Spec 3000 Test 1

Front 1

What are the six principals of IDEA?

Back 1

1. Zero Reject
2. Protection in Evaluation
3. Free Appropriate Public Education
4. Least Restrictive Environment
5. Procedural Safeguards
6. Parental Participation

Front 2

What does Principal #1, Zero Reject, require?

Back 2

Locate identify, & provide services to all eligible students with disabilities.

Front 3

What does Principal #2, Protection in Evaluation, require?

Back 3

Conduct an assessment to determine if a student has an IDEA related disability and if he/she needs special education services.

Front 4

What does Principal #3, Free Appropriate Public Education (FAPE), require?

Back 4

Develop and deliver an individualized education program of special education services that confers meaningful educational benefit.

Front 5

What does Principal #4, Least Restrictive Environment (LRE), require?

Back 5

Educate students with disabilities with non-disabled students to the maximum extent appropriate

Front 6

What does Principal #5, Procedural Safeguards, require?

Back 6

Comply with the procedural requirements of the IDEA

Front 7

What does Principal #6, Parental Participation, require?

Back 7

Collaborate with parents in the development and delivery of their child's special education program.

Front 8

What are the purposes of PL 94-142?

Back 8

- Fape
- Protect rights of children with disabilities and their families
- Assist States
- Asses & assure the effectiveness.

Front 9

What is an IFSP?

Back 9

Individualized Family Service Plan

Front 10

What is the definition of an IFSP?

Back 10

A requirement of the individuals with Disabilities Education Act (IDEA) for the coordination of early intervention services for infants and toddlers with disabilities from birth to age 3. Similar to the individualized education program (IEP) which is required for all school aged children with disabilities.

Front 11

True or False?
More than 70% of students tested for special education are determined to be eligible for services.

Back 11

T/F

Front 12

Does the LRE principle require justification if a student is not going to be included in a general education classroom?

Back 12

Yes

Front 13

EAHCA - When was this law passed?

Back 13

Education for All Handicapped Children Act of 1975

Front 14

What is "pre-referral intervention" called in Georgia?

Back 14

.

Front 15

What term should be used instead of "Handicapped entrance?"

Back 15

Accessible entrance

Front 16

What is the least restrictive environment for a student with disability?

Back 16

Educate students with disabilities with non-disabled students to the maximum extent appropriate.

Front 17

IDEA does not require that services for students with one exceptionality be provided. Which exceptionality is this?

Back 17

.

Front 18

What term refers to problems of interacting with the environment?

Back 18

Exceptional Children

Front 19

Students with disabilities receiving special education services represent what percentage of the population?

Back 19

12%

Front 20

What is the largest percentage of students in special education that receive services through with eligibility category?

Back 20

45.3%

Front 21

In what US Supreme Court case did the court rule that clean intermittent catherization is a related service under IDEA?

Back 21

( 1984) Irving Independent School District vs. Amber Tatro 468 U.S. 883

Front 22

Who is the most recently added member of an eligibility team for determining if a student with a disability qualifies for services?

Back 22

.

Front 23

Name a related service.

Back 23

--Related services help children with disabilities benefit from their special education by providing extra help and support in needed areas, such as speaking or moving. --Related services can include, but are not limited to, any of the following:

* speech-language pathology and audiology services
* interpreting services
* psychological services
* physical and occupational therapy
* recreation, including therapeutic recreation
* early identification and assessment of disabilities in children
* counseling services, including rehabilitation counseling
* orientation and mobility services
* medical services for diagnostic or evaluation purposes
* school health services and school nurse services
* social work services in schools
* parent counseling and training

Front 24

Ms. Frost gives oral reading fluency tests every week to all of her first graders. The students who perform at the lowest levels receive special reading tutoring until they are reading with acceptable fluency. What type of intervention is this?

Back 24

Remedial intervention - Remediation attempts to eliminate specific effects of a disability. The word remediation is primarily an educational term; social service agencies more often use the word rehabilitation. Both terms have a common purpose: to teach the person with disabilities skills for independent and successful functioning. In school, those skills may be academic (reading, writing, computing) social, self care etc.

Front 25

14. Ms. Smith, the special educator goes in and shares her expertise with a paraprofessional who is supporting John, a student with a disability in Mr. Sammons’ class. What type of collaboration is this?

Back 25

RTI - Responsiveness to intervention - The team helps classroom teachers design interventions to address the needs of students who are struggling.

Front 26

What is the definition of “special education”?

Back 26

Individually planned, specialized, intensive, outcome-directed instruction. When practiced most effectively and ethically, special education is also characterized by the systematic use of research-based instructional methods, the application of which is guided by direct and frequent measures of student performance.

Front 27

What is an example of an established risk condition?

Back 27

Seizures, Bipolar Disorders, Major Depression, Current suicidal ideation or behaior or a history of suicidal attempts, acquired brain injury (ABI)

Front 28

Michaelana has cerebral palsy. Is Michaelana eligible for service through IDEA? Why or why not?

Back 28

.

Front 29

What was a critical finding of the Skeels and Dye study?

Back 29

Harold Skeels and Harold Dye (Skeels & Dye, 1939) compared developmental
outcomes for two sets of orphaned infants. The psychologists’ original task was to test infants at an
overcrowded orphanage to identify children who were “unfit” for adoption due to mental deficit. Those babies were committed to a state institution. Children who scored in the normal range of intelligence were to be raised in the orphanage, unless they were adopted. Skeels and Dye followed both groups of
children, and discovered astonishing changes in the children’s developmental progress (Levine & Havinghurst, 1989; Safford, 1989). Skeels and Dye found that, with one exception, the infants at the orphanage quickly began to lose points
on subsequent measures of intelligence. The children lost between 8 and 45 points, causing many to score below the normal range. Skeels and Dye attributed changes in the test scores to the children’s social environments. Children who
had been deprived of responsive attention and affection had lost ground cognitively; whereas, childrenin en vironments that offered responsive social interactions, had made unexpected progress.

Front 30

What is a natural environment?

Back 30

Instruction in the natural environment makes use of typically occurring events, activities, and consequences as a context in which to teach specific skills. The instructional context consists of routine events and everyday activities in a variety of settings. Typically, interactions between the child and adult are characterized as following the child's lead or capitalizing on the child's interest and engagement. The consequences of the child's behavior are utilized as reinforcement. Functional skills (particularly language) are a common focus of intervention.

Front 31

In which years was PL 94-142 reauthorized and what were the major changes during each reauthorization?

Back 31

IDEA originated as Public Law 94-142, "The Education of All Handicapped Children Act of 1975." Before this Act, many states excluded children with disabilities from receiving a formal education. Only one in five children with disabilities was enrolled in school. The Act was reauthorized in 1990 as the Individuals With Disabilities Education Act, again in 1997, and now in 2003.

Front 32

Explain the mirror model of parent involvement.

Back 32

.

Front 33

How we may unintentionally do “harm” to people with disabilities?

Back 33

1. Talking about a person in front of her like she's not there.
2. Having low expectations
3. Working on a person, through therapies, interventions, skill-training, or other methods in an attempt to change or fix them.
4. Segregating people in any environment: special ed preschools, special ed classroom, day programs, group homes, special sports/other activities, etc.
5. Helping too much.
6. Being overprotective.
7. Allowing the person to be irresponsible.
8. Believing the "developmental age: myth.
Our intentions when helping are not as important as the feelings of the person on the receiving end of the help, and the actual consequences of our actions.

Front 34

What are the similarities and differences between Part B services and supports and Part C services and supports?

Back 34

Part C of IDEA: The Early Intervention Program for Infants and Toddlers with Disabilities
--Congress established the Part C (Early Intervention) program in 1986 in recognition of "an urgent and substantial need" to:
*enhance the development of infants and toddlers with disabilities;
*reduce educational costs by minimizing the need for special education through early intervention;
*minimize the likelihood of institutionalization, and maximize independent living; and,
*enhance the capacity of families to meet their child's needs.

Front 35

What is People First Language?

Back 35

is a form of politically correct linguistic prescriptivism aiming to avoid perceived and subconscious dehumanization when discussing people with disabilities. The basic idea is to replace, e.g., "disabled people" with "people with disabilities", "deaf people" with "people who are deaf" or "individuals who are deaf", etc., thus emphasizing that they are people first (hence the concept's name) and the disability second. Further, the concept favors the use of "having" rather than "being", e.g. "she has a learning disability" instead of "she is learning-disabled", an example of E-Prime language avoiding the verb to be.

Front 36

What is the purpose of Labels?

Back 36

- Recognizing differences in learning and behavior is the first step to responding responsibly to those differences
- A label can provide access to accommodations and services
- May lead to more acceptance of atypical behavior by peers
- Helps professionals communicate and disseminate research findings
- Funding and resources are often based on categories
- Helps advocacy groups promote more awareness
Makes special needs more visible

Front 37

What is the role of Labels?

Back 37

Labeling recognizes meaningful differences in learning o behavior and is a first and necessary step in responding responsibly to those differences.

Front 38

What are the potential negatives of Labels?

Back 38

- Focuses on what students cannot do
- May stigmatize the child and lead to peer rejection
- May negatively affect self-esteem
- May cause others to have low expectations for the student
- Disproportionate number of culturally diverse groups are labeled
- May take the role of fictional explanatory constructs
- Takes away from the child’s individuality
- Suggest that there is something wrong with the child
- Labels have permanence
- Basis for keeping children out of the regular classroom
- Requires great expenditure that might be better spent on planning and delivering instruction

Front 40

What is the significance of the book, "Christmas in Purgatory?

Back 40

Christmas in Purgatory depicted horribly overcrowded wards, naked and half-clothed residents, and barren rooms.

Front 41

Who are students with exceptionalities?

Back 41

Exceptional children differ from the norm (either below or above) to such an extent that they require an individualized program of special education

Front 42

What are impairments?

Back 42

The loss or reduced function of a body part or organ.

Front 43

What are disabilities?

Back 43

Disabilities exists when an impairment limits the ability to perform certain tasks.

Front 44

What are the differences between Impairments and disabilities?

Back 44

Disabilities are based upon the impairments. An impairment is the loss or reduced function of a body part or organ, the disability is when that body part is limited in the task it is supposed to perform.

Front 45

What is the prevalence of students served in special education?

Back 45

- More than 6 million children & youth with disabilities, ages 3 to 21, received special education services during the 2005–2006 school year
- The percentage of students receiving special education under the learning disabilities category has doubled (from 23.8% to 45.3%), whereas the percentage of students with mental retardation has decreased by significantly more than half (from 24.9% to 8.9%) since the government began collecting data in 1976 - 1977

Front 46

What are the high and low incidence disabilities?

Back 46

High-incidence disabilities include—

* communication disorders (speech and language impairments)
* specific learning disabilities (including attention deficit hyperactivity disorder [ADHD])
* mild/moderate mental retardation


Low-incidence disabilities include—

* blindness
* low vision
* deafness
* hard-of-hearing
* deaf-blindness
* significant developmental delay
* complex health issues
* serious physical impairment
* multiple disability
* autism
* emotional or behavioral disorders

Front 47

What is the history of special education services and laws (Know the Laws, Know Your Rights" materials)?

Back 47

.

Front 48

What are some historical issues regarding Willowbrook?

Back 48

Willowbrook State School, built in the late 1930’s, was a state-supported institution for mentally retarded children located in central Staten Island in New York City. The school did not receive its first residents, however, until after World War II, during which time it was used as a veteran’s hospital for injured and disabled war heroes. A combination of rising placements, budget cuts, ignorance, arrogance and indifference, created notorious conditions at Willowbrook. The school gained notoriety in the 1960’s for an unethical medical study conducted there. By 1965, with over 6,000 residents in an institution planned for just 4,000, Senator Robert Kennedy was calling Willowbrook a “snake pit,” yet however at this time public involvement was limited and conditions continued to worsen. It wasn’t until the early 1970’s that further abuses were uncovered at the school, becoming the stimulus for new civil rights legislation. In November 1971, The Staten Island Advance published a series of articles detailing the horrible conditions at the school. Following these articles, in January 1972, Geraldo Rivera, the television reporter, began a series of programs that shook the conscience of New York State and the nation and inspired parents and others to take legal action. The end result was the signing of a consent judgment in federal court in 1975.

Front 49

What are litigations?

Back 49

The conduct of a lawsuit is called litigation.

Front 50

What are the Pre-referral interventions and eligibility steps?

Back 50

- Prereferral Intervention
- - Provide immediate instructional and/or behavioral assistance
- - Responsiveness to intervention
- Evaluation and Identification
- - All children suspected of having a disability must receive a nondiscriminatory multi-factored evaluation
- Program Planning
- - An individualized education program must be developed for children identified as having a disability
- Placement
- - The IEP team must determine the least restrictive educational environment that meets the student’s needs
- Progress Monitoring, Review, and Evaluation
- The IEP must be thoroughly and formally reviewed on an annual basis

Front 51

What is an IEP?

Back 51

- IDEA requires that an IEP be developed and implemented for every student with disabilities between the ages of 3 and 21

- Individualized family service plans are developed for infants and toddlers from birth to age 3

Front 52

What is involved in inclusion?

Back 52

- Inclusion means educating students with disabilities in regular classrooms
- Placement in a special education setting does not guarantee that a child will receive the specialized instruction he or she needs
- Cooperative learning activities provide a strategic approach for integrating students with disabilities in both the academic curriculum and the social fabric of the classroom

Front 53

What are the pro's and con's involved in inclusion?

Back 53

- Pro
- - LRE legitimates restrictive environments
- - Confuses segregation and integration with intensity of services
- - Is based on a readiness model
- - Supports the primacy of professional decision making
- - Sanctions infringements on people’s rights
- - Implies that people must move as they develop and change
- - Directs attention to physical settings rather than to the services and supports people need
- Con
- - Placing a child in a general education setting is no guarantee he will learn or be accepted
- - General education teachers are often not sufficiently trained
- - System of supports often not available
- - No clear definition of what inclusion means

Front 54

What are preventive interventions?

Back 54

.

Front 55

What are educational placement options for students with disabilities?

Back 55

.

Front 56

What is the cultural responsiveness of teachers?

Back 56

- - Language skills
- - Home-school partnerships
- - Work interference
- - Knowledge of the school system
- - Self-confidence
- - Past experiences

Front 57

What is the role of families in service provisions?

Back 57

- - Caregiver - Additional needs of an exceptional child can cause stress
- - Provider - Additional needs often create a financial burden
- - Teacher - Exceptional children often need more teaching to acquire skills
- - Counselor - Must often help their child cope with the disability
- - Parent of Siblings Without Disabilities - Meet the needs of their other children too
- - Behavior Support Specialist - Some have to become skilled behavior managers
- - Marriage Partner - Having a child with disabilities can put stress on a marriage
- - Information Specialist/Trainer for Significant Others - Must train others
- - Advocate - Advocate for effective educational services and opportunities

Front 58

What are methods of interacting with families?

Back 58

- - Many families are English-language learners
- - Many families live in low-income and poverty
- - Practitioners should understand that, although parents may not have finished school or cannot read, they are “life educated” and know their child better than anyone else
- - If families are undocumented immigrants, they are naturally fearful of interaction with anyone representing authority
- - Families from culturally diverse backgrounds tend to be family-oriented
- - Culturally diverse families may have different experiences with and views about disability; and some may hold idiosyncratic ideologies and practices about the cause and treatment of disability
- - The educational system may be intimidating to the family

Front 59

What is teacher knowledge related to working with families?

Back 59

.

Front 60

What are teacher skills related to working with families?

Back 60

- - Have native-speaking staff members make initial contacts
- - Provide trained, culturally sensitive interpreters during parent-teacher conferences and IEP/IFSP meetings
- - When a language interpreter is not available, use a cultural interpreter whenever possible for conferences and family interviews
- - Conduct meetings in family-friendly settings
- - Identify and defer to the decision makers in the family
- - Recognize that families from diverse cultures may view time differently from the way professionals do, and schedule meetings accordingly
- - Provide transportation and child care to make it easier for families to attend school-based activities

Front 61

What are teacher dispositions related to working with families?

Back 61

- Parent-teacher conferences
- - Build rapport
- - Obtain information
- - Provide information
- - Summarize and follow up
- Written communication
- - Happy Grams and Special Accomplishment Letters
- - Two-way home-school reporting forms and dialogue notebooks
- - Home-school contracts
- - Class newsletters and websites
- Telephone communication
- - Phone calls to parents
- - Voice mail messages for parents
- - Transform notes on chart to letters

Front 62

What is the mirror model of for family involvement?

Back 62

.

Front 63

What is a rationale for early intervention (research base and legislative findings?

Back 63

.

Front 64

What are various types of "risk factors" for infants and toddlers?

Back 64

Developmental delays - are significant delays or atypical patterns of development that make children eligible for early intervention.
Established risk conditions include diagnosed physical or medical conditions that almost always result in developmental delay or disability.

Front 67

What are natural learning environments?

Back 67

.

Front 68

What are the minimum components (under IDEA) of a statewide?

Back 68

(a) Eligibility criteria and procedures including a definition of the term "developmentally delayed" that will be used by the state in carrying out programs under this chapter;

(b) Timetables for ensuring that appropriate early intervention services will be available to all eligible children in the state, including Indian infants and toddlers on reservations;

(c) A timely, comprehensive, multidisciplinary evaluation of the functioning of each infant and toddler with a disability in the state, and a family-directed assessment of the resources, priorities and concerns of the family and the identification of the supports and services necessary to enhance the family's capacity to meet the developmental needs of their infant or toddler with a disability;

Front 69

What are domains of development (Cognitive, adaptive, etc)

Back 69

Motor development
cognitive development
communication and language develop.
social and emotional development
adaptive development.

Front 70

What was the 2nd litigation after EAHCA?

Back 70

( 1984) Irving Independent School District vs. Amber Tatro 468 U.S. 883

Front 71

What was the 3rd litigation after EAHCA?

Back 71

(1985) Burlington School Committee vs. Mass. Board of Ed., 471 U.S. 359

Front 72

What was the 4th litigation after EAHCA?

Back 72

(1988) Honig vs. Doe, 484 US 305

Front 73

What was the 5th litigation after EAHCA?

Back 73

(1993) Florence County School District Four vs Shanonn Carter, 510 US.7.

Front 74

What was the 6th litigation after EAHCA?

Back 74

(1999) Cedar Rapids v. Garrent F., 526 U.S. 66

Front 75

What was the 7th litigation after EAHCA?

Back 75

(2005) Schaffer vs. Weast, 546 U.S.

Front 76

What was the 8th litigation after EAHCA?

Back 76

(2009) Forest Grove School District vs. T.A.

Front 77

What are the reauthorizations of the EAHCA?

Back 77

1986
- The Handicapped Children's Protections Act (PL 99-372).
- The infants & Toddler with disabilities Act (PL 99-457)

Front 78

What are the reauthorizations of the EAHCA?

Back 78

1990
- The individuals with disabilities Education Act (PL 101-476)

Front 79

What are the reauthorizations of the EAHCA?

Back 79

1997
- The Individuals with Disabilities Education Act Amendments of 1997 (105-17)

Front 80

What are the reauthorizations of the EAHCA?

Back 80

2004
- The Individuals with Disabilities Education Improvement Act Amendments of 2004 (PL 108-446)

Front 81

Critical Happenings

Back 81

Burton Blatt
- Christmas in Purgatory (1965)

Front 82

Critical Happenings

Back 82

Geraldo Rivera
- Willowbrook State School (1972)

Front 83

Alice Metzner quote

Back 83

There are only two things wrong with most special education for the mentally handicapped;
-It isn't special
-It isn't education

Front 84

What is a handicap?

Back 84

A problem encountered when interacting with the environment
-Not all children with a disability are handicapped

Front 85

What is at risk?

Back 85

Children who have a greater-than-usual chance of developing a disability.

Front 86

American with Disabilities Act (ADA)

Back 86

Prohibits discrimination solely on the basis of disability in employment, public services, and accommodations.

Front 87

Individuals with Disabilities Educ. Act (IDEA)`

Back 87

Provides federal assistance to state and local education agencies to guarentee that special education is provided to eligible children

Front 88

Section 504 of the Rehabilitation Act of 1973

Back 88

Prohibits discrimination on the basis of disability in programs and activites receiving federal financial assistance.

Front 89

Family Educational Rights and Privacy Act (FERPA)

Back 89

Protects the privacy of student education records, and allows parents access to all information collected and maintained in regard to their child.

Front 90

No child Left Behind (NCLB)

Back 90

Hold schools accountable for student achievement by publishing scores, rewarding achievers, and helping low performers.