Ese Book

Front 1

IDEA

Back 1

short for IDEIA individuals with disabilities education act. It was the name prior to 2004 reauthorization

Front 2

IDEIA

Back 2

The individuals with disabilities education improvement act. Federal law that governsthe education of children with disabilities. This law wasfirst introduced in 1975 as the educatiomfor all handicappedchildren act revised, renamed, and reauthorized in 1997 and 2004

Front 3

IDEA 2004

Back 3

common reference to IDEIA /IDEA

Front 4

overview IDEIA/ages

Back 4

the government provides states with funding for ESE. States must comply with requirements birth-age 21

Front 5

requirements for IDEIA

Back 5

1.Child find activities

2. FAPE - free and appropriate public education

3 LRE - Least restrictive environment

4. IEP - individualized education plan

5. procedural safeguards - rights and interests of parents and their children withd disabilities.

Front 6

CHILD FIND activities

Back 6

activities to identify and evaluate children who may have disabilities.

- must be evaluated at no cost to parents

-parents must be involved in the evaluation process

-a teacher can request an evaluation but parental consent is required before evaluation can begin

Front 7

FAPE

Back 7

free appropriate public education. Schools must provide each child with a disability an educational experience that is appropriate to his or her age and abilities

Front 8

LRE

Back 8

least restrictive environment. Their educational experience should be as similar as possible to those of children who do not have disabilities. Requires swd to remain in the general classroom as much as possible with the fewest changes as possible

Front 9

IEP

Back 9

Individualized education plan. Between the ages of 3 and 21. Describes present level of progress, learning capacity, short and long term educational goals and accomodations and services that will be provided in order to achieve these goals.

Front 10

ISFP

Back 10

Individualized family service plan. similar to IEP for children under age three

Front 11

by age 16 what must IEPs have?

Back 11

a description of the students goals following graduation as well as the transition services needed to achieve those goals.

Front 12

13 catagories of disability under IDEA age 3-21 years old

Back 12

-Specific learning disability

-Multiple disabilities

-Orthopedic impairment-Other health impairment

-Traumatic brain injury

-Hearing imparement

-Intellectual disability

-Emotional disturbance

-Speech or language impairment

-Autism

-Deafness

-Deaf-blindness

- Visual impairment

- other states may choose to also consider developmental delay

Front 13

eligibility for ESE is determined by the:

Back 13

results of an evaluation conducted by an assessment team

Front 14

Children who are eligible must be reevaluated every ___ years or when

Back 14

three years or when

parents request it

Front 15

autism refers to:

Back 15

a developmental disability usually caught by 3yo. It effects:

-communication

-social interaction

-learning

may show

-language delays

-unusual speech patterns

-aversion to eye contact/touch

- repetitive behaviors

- resistance to change in routine

Front 16

deaf blindness refers to:

Back 16

simultaneous hearing and visual impairment. Usually congenital (present at birth) but can be adventitous (aquired through illness or injury)

Front 17

deafness

Back 17

extreme hearning impairment can be congenital or adventitious.

Front 18

Emotional Disturbance

Back 18

DRIPL

condition that reflects at least one of the following:

-Learning

-Relationships

-Inappropriate feelings/behaviors,

-depression

-physical symptoms or fears related to school/home problems

- ability to learn that cant be attributed to other factors

-an inability to build or sustain relationships

-inappropriate feelings or behaviors

- unhappiness or depression

- physical symptoms or fears related to personal or school problems such as schozophrenia, anxiety disorders, depression

Front 19

Hearing impairment

Back 19

impairment in hearing not severe enough to be deaf. congenital or adventitious, only if difficulties persist after correction (surgery, hearing aids)

Front 20

Intellectual disability

Back 20

below average intellectual ability combined with limitations in adaptive behavior that affects the students educational performance

Front 21

multiple disabilities

Back 21

a combination if disabilities so severe that the student cannot benefit from programs designed for one of them

Front 22

orthopedic impairment

Back 22

musculoskeletal problems that adversity effect the students educational performance

Front 23

other health impairments

Back 23

health problems affecting strength, energy, or alertness that adversely affect the sudden bra educational performance

Front 24

specific learning disability

Back 24

problems with the ability to comprehend or produce information when doing academic tasks. such as dyslexia, dyscalculia. specific means that this disability is restricted to specific school subjects or tasks. May perform well in one subject but not in others

Front 25

speech or language impairment

Back 25

refers to communication disorders that adversely affect the students academic performance. include articulation, stutters, mute

Front 26

Traumatic brain injury

Back 26

an aquired injury that affects students educational performance. Accidents, may have impairments in physical behavior, cognitive, social and or emotional functioning.

Front 27

visual impairment

Back 27

visual impairments that affects students performance even after corrective procedures or corrective lenses

Front 28

inclusion

Back 28

the practice of educating students with disabilities in the general education classroom. closely related to LRE. least restrictive environment. students are only removed if the classroom environment cannot be modified to adequately support students educational progress.

Front 29

FERPA

Back 29

Family educational rights and privacy act. provides confidentiality of educational records

Front 30

procedural safeguards

Back 30

a set of rules and procedures designed to protect the rights and interests of parents and their children with disabilities. parents and children must be given an explanation of the procedural safeguards aka parents' rights when children are evaluated, ar IEP meetings, when they request procedural safeguards, or file a complaint.

Front 31

due process

Back 31

principles that attempt to guarantee the rights of citizens

Front 32

IEP content

Back 32

IDEA requires IEPs to contain:

- Functioning and Educational summary of the child's current levels of performance (test scores/assignments)

-Annual goals statement.

Must be reasonable to accomplish in one year. Could be physical, behavioral, social, and/or academic functioning.

- Short-term objectives statement. Measurable goals that constitute of small steps toward annual goal.

-Services list

-Timing description- when, frequency, and duration of sevices

- Standardized testing statement- what accomodations are needed for testing

-How Progress will be measured and how parents will be kept informed of progress

Front 33

difference between IEP and IFSP

Back 33

- IFSP pertains to birth to 3 years old.

- IFSP is more targeted toward the home environment IEPs are focused on schools

Front 34

transition starts

Back 34

14 if not earlier

Front 35

age of majority

Back 35

when the child turns 18 and becomes a legal adult.

Front 36

pre-referral

Back 36

In some states/school districts you need a referral from a team that works with the general education teacher to determine if a student is eligible for exceptional student education. This team is called the "child study team". Not required by IDEA but by other states

Front 37

Florida requires "__6_activities___" before referral for an evaluation.

Back 37

--convening of 2 or more meetings about area of concern

--review of records or behavior observations by the teacher and one other person.

--screening for sensory deficits (hearing, vision etc)

--review of educational records including achievment, social, psychological and medical.

- review of attendence records and research of excessive absenteeism, if any

-- implementation of two or more general interventions or strategies along with the use of pre and post intervention measures to evaluate their effectiveness.

Front 38

the SETT framework

Back 38

Student, environment, tasks, and tools

Front 39

norm-referenced assessment

Back 39

assessments that are related to norms (what the average student can do.