School Psychology Praxis

Front 1

Narrative Observation

Back 1

occur when the observer describes what they see in a classroom by taking detailed notes

Front 2

Semi-structured Observation

Back 2

observer is attempting to identify specific behaviors; typically track the frequency of a behavior

Front 3

Highly Structured Observations

Back 3

checklists that require the observer to indicate if a behavior or element is manifesting during observation.

Front 4

Bergan and Kratchowill consultation model

Back 4

1. Establish objectives
2. Establish measures for performance objectives
3. Establish and implement data-collection procedures.
4. Display the data
5. Define the problem by establishing the discrepancy between current performance and
the desired performance.

Front 5

Four Pillars of Assessment

Back 5

Norm Referenced Measures- Standardized. Assess intelligence, math, reading, writing, behavior, etc.
Interviews- Child and their parents, teachers, etc.
Behavioral Observations- natural surrounding or during formal assessment.
Informal Assessment Procedures- criterion-referenced tests, role playing, written language samples and informal reading assessments.

Front 6

Measures of Intellectual Functioning

Back 6

Cognitive assessment system (CAS) 5-17-11

Differential ability scale (DAS) 2:6-17:11

WASI 16-89

wNV 4-21:11

Front 7

Processing Measures (Memory, Phonemic Awareness)

Back 7

VMI
MVPT-3
TAPS-3
TVPS-3
WRAML2

Front 8

Measures of Social Skills, Development and Adaptive Behavior

Back 8

Adaptive Behavior Assessment System (ABAS-II)
Social Skills Rating Systems (SSRS)
Vineland Adaptive Behavior Scale-II (Vineland II)
BASC-II

Front 9

Dodge’s Social Exchange Theory

Back 9

cognitive steps thought necessary to children's appropriate and competent action in
social situations, namely: (1) encoding social cues, (2) interpreting behavior, (3) generating alternative responses, (4) choosing a response after evaluating potential consequences of alternatives, and (5) performing the chosen response.

Front 10

Functional behavioral assessment (FBA)

Back 10

is a process which uses a variety of techniques to identify the causes of what prompts a child to initiate a particular behavior. function or purpose of a student's behavior.

Front 11

Behavioral intervention plans (BIP)

Back 11

find out why a student initiates problem behavior are very effective when addressing problem behaviors. identifying whether student's motivation to act out is to escape, avoid, or obtain desired items or activities.

Front 12

Performance based assessments (PBA)

Back 12

ask students to show what they can do given an authentic task which is then judged using a specific set of criteria. how a student understands and applies their knowledge.

Front 13

Curriculum-based assessment (CBA)

Back 13

measurement that uses' direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions.

Front 14

ecological assessment

Back 14

observe how a child performs an activity in a given environment, typically the classroom.

Front 15

Standard score

Back 15

a raw score that has been converted from one scale to another scale that is more widely used and easier to interpret.

Front 16

Percentile rank

Back 16

percentage or proportion of scores that score lower than a given score.

Front 17

Normal curve equivalent

Back 17

a score received on a test based on the percentile rank. It simply measures where a student falls on a normal curve.

Front 18

Stanine

Back 18

scaling test scores on a nine-point standard scale with a mean of five (5) and a standard deviation of two (2).

Front 19

Deviation IQ

Back 19

standard scores with a mean of 100 and a standard deviation of 15.

Front 20

T-Score

Back 20

mean of 50 and a standard deviation of 10.

Front 21

Z~Score

Back 21

expressed exclusively in standard deviation units. A score that is one standard deviation above the mean has a Z~score of 1, while a score that is one standard deviation below the mean has a Z~score of ~1. A score that is at the mean would have a Z~score of 0.

Front 22

Grade-equivalent score

Back 22

describe the specific grade level of students who achieve the given raw score on average.

Front 23

Variance

Back 23

describes how far the scores are distributed from the mean.

Front 24

Standard Deviation

Back 24

demonstrates the variance of a set of scores from the mean Simply put, it is a measure of how spread out the data is.

Front 25

Specific Mental Retardation Classifications (IQ)

Back 25

Mild Mental Retardation - Ranging from 50~55 - 70
Moderate Mental Retardation - Ranging from 35~40 - 50~55
Severe Mental Retardation - Ranging from 20~25 - 35~40
Profound Mental Retardation - below 20~25

Front 26

relative proficiency index

Back 26

index of the student's predicted quality of performance on tasks similar to the ones tested.

Front 27

IDEA Disability Categories

Back 27

1. Autism
2. Deaf-blindness
3. Deafness
4. Emotional Disturbance
5. Hearing impairment
6. Mental Retardation
7. Multiple Disabilities
8. Orthopedic impairment
9. Other Health Impairment
10. Specific learning disability
11. Speech or language impairment
12. Traumatic brain injury
13. Visual impairment including blindness

Front 28

Cooperative Learning

Back 28

teaching strategy where teams of students work together to ensure that each team member learns and understands the material.

Front 29

Flexible Grouping

Back 29

teaching strategy that allows for differentiated instruction within the same classroom.

Front 30

Differentiated Instruction

Back 30

teaching approach that seeks to tailor the level of instruction, assistance, and requirements according to the students' needs or learning styles.

Front 31

Engagement Time

Back 31

actual number of minutes that students are actively involved with learning (taking notes, listening to lectures, solving problems, reading passages).
Engagement time is the time that is most efficient for producing academic achievement.

Front 32

Scaffolding

Back 32

the concept where new information is best learned when it builds on previously learned information.

Front 33

Metacognition

Back 33

ability to "know what you know" (or don't know).

Front 34

Parental Involvement

Back 34

one of the strongest influences on academic success.

Front 35

Self-efficacy

Back 35

expectation that one's efforts will succeed in accomplishing their goals.

Front 36

BICS (Basic Interpersonal Communication Skills)

Back 36

the words and communication skills that are used to navigate social settings.

Front 37

CALP (Cognitive Academic Language Proficiency)

Back 37

what is commonly known as academic language.

Front 38

ELL instruction (English Language Learners)

Back 38

the programs designed to teach students who are trying to understand their academic subjects in English while simultaneously learning English.

Front 39

Accommodations

Back 39

supportive services that a student may need in order to learn and/or demonstrate that they have learned the curriculum.

Front 40

Modifications

Back 40

actual changes made to the expectations or objectives of the curriculum that meet a student's needs or ability level.

Front 41

Treatment integrity

Back 41

the degree to which an intervention is delivered to patients/clients as it was designed to be.

Front 42

Means-end thinking

Back 42

awareness of the intermediate steps required to achieve a particular goal.

Front 43

Consequential thinking

Back 43

the ability to identify what may happen as a direct result of acting in a particular way or choosing a particular solution

Front 44

Sensitivity to interpersonal problems

Back 44

the ability to perceive a problem when it exists and to identify the interpersonal aspects of the confrontation that may emerge

Front 45

Behavior modification

Back 45

the method of altering target behaviors through the manipulation of an individual's environment

Front 46

Applied Behavioral Analysis (ABA)

Back 46

behavior modification technique that utilizes operant conditioning principles (behavior is a product of its associated consequences).

Front 47

Event Recording

Back 47

a method of data collection that tallies all occurrences of the target behavior.

Front 48

Duration Recording

Back 48

a method of data collection that is used to record the length of time that a target behavior is being exhibited.

Front 49

Interval Recording

Back 49

collection method is used to estimate the duration or occurrences of a target behavior from a short sample observation.

Front 50

Time Sampling Recording

Back 50

collection method that records if behavior occurs or does not occur during a predetermined interval of time.

Front 51

Continuous Recording

Back 51

a running record of behavior.

Front 52

Observer Drift

Back 52

unintentional change in the definition of the behavior being targeted for observation.

Front 53

Positive reinforcement

Back 53

when a desired stimulus is presented to the individual.

Front 54

Negative Reinforcement

Back 54

when an aversive (undesired) stimulus is removed. (Nagging is stopped after a child cleans his room).

Front 55

Primary Reinforcers

Back 55

naturally reinforcing and do not need to be conditioned or associated to be reinforcing (food, water, sleep, air, sex, and usually attention).

Front 56

Secondary Reinforcers

Back 56

need to be conditioned for them to be reinforcing (money, tokens, etc).

Front 57

Positive Punishment

Back 57

Unawanted stimulus is given (Spanking)

Front 58

Negative Punishment

Back 58

A desired stimulus is taken away (grounded from video games).

Front 59

The Premack Principle

Back 59

behavioral theory that an individual will perform low probability behaviors in order to access high probability behaviors.

Front 60

Cognitive-behavioral Therapy (CBT)

Back 60

therapeutic technique that targets beliefs and behaviors which cause distress and dysfunction in an individual's life.

Front 61

Systematic Desensitization

Back 61

strategy most commonly used to quickly overcome irrational fears, phobias.

Front 62

Rational Emotive Behavior Therapy (REBT)

Back 62

therapy technique that focuses on the rigid beliefs that people use to evaluate their experiences in life. Albert Ellis is the father of Rational Emotive Behavior Therapy.

Front 63

Response to intervention (RTI)

Back 63

combination of assessment and intervention to identify students at-risk at an early age. Goals of RTI include maximizing student achievement and reducing problem behaviors related to a function of escape or avoidance.

Front 64

Positive behavioral support plans

Back 64

changing a student's environment to reduce problem behaviors'.

Front 65

Antecedent control

Back 65

involve the manipulation of some aspect of the environment to evoke a desired response or to make a problem behavior less likely to occur.

Front 66

Behavioral Skills Training

Back 66

teaching desired behaviors as a replacement for problem behavior.

Front 67

Crisis prevention techniques

Back 67

PREPaRE (prevent, reaffirm, evaluate, provide and respond, examine)

Front 68

Stimulant medications

Back 68

ADHD; Detroamphetamine (Dexedrine, adderal) methylphenidate (Ritalin), pemoline (cylert)

Front 69

Antidepressant Medications

Back 69

Depression; tricyclic antidepressants, amitriptyline (Elavil), Imipramine (Tofranil). Selective Serotini Reuptake Inhibitors (SSRI), Fluoxetine (Prozac), Setraline (Zoloft).

Front 70

Antipsychotic Medications

Back 70

Controlling psychotic symptoms; Chlorpromazine (Thorazine), Thiorididazine (Mellaril)

Front 71

Mood stabilizers

Back 71

Manic depressive episodes; Lithium (Lithium carbonate), Neurontin

Front 72

Anti-anxiety Medications

Back 72

Severe anxiety; benzodiapines, alprazolam (Xanax), lorazepam (Ativan), Diazepam (Valium).

Front 73

Behavior Consultation model:

Back 73

John R. Bergan and Thomas Kratochwill, the behavior consultation model is a specific four-step consultation model where the consultant (psychologist) shares his/her professional skills with the consultee (teacher), who then utilizes those skills to change the behavior of the client (student).

Front 74

Goals of Behavioral Consultation

Back 74

1) To change student behavior, 2) to improve the consultee's ability to solve similar problems in the future, and 3) to promote organizational change (by improving working relationships, helping people see things from a different viewpoint, helping people be more effective at their work, etc.).

Front 75

consultee-centered consultation

Back 75

consultant focuses on providing expertise and resources to the consultee, who in turn uses these new skills to help the client.

Front 76

Goal of Consultee-centered consultation

Back 76

remediate the deficits in the consultee's professional functioning that are contributing to difficulties in handling the present case, with client improvements seen as secondary.

Front 77

Client-Centered Case Consultation

Back 77

a teacher who is experiencing difficulty with a student may seek out a school psychologist who then evaluates the student, arrives at a diagnosis, and offers recommendations concerning how the teacher might best work with the student.

Front 78

Goal of Client-Centered Case Consultation

Back 78

develop a plan for dealing with a client's difficulties, with consultee education or skill development seen as secondary.

Front 79

NASP Domains of Professional Practice - School and Systems Organization, Policy Development,
and Climate:

Back 79

School psychologists have knowledge of general education, special education, and other
educational and related services. They understand schools and other settings as systems. School
psychologists work with individuals and groups to facilitate policies and practices that create and
maintain safe, supportive, and effective learning environments for children and others.

Front 80

NASP Blueprint for Training and Practice III:

Back 80

It is not enough for school psychologists to be proficient at helping students develop competencies. They must also be proficient at helping systems build capacity to foster and teach these competencies. This requires that school psychologists understand how systems work and what factors contribute to the implementation and success of educational innovations.

Front 81

Best Practices in System-Level Change

Back 81

To successfully facilitate systemic changes, school psychologists need three areas of expertise: (a) understanding human behavior from a social systems perspective, (b) ability to use collaborative planning and problem solving procedures, and (c) familiarity with principles of organizational change.

Front 82

NASP Domains of Professional Practice - Home/School/Community Collaboration:

Back 82

School psychologists have knowledge of family systems, including family strengths and influences on student
development, learning, and behavior, and of methods to involve families in education and service delivery.
School psychologists work effectively with families, educators, and others in the community to promote
and provide comprehensive services to children and families

Front 83

Eight P Philosophy for School, Family Collaboration

Back 83

Planned effort
Proactive and persistent communication
Positive
Personalized
Practical suggestions
Program monitorying
Attend to the process for building relations with families

Front 84

NASP's best practices for school-community collaboration

Back 84

utilizes the resources, knowledge base, and experience of all key stakeholders. It also allows for all parties to collaboratively develop, implement, and evaluate intervention procedures and outcomes. These partnerships are most beneficial when they are collaborative, empowering, proactive, and flexible.

Front 85

Best Practices in Transition Services Collaboration

Back 85

Serve as team members on transition teams starting as soon as the sixth grade.
• Become the school liaison to postsecondary settings, consulting with and assisting
postsecondary personnel as needed for the student.
• Provide self/advocacy and autonomy training and counseling for identified students.
• In order to maximize student preparation and success, focus services on skill development
activities and programs (including academic foundation skills, academic support skills and
mental health skills)

Front 86

Best Practices for Effective Transition from School to Work

Back 86

The school psychologist assists in the development of successful transition programs by facilitating.
planning, and coordinating the efforts of the school and the community to help transition students with
disabilities into the work force. They also serve as a professional consultant to the team, providing them with helpful information on adolescent development, disabilities, multiculturalism, learning, and understanding about agents that influence young people.

Front 87

Best Practices for Effective Transition from School to College

Back 87

There are no mandatory responsibilities for school psychologists in this area. However, they are
increasingly becoming key members of transition teams due to the increasing number of students with
learning disabilities seeking postsecondary experiences. The school psychologist can assist with critical
transition needs such as disability documentation and qualification, future classroom accommodations,
self-advocacy training, and the education of the student and family on postsecondary life and its
responsibilities.

Front 88

Sympathetic Nervous System

Back 88

activates the "fight or flight" response to stress.

Front 89

Parasympathetic Nervous System

Back 89

works in partnership with the sympathetic nervous system in order to restore body functions after the "fight or
flight" response is activated and the threat has been eliminated.

Front 90

Motor

Back 90

Control of voluntary movement. Located back edge of the frontal lobes

Front 91

Somatosensory

Back 91

Bodily sensations. Located front edge of parietal lobes

Front 92

Vision

Back 92

Ability to see. Occipital Lobe

Front 93

Auditory

Back 93

Ability to hear. Top part of the temporal lobes.

Front 94

Speech production

Back 94

Ability to produce speech sounds. Broca’s area

Front 95

Speech planning and comprehension

Back 95

Ability to plan and understand speech. Wernicke’s area

Front 96

Biologically-based motives

Back 96

Controls of drives to satisfy basic biological needs. Hypothalamus

Front 97

Limbic functions

Back 97

Regulation of emotions. Limbic systems.

Front 98

Left Hemisphere

Back 98

Speech, movement of the right side of the body, sensation of the right side of the body, vision in the right half of the visual field.

Front 99

Right hemisphere

Back 99

Music and art appreciation, drawing ability, movement of the left side of the body, sensation of the left side of the body, vision in the left half of the visual field.

Front 100

Stimulants

Back 100

Commonly used in medications for ADHD

Front 101

Selective Serotonin Reuptake Inhibitors

Back 101

Often used to treat depression and anxiety

Front 102

Lithium

Back 102

Used to stabilize the moods of individuals who struggle with bipolar disorder.

Front 103

Theory of Cognitive Development (jean Piaget)

Back 103

Sensory-motor (birth- 2yrs)
Pre-operational (2-7yrs)
Concrete operational (7-11yrs)
Formal operational (11 and up)

Front 104

Kohlberg’s stages of moral development

Back 104

Stage 1- Obedience and Punishment
Stage 2- Self-interest
Stage 3- Good Boy- Nice Girl
Stage 4- Law & order
Stage 5- Social Contract
Stage 6- Universal Ethical Principle

Front 105

Bandura's Social Learning Theory (Social Cognitive Theory)

Back 105

1. Attention
2. Retention
3. Reproduction
4. Motivation

Front 106

Erikson’s developmental stages

Back 106

Trust vs Mistrust
Autonomy vs Shame & Doubt
Initiative vs Guilt
Industry vs Inferiority
Identity vs Role Confusion
Intimacy vs Isolation
Generativity vs Stagnation
Ego Integrity vs Despair

Front 107

Maslow’s Hierarchy of Needs

Back 107

Self-actualization
Esteem
Needs of love and belonging
Safety
Physiological needs

Front 108

Integrated attachment theory

Back 108

Explains the bond, or attachment, between caregivers and children, how these early relationships influence the behaviors of children, and how these attachments may influence our adult relationship as well.

Front 109

Behaviorism

Back 109

theory of learning that states that behaviors are learned from the environment and are independent of the cognitive processes of the mind.

Front 110

Classical Conditioning

Back 110

basic form of learning that involves pairing a stimulus with a specific response. Pavlov's theory explains how a response can be paired to an unrelated stimulus.

Front 111

Operant Conditioning

Back 111

that behavior is learned as a result of its consequences.

Front 112

Reinforcement

Back 112

behavior that causes an increase in the probability of that response occurring in the future.

Front 113

Fixed Ratio

Back 113

to applying the reinforcement after a specific number of behaviors.

Front 114

Fixed Interval

Back 114

Applying the reinforcer after a specific amount of time is referred to as a fixed interval schedule.

Front 115

Variable Ratio

Back 115

applying a reinforcer after a variable number of responses.

Front 116

Variable Interval

Back 116

Reinforcing someone after a variable amount of time is the final schedule.

Front 117

Cognitivism

Back 117

the concept that the conscious mind is instrumental to learning.

Front 118

Constructivism

Back 118

theory that learning occurs as an interaction between current know ledge and new experiences.

Front 119

Zone of Proximal Development

Back 119

the description for the distance between what a child can do independently and what the child can do with assistance or guidance from a teacher.

Front 120

Intrinsic motivation

Back 120

doing activities that an individual finds to be satisfying, enjoyable. or inherently reinforcing.

Front 121

Extrinsic motivation

Back 121

reinforcers that are external to the individual.

Front 122

Self-efficacy

Back 122

belief in one's ability to effect change in their environment.

Front 123

CHC Theory

Back 123

global theory of intelligence that is based on the concept that all workings and abilities of the brain contribute to an overall General Intelligence (g).

Front 124

Howard Gardner's Multiple Intelligences

Back 124

Visual-spatial Intelligence
• Verbal-linguistic Intelligence
• Bodily-kinesthetic Intelligence
• Logical-mathematical Intelligence
• Interpersonal Intelligence
• Intrapersonal Intelligence
• Musical Intelligence
• Naturalistic Intelligence

Front 125

Behaviorism BF Skinner

Back 125

that operant conditioning, or the consequences of using words, teaches the behavior of using language to communicate.

Front 126

Language Acquisition Device

Back 126

the label for a theoretical specialized part of the brain whose sale function is to develop language.

Front 127

Constructivism (jean Piaget)

Back 127

language acquisition as the interaction between previous knowledge and the environment in the process of constructing the meaning of words.

Front 128

Social Constructivism (Lev Vygotsky)

Back 128

language and thought as two similar but separate processes.

Front 129

Norm-referenced

Back 129

tests compare the examinee's scores to a standardization sample of same aged peers.

Front 130

Criterion-referenced

Back 130

tests do not compare scores to the standardization sample.

Front 131

Reliability

Back 131

ability of a test to reproduce the same scores.

Front 132

Inter-rater reliability

Back 132

the amount of consistency between different individuals who are administering and/or scoring the test.

Front 133

Test-retest reliability

Back 133

the amount of consistency over time.

Front 134

Alternate-forms reliability

Back 134

the consistency of scores between different forms of a test.

Front 135

Pennsylvania Association for Retarded Children (P.A.R.C.) v. Commonwealth of Pennsylvania

Back 135

Children with Mental Retardation Must be Provided FAPE

Front 136

Mills v. Board of Education of District of Columbia (1972)

Back 136

Children with All Disabilities Must be Provided FAPE, Regardless of Cost

Front 137

Hobson v. Hansen (1967, 1969)

Back 137

Banned Placement by Aptitude Testing due to Discriminatory Norming Samples

Front 138

Diana v. State Board of Education (1970)

Back 138

Requires Children be Assessed in theirs Primary Language

Front 139

Guadalupe Organization, Inc. v. Tempe Elementary School District (1972)

Back 139

Requires a Multifaceted Evaluation in Primary Language

Front 140

Larry P. v. Riles (1972, 1979, 1984)

Back 140

Banned IQ Tests for African American Students

Front 141

Parents in Action in Special Education (P.A.S.E.) v. Hannon (1980)

Back 141

IQ Tests for African Americans Not likely Discriminatory

Front 142

Debra P. v. Turlington (1984)

Back 142

High School Exit Exams and Discrimination against African Americans

Front 143

Pesce v. J. Sterling Morton High School (1988)

Back 143

Reporting Suspected Child Abuse Always Trumps Confidentiality

Front 144

Board of Education of the Hendrick Hudson Central School District v. Rowley (1982)

Back 144

IDEA Ensures a Beneficial Education, not the Best Possible Education

Front 145

Tarasoff v. The Regents of the University of California (1974, 1976)

Back 145

Duty to Warn / Duty to Protect

Front 146

Tatro v. Irving Independent School District (1984)

Back 146

The Scope of Required Related Services

Front 147

Wilhelm Wundt

Back 147

known as the founder of modern psychology

Front 148

Arnold Gessell

Back 148

First person in the United States to officially hold the title of school psychologist.

Front 149

Functional Behavior assessment

Back 149

Comprehensive and individualized strategy to identify the purpose or function of a students's problem behaviors.

Front 150

Curriculum based measurement

Back 150

Specific forms of criterion referenced assessments in which curriculum goals and objectives serve as the criteria for assessment items.

Front 151

Phonology

Back 151

System of sounds that a language uses.

Front 152

Phonology

Back 152

System of sounds that a language uses.

Front 153

Phoneme

Back 153

Basic unit of a language's sound and phonetic system.

Front 154

Phonology

Back 154

System of sounds that a language uses.

Front 155

Phoneme

Back 155

Basic unit of a language's sound and phonetic system.

Front 156

Morpheme

Back 156

Smallest units meaning, such as prefix, suffix, or root word.

Front 157

Phonology

Back 157

System of sounds that a language uses.

Front 158

Phoneme

Back 158

Basic unit of a language's sound and phonetic system.

Front 159

Morpheme

Back 159

Smallest units meaning, such as prefix, suffix, or root word.

Front 160

Semantics

Back 160

Word meanings and combinations such as in phrases, clauses and sentences

Front 161

Phonology

Back 161

System of sounds that a language uses.

Front 162

Phoneme

Back 162

Basic unit of a language's sound and phonetic system.

Front 163

Morpheme

Back 163

Smallest units meaning, such as prefix, suffix, or root word.

Front 164

Semantics

Back 164

Word meanings and combinations such as in phrases, clauses and sentences

Front 165

Syntax

Back 165

Prescribes how words may combine into phrases, clauses, and sentences

Front 166

Phonology

Back 166

System of sounds that a language uses.

Front 167

Phoneme

Back 167

Basic unit of a language's sound and phonetic system.

Front 168

Morpheme

Back 168

Smallest units meaning, such as prefix, suffix, or root word.

Front 169

Semantics

Back 169

Word meanings and combinations such as in phrases, clauses and sentences

Front 170

Syntax

Back 170

Prescribes how words may combine into phrases, clauses, and sentences

Front 171

Pragmatics

Back 171

A set of rules that specify appropriate language for particular social contexts.

Front 172

Broca's area

Back 172

Located in the frontal portion of the left hemisphere. This part of the brain supports grammatical processing and expressive language production.

Front 173

Broca's area

Back 173

Located in the frontal portion of the left hemisphere. This part of the brain supports grammatical processing and expressive language production.

Front 174

Wernicke's area

Back 174

Medial temporal lobe. This section of the brain supports word meaning comprehension and receptive language.

Front 175

Manifestation determination

Back 175

Determine whether or not the students behavior warrants 10 day suspension or if expulsion was a result of disability

Front 176

Education for all handicapped children act

Back 176

1st special Ed law in us. Referred as pl 94-142
Now referred to as IDEA

Front 177

IDEA 2004

Back 177

13 qualifying disabilities.
Mandates FAPE.
Students in SPED receive LRE
states must not require use of discrepancy model

Front 178

IDEA 2004

Back 178

13 qualifying disabilities.
Mandates FAPE.
Students in SPED receive LRE
states must not require use of discrepancy model

Front 179

No child left behind 2001

Back 179

Close achievement gap.
Targets high risk schools
Formal assessments for grades 3-8.

Front 180

Ideaia 204

Back 180

Assessed with nondiscriminatory assessment and decisions must be made by multidisciplinary team with parent.
RTI to be used.
Defines parental safeguards and rights presented.

Front 181

FERPA 1974

Back 181

Schools must adhere to strict student record keeping procedures.
Record keeping laws are designed to protect confidentiality and allow parents to access to educational records.

Front 182

Zero reject principle

Back 182

Established child find, requires states to locate and identify children with disabilities and provide them with full educational opportunity

Front 183

Special education procedural safeguards

Back 183

Complaints- filed within 2 yrs of problem or dispute.
Resolution meetings- within 15 days of receiving complaint.
Due process hearings- third party hearing officer for sped disputes.
Consent- parental consent must be obtained before an evaluation.
Notice- written notice must be given to parents for initiation or change of students identification, evaluation, placement, change of service.

Front 184

Section 504

Back 184

Vivian rights law and guarantees access to a school building and to a schools curriculum.

Front 185

Gifted education

Back 185

Not federally funded.

Front 186

Lau vs Nichols

Back 186

Schools must provide accommodations for ESL students.

Front 187

Child find law

Back 187

Children 0-3 years old based on pl 94-457 education of the handicapped act. Authorized early intervention for toddlers and families.

Front 188

Child find law

Back 188

Children 0-3 years old based on pl 94-457 education of the handicapped act. Authorized early intervention for toddlers and families.

Front 189

Perkins act

Back 189

Rights to transition special educational students into vocational programs.