Spe 460 - Definitions

Front 1

Definitions
- FAPE:

Back 1

free appropriate public education- primary intent of federal special education law, that the education of all children with disabilities will in all cases be free of cost to parents (i.e. at public expense) and appropriate for the particular student

Front 2

Definitions
- LRE:

Back 2

least restrictive environment- a legal term referring to the fact that exceptional children must be educated in as normal an environment as possible

Front 3

Definitions
- PLOP:

Back 3

present level of performance

Front 4

Definitions
- IEP:

Back 4

individualized education program- IDEA requires an IEP to be drawn up by the educational team for each exceptional child; the IEP must include a statement of present educational performance, instructional goals, educational services to be provided, and criteria and procedures for determining that the instructional objectives are being met

Front 5

Definitions
- IFSP:

Back 5

individualized family service plan- a plan mandated by PL 99-457 to provide services for young children with disabilities (under three years of age) and their families; drawn up by professionals and parents; similar to an IEP for older students

Front 6

Definitions
- PRT/SST:

Back 6

pre-referral team/ student study team
o Due Process: the student’s and parents rights to information and informed consent before the student is evaluated, labeled, or placed, and the right to an impartial due process hearing if they disagree with the school’s decisions

Front 7

Definitions
- CEC:

Back 7

Council for Exceptional Children

Front 8

Definitions
- Normalization:

Back 8

a philosophical belief in special education that every individual, even the most disabled, should have an educational and living environment as close to normal as possible

Front 9

Definitions
- Confidentiality:

Back 9

the results of evaluation and placement are kept confidential, though the student’s parents or guardian may have access to the records
- Manifest determination: determination that a student’s misbehavior is or is not a manifestation of a disability

Front 10

Definitions
- Major components of an IEP: must include:

Back 10

o a statement of present educational performance (how does the disability impact the student’s progress in the general education curriculum)
o instructional goals (measurable, including benchmarks)
o special educational services to be provided
o an explanation of the extent to which the child will not participate in general education
o individual modifications in the administration of achievement tests (or why those tests aren’t appropriate) and how the child will be assessed
o a projected date for beginning services and anticipated service frequency, location, and duration
o measures of progress toward annual goals and an explanation of how parents will be kept informed of their child’s progress
o criteria and procedures for determining that the instructional objectives are being met

Front 11

Definitions
- Nondiscriminatory evaluation:

Back 11

the student is evaluated in all areas of suspected disability and in a way that is not biased by his or her language or cultural characteristics or disabilities; evaluations must be by a multidisciplinary team, and no single evaluation procedure may be used as the sole criterion for placement or planning

Front 12

Definitions
- Personnel development and in-services:

Back 12

training for teachers and other professional personnel, including in-service training for regular teachers, in meeting the needs of students with disabilities

Front 13

Definitions
- Disability

Back 13

an inability to do something; a diminished capacity to perform in a specific way

Front 14

Definitions
handicap

Back 14

a disadvantage that is imposed on an individual (p5-7)

Front 15

Definitions
- Expectations for all educators

Back 15

o Make maximum effort to accommodate individual students’ needs
o Evaluate academic abilities and disabilities
o Refer for evaluation
o Participate in eligibility conferences (IEPs)
o Participate in writing individualized education programs
o Communicate with parents or guardians
o Participate in due process hearings and negotiations
o Collaborate with other professionals in identifying and making maximum use of exceptional students’ abilities

Front 16

Definitions
- Expectations for special educators

Back 16

o Academic instruction of students with learning disabilities
o Management of serious behavioral problems
o Use of technological advances
o Knowledge of special education law

Front 17

Definitions
- Collaborative consultation:

Back 17

an approach in which a special educator and a general educator collaborate to come up with teaching strategies for a student with disabilities; the relationship between the two professionals is based on the premises of shared responsibilities and equal authority

Front 18

Definitions
- Cooperative learning:

Back 18

a teaching approach in which the teacher places students with heterogeneous abilities together to work on assignments

Front 19

Definitions
- Peer tutoring:

Back 19

a method that can be used to integrate students with disabilities in general education classrooms, based on the notion that students can effectively tutor one another; the role of learner and teacher may be assigned to either the student with a disability or the non-disabled student

Front 20

Definitions
- Multicultural education:

Back 20

aims to change educational institutions and curricula so they will provide equal educational opportunities to students regardless of their gender, social class, ethnicity, race, disability, or other cultural identity

Front 21

Definitions
- Multicultural education:
o macroculture:

Back 21

a nation or other large social entity with a shared culture

Front 22

Definitions
- Multicultural education:
o microculture:

Back 22

a smaller group existing within a larger cultural group and having unique values, style, language, dialect, ways of communicating non-verbally, awareness, frame of reference, and identification

Front 23

Definitions
- Assessment considerations with multicultural and bilingual populations:

Back 23

traditional standardized testing approaches have serious limitations (p.94)
o don’t take cultural diversity into account
 be sure that the differences represent disabilities
o focus on the deficits in the individual alone
o don’t provide information useful in teaching

Front 24

Definitions
- Standardized tests v. curriculum based assessment:

Back 24

o standardized tests: infrequent and students may never have seen the test items before
o curriculum based assessment: responses to usual instructional material
 direct and frequent samples of performance from current curriculum
 more useful that traditional testing
 decreases likelihood of cultural bias

Front 25

Definitions
- Traditional v. alternative assessment

Back 25

o traditional assessment practices have violated ideals of fairness and equal opportunity; attacked as 1) biased against minorities and exceptional children; 2) useless, resulting in labeling/ classification rather than improved educational programming (pp.93-94)
o alternative assessment avoid artificiality and bias of traditional testing; can use curriculum based assessment instead of traditional

Front 26

Definitions
- Native language emphasis

Back 26

o students are taught for most of the day in their native language and later make a transition to English