whole group that individual represents

Front 24

Early Intervention Definition

Back 24

consists of sustained & systematic efforts to provide support for family/caregiver/child for optimal development for exceptional children in early childhood yrs, provided in natural environments

family centered intervention, legislative support (1968)

Handicapped children's Early education assistance act, IDEA

Use of RTI Model

Front 25

Goals and Benefits of early childhood int.

Back 25

from birth to age three, brain develops rapidly; critical development time

when interventions activated earlier, better chance of being problem free

Front 26

Multidisciplinary Team

Back 26

- parents/guardian, audiologist, opthalmologist, early childhood special educator, physician, nurse, OT, PT, SLP, psychologist, social worker

o Work together to gather/review info about child & family’s needs

o Plan and carry out intervention or treatment for children w/disabilities to help them achieve their full potential

Front 27

Prenatal & neonatal identification of special needs

Back 27

Prenatal blood screenings:
-Alpha-feto protein test & test for 2 maternal hormones. Can indicate increased risk; need for further screening
 Can identify neural problems/defects/down syndrome/spina bifida

o Amniocentesis
 Analyze amniotic fluid. Tay Sachs, Down Syndrome, Spina bif.

o Sonography
 Ultrasound. Sound waves to take a picture

Front 28

IDEA Part C: IFSP

Back 28

o Individual Family Service Plan

Front 29

IDEA Part C: IFSP - requirements - statements

Back 29

 Statement of infant’s/toddler’s present levels of physical development, cognitive development, communicative dev., social-emotional dev., & adaptive development based on object criteria
 Statement of family’s resources, priorities, concerns relating to enhancing the development of family’s infant/toddler w/ disability
 Statement of major outcomes + criteria, procedures & timelines to determine degree of progress made + if modifications or revisions of outcomes/services are necessary
 Statement of specific early intervention services necessary to meet unique needs, including frequency, intensity, & method of delivering services
 Statement of natural environments early intervention services appropriately provided in natural environment.
• justification required if services not provided in natural env.

Front 30

IDEA Part C: IFSP - requirements - misc

Back 30

 Projected dates for initiation of services + anticipated duration
 Identification of service coordinator from profession most immediately relevant to infant/toddler/family’s needs responsible for implementation/coordination of plan
 Steps to be taken to support toddler’s transition to preschool/other appropriate. services.

Front 31

environmental at-risk factors

Back 31

o Conditions and occurrences in life of child and family that interfere with child’s development
o Poverty, insufficient medical care, poor housing, inadequate nutrition, absence of prenatal care, limited family resources

o When family is stressed, caregiving relationship with child is more likely to be fragile, and the child is more likely to be fragile, and the child is more likely to be neglected or abused
o Optimal child development is dependent on how several factors come together to create a dynamic system that either supports or inhibits the child’s well-being
 Factors include the child, the caregiver/family, and environmental circumstances