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32 Cards in this Set
- Front
- Back
Education of the Handicapped Act (EHA), 1970
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minimum requirements for states for special education
allowed for federal funding |
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Section 504 of the Rehabilitation Act of 1973 (Public Law 93-112)
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Prohibited discrimination of those with disabilities
Parent notification and involvement is assured |
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Education Amendments of 1974 (Public Law 93-380)
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Provision added for special education allowing of “full educational opportunities for all handicapped children”
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Education for all Handicapped Children Act (EAHCA, 1975) Public Law 94-142
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established the framework for special education today
outlined requirements for provision of services, procedural safeguards, and funding mechanisms frequently revised and updated Free and appropriate public education (FAPE) Covered ages 3-21 years (until their 22nd birthday) Included need for Individualized Education Program (IEP) and least restrictive environment (LRE)- assure that they will receive education in least restrictive environment (this is a child right) |
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Education for All Handicapped Children Act – Part H (1986) Public Law 99-457
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extended the age of eligibility for infants and toddlers who qualified for services
supportive of early intervention Created ECI |
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1990 amendments to law 94-142 were made
The law was renamed “Individuals with Disabilities Education Improvement Act” or IDEA |
Includes birth to 21
Includes categories of Autism and Traumatic Brain Injury Adds assistive technology |
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Americans with Disabilities Act (ADA, Public law 101-336)
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signed into law by President George Bush in 1990
furthered scope of illegal discrimination practices in all public accommodations (added wheelchair ramps, handicapped parking, bathrooms) We are the advocates for people with disabilities |
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Goals 2000: Educate America Act of 1993 (PL 103-85)
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Describes inclusion of children with disabilities in school reform act
Develops 8 national education goals (improving math, writing, etc.) Ensures that students with disabilities are educated to the maximum extent possible |
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Improving America’s Schools Act (IASA) 1994 (PL 103-382)
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Provides for professional development and lists competencies for all persons providing services (including special education)
Built in continuing education in contracts |
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IDEA Individuals with Disabilities Education Act
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Signed into law in 1997 by President Bill Clinton
Additional laws built on the Education for All Handicapped Children Act (EAHCA Public Law 94-142) EAHCA established the framework for special education (1975) Shifted focus from educational access to accountability for educational results |
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Individuals with Disabilities Education Act Amendments - IDEA 1997 (PL 105-17)
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Additional amendments signed in to law by President Bill Clinton
IDEA name was kept but new law number was given: 105-17 Encourages participation of students with disabilities in the general education curriculum State and district wide assessments Encourages parental involvement in IEP placement Assures that communication and assistive technology needs of student are considered Voluntary mediation rather than attorneys No cessation of services for disciplinary reasons if related to students disability |
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FAPE Free Appropriate Public Education Act
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The Federal Government shall provide free and appropriate educational services
Set forth in 1975 under EAHCA State and local educational agencies are mandated to establish procedures to ensure that all children with disabilities have free and appropriate public education Allows for functional outcomes for successful adulthood (FAPE extends until after high school – until a student’s 22 birthday) |
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Aspects of IDEA
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Full partnership for parents in the decision making processes in special education
Due process, or procedural rights, protections, and safeguards for parents and children |
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Procedural Safeguards- rights IDEA
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Timelines for evaluations
Access to and review of records Parental involvement and consent- parents have the right to see everything you write Parental involvement into program development Procedures for complaints and disagreements |
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Due Process Hearing IDEA
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Occurs when parents and school districts are unable to agree on identification, evaluation, or any other aspects of the Individualized Education Plan (IEP)
Presentation by both parties to an impartial hearing officer |
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Who works under IDEA?
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Speech Language Pathologists
Special Education Teachers Physical Therapists Occupational Therapists Music Therapists Classroom teachers Parents Principals P.E. teachers Art teachers Music Teachers |
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IDEA- Parent Involvement
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A required participant in the IEP meeting
Notifying parents in adequate time for the meeting (usually at least 5 days before a meeting) Scheduling the meeting on a mutually agreed upon time Parent input in evaluation Parent input into goal development |
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IDEA- Teacher Involvement
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Teachers must have access to IEP document
Teachers must be informed of their responsibilities related to the IEP Teachers must be informed of specific modifications and accommodations they will provide in the classroom Teachers must assist in the development in the IEP Attendance and participation of a regular education teacher is mandated in an IEP meeting |
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People First Langauge
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IDEA supports “people first” language
Don’t label a person by their disability: Child with autism Persons who stutter A man with cerebral palsy Child with Down Syndrome |
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Free Appropriate Public Education (FAPE)
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The Federal Government shall provide free and appropriate educational services
Set forth in 1975 under EAHCA State and local educational agencies are mandated to establish procedures to ensure that all children with disabilities have free and appropriate public education Allows for functional outcomes for successful adulthood (FAPE extends until after high school – until a student’s 22 birthday) |
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FAPE procedures…the child’s rights:
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Individualized Educational Program (IEP)
Evaluations are non-discriminatory Due process hearings are entitled as needed Parents are involved in IEP Adequately trained teachers are provided Access to school records Entitled to a barrier free school environment May be included in preschool programs Parents are able to participate (or notified) in school actions affecting special education programs |
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FAPE- extra info
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Special education services are:
Provided at public expense (parent doesn’t have to pay extra if they qualify) Meet requirements of IDEA Include preschool, elementary, and secondary education in the state Provided in conformity with the IEP |
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LRE- Least Restrictive Environment
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Children with disabilities will be educated with their peers, to the fullest extent possible, who are not disabled.
Tied strongly to “appropriateness” for the individual child Burden of proof on the school district that the child would receive no educational benefit from the regular classroom Educational and nonacademic benefit must be basis of placement considerations Complexity of the disability of the individual child must be considered for program selections |
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How can LRE and FAPE conflict?
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FAPE may at times override LRE when the two conflict
Burden of proof on the school district that the child would receive no educational benefit from the regular classroom |
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Individuals with Disabilities Education Improvement Act:IDEA 2004
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Reauthorization of the current IDEA (1997)
Implementation in July of 2005 Some significant changes noted for SLPs: New definition of highly qualified special education teachers Paper reduction IEP meeting changes Changes to the Birth – Three program Early Intervening Services/Response to Intervention offered Assistive Technology Definition revised Specific Learning Disabilities redefined Transition Services more defined English language learners changes Documentation/terminology changes |
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RTI-Response to Intervention
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Allows at-risk children to receive additional support without being identified as needing special education
Designed to help children from kindergarten through grade 12 receive help who are not yet identified with a disability but who require additional academic and behavioral supports to be successful in the general education classroom |
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Assistive Technology- school's responsibility?
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Personal use devices are not school responsibility unless they are needed to provide a free and appropriate public education (FAPE)
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Requirement for Learning Disability
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No longer a requirement for a child to have a severe discrepancy between achievement and intellectual ability in order to be diagnosed as having a specific learning disability
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Transition IEPs
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Happen before the age of 16
Transition IEPs begin the formal process of planning for work placement and life skills training |
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PLOPS- Present Levels of Performance
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Looking at current level of performance
Grades Curriculum referenced assessments TAKS scores Grade level diagnostic testing Parent/teacher input |
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No Child Left Behind Act (NCLB - 2001)
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Education reform designed to improve student achievement
Driving force behind all new educational policies Principle components are: Accountability for results Doing what works based on scientific research Expanding parental options Expanding local control and flexibility Highly qualified staff |
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Purpose of NCLB
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The purpose of NCLB is to ensure that all children reach proficiency on state content standards and state assessments
The Act requires all states to implement statewide accountability systems covering all public school and students Annual testing for grades 3-8 and once for grades 10-12 is required Annual statewide objectives ensuring all groups of students reach proficiency within 12 years Accommodations, modifications, and alternate assessments can be used |