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56 Cards in this Set
- Front
- Back
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IDEA Principles |
1. Free Appropriate Public Education (FAPE), Zero Reject 2. Least Restrictive Enviroment (LRE) 3. Individualized Education Program 4. Appropriate and non discriminatory evaluation 5. Parent and Student Participation in process 6. Procedural Safeguards (due process) |
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IDEA Goals |
1. Equal Opportuinity 2.Full Participation 3. Independent Living 4. Economic Self-sufficiency |
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Individuals with Disabilities Education Act (IDEA) |
Federal legislation passed in 1990, reauthorized in '97 and '04, which gave us our modern special education system. |
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Brown v. Board of Education |
Separate facilities are unequal 1954 |
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Elementary and Secondary Education Act |
Aid to handicapped children, but not enforced with 3 million not receiving public education. |
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MA Chapter 766 |
1972 first SPED law in the nation |
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Education for All Handicapped Children |
1975 culmination of the disability rights movement |
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Free & Appropriate Public Education |
no cost to parent, determined by IEP team, not the same as everyone else |
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Least Restrictive Enviroment |
Gen ed least restrictive>home/hospital most restrictive (continuum of placement) |
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Individualized Education Program Content (IEP) |
-Description of student (performance levels) -Content/Method of instruction -Placement and Rational -Time/duration -Goals/objectives (vision statement) -Related services -Accommodations/modifications -participation in statewide assessment |
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MA SPED Eligibility |
1. Does the student have one or more of the following types of disabilities? 2a. Is the student making effective progress 2b. is the lack of progress a resuult of the student's disability 2c. does the student require specially designed instruction or related services |
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disproportionality |
the over representation of students with racial, cultural, ethnic, and linguistic diversity in SPED (RCELD) |
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Checklist to Address Dis-proportionality in Special Education (CADSE) |
1. Culturally Responsive Beliefs and Practices of Schools and General Education Classrooms 2. Culturally Response Coordinated Early Intervening Services (EIS) and Referral to SPED 3. Culturally Responsive IEP Team Decision Making-Evaluation and Determination of Eligibility |
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Section 504 |
Civil rights law that provides accommodations to students with physical or mental impairment that limits one major life activity |
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Students served under IDEA |
Specific Learning Disabilities Speech and Language impairments Other Health Impairments Autism Intellectual Disabilities Emotional Disturbances Developmental Delay Multiple Disabilities |
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English Language Learners |
1.Assessment of interpersonal and academic language proficiency (English and home lang.) 2.Implementation of evidence based instruction Bilingual/ESL support 3. Progress monitoring (performance level and rate of progress) |
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IEP #1 |
1. Parent and/or Student Concerns 2. Student Strengths and Key Evaluation Results 3. Vision Statement |
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IEP #2 |
1. Present Levels of Educational Performance-General Ed. 2. Accomodations, specially designed instruction, content, methodology/delivery of instruction, performance criteria |
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IEP #3 |
1. Other Educational Needs- adapted phys ed, braille needs, language needs, travels needs, etc. 2. Age specific considerations-age 3-5 participation in appropriate activities, 14+ students course study, 16-22 transition to post school activities |
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IEP #4 |
1. Current performance levels 2. Measurable annual goals 3. Objective benchmark Given...student will...action word...frequency,%,rate,duration,latency...for X of days/classes |
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IEP #5 |
1. Indirect service to school personnel and parents 2. Special education and related services in general education classroom 3. Special Education and related service in other settings |
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IEP #6 |
Nonparticipation justification (refer to IEP5 Sec C) -Identifies when the is removed from gen ed -Describes the reasons for the removal (benefit) -Presence of a disability is not a justification Schedule modifications Transportation Services |
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IEP #7 |
State or Distric-Wide Assessment 1. Regular assessment (MCAS or PARCC) 2. ...with accommodations alternate assessment (MCAS Alt) |
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IEP #8 |
Bullying a. is on the autism spectrum=automatic b. affects social skills development c. makes the student vulnerable to bullying, harassment, or teasing |
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Criterion referenced test |
compare against a pre-established level of mastery (criterion) i.e. statewide assessments` |
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Currciculum based test |
reading/math skills and content area Instructional planning |
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Norm-referenced tests |
Compare against a norm sample -Intelligence tests -achievement tests -Eligibility determination |
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CRIME |
Curriculum, Rules, Instruction, Materials/Assessment, Environment |
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High incidence disabilities |
Specific Learning disability, Behavioral disorder, ADHD |
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Tier III |
Intensive Intervention (individualized) |
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Tier II |
Research-based interventions/progress monitoring |
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Tier I |
Rsearch-based core instruction, Universal screening, Progress monitoring |
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Operational Deviance Disorder |
Persistent patterns of negativistic, hostile, or defiant behavior directed primarily toward adults |
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Conduct disorder |
consistent patterns of behavior in which they violate the rights of others or transgress age appropriate norms |
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IQ-Achievement Discrepancy |
Gap between academic achievement score (WIAT) and IQ score |
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Implicit instruction |
teacher-developed activities that elicit student discovery |
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Explicit instruction |
teacher demonstration, guided practice, independent practice at specific levels of mastery |
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Intellectual disabilities |
IQ (70 +-5) and adaptive behavior both below average |
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low incidence disabilities |
Intellectual disability, Autism, orthopedic impairments, communication impairments, visual impairments |
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Production Response |
Spoken response, signed response, written response |
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Direct selection response |
pointing or eye gaze at picture options |
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Direct selection |
activating an AT device |
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Scanning method |
partner-assisted scanning or scanning with a device (nods or shakes) |
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Learning Media Assessment |
choosing appropriate media for student who is visually impaired |
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Universal Design for Learning (UDL) |
Representation, Action/Expression, Engagement |
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Positive Behavioral Interventions and Supports (PBIS) |
1. Describe purpose of discipline system 2,Write expectations give observable examples 3.Develop a system to team appropriate behaviors 4. Identify procedures to acknowledge appropriate behavior 5. Consequences for violations 6. Data collection/decision making |
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Individualized Behavior Support Plans |
Why does my student do "blank" |
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Manifestation Determination |
Process to determine whether a students behavior problem is due to the students disability |
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Functional Behavior Assessment (FBA) |
Antecedent, behavior, consequence, student reaction |
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Frequency |
More/less often |
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Rate |
More/less often (different observation period) |
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Duration |
For a longer shorter period of time |
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Latency |
Within a shorter amount of time from when the initial instruction is delivered |
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Time Sampling |
Accuracy vs. feasibility |
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Differential reinforcement of incompatible behavior |
Reinforce incompatible behavior |
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Differential Reinforcement of Alternate Behavior (DRA) |
Reinforce alternate behavior |
