Spec 3000 Quiz 1
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62 terms
Terms | Definitions |
|---|---|
 What are the 6 major principles of IDEA? | 1. Zero Project 2. Non-discriminatory Identification and Evaluation 3. Free Appropriate Public Education 4. Least Restrictive Environment 5. Due Process Safegaurds 6. Shared Decision Making |
| 1. Zero Project | Schools must educate all children with disabilities |
| 2. Non-discriminatory Identification and Evaluation | Schools must use non-biased, multi-factored methods of evaluations |
| 3. Free Appropriate Public Education | An IEP must be developed for wach child |
| 4. Least Restrictive Environment | Must be educated with children without disabilities to the maximum extent appropriate |
| 5. Due Process Safegaurds | Parents' and children's rights protected (must have parents permission) |
| 6. Shared Decision Making | Schools must collaborate with parents (to have an IEP with or without them |
| Exceptional Children | They differ from the norm (either below or above) to such an extent that they require an individualized program of special education |
| Disability | Exists when an impairment limits the ability to perfrom certain tasks |
| Handicapped | A problem encountered when interacting with the environment |
| Not all children with a disibility are ______________ | Handicapped |
| At risk | Children who have a greater-than-usual chance of developing a disibility |
| Special Education | Individually planned, specialized, intensive, goal-directed instruction that uses research based teaching methods and is guided by direct and frequenct measures of student preformance |
| The definition of LRE | Educational setting that most closely resembles a regular school program and also meets the child's special educaiton needs. It is usually the general education classroom but it must be determined for each individual student with disabilitites |
| Due Process | A set of legal steps and proceedings carried out according to established rules and principles; designed to protect an individual's constitutional and legal rights |
| Inclusion | Educating students with disabilities in general education classrooms |
| Accommodations | ... |
| Parental Participation | ... |
| Manifestation of a disability | A review of the relationship between a student's misconduct and his disability conducted by the IEP team and other qualified personnel. Required by the IDEA amendments of 1997 when school officials seek to discipline a student with disabilities in a manner that would result in a change of placement, suspension, or expulsion in excess of 10 days. |
| Special Education Services | The purposeful interventions that occur at multiple levels. A teaching process: the who, what, how, and where special education occurs. (35-37) The related services that may be needed to support appropriate and adequate instruction for some children with disabilities. (24-25) |
| "Who" refers to | The exceptional children |
| "What" refers to | What is taught; general education by its curriculum |
| "How" refers to | How it is taught by the use of specialized or adapted materials and metholds |
| "Where" refers to | Where it takes place |
| Some of the related services that may be needed to support instruction for some children with disabilities include: | Audiology, Counseling, Medical, OT, PT, Interpreting, Psychological, Recreation, Orientation and mobility, Parent counseling and training, Early identification and assessment, and Rehabilitative counseling services |
| Special Education uses 3 basic types of intervention | Preventive, remedial, and compensatory |
| How many laws are there that we needed to know? (32-34) | 12 |
| National Defense Education Act | Provided funds for training professionals to train teachers of children with mental retardation |
| Elementary and Secondary Education | Provided money to states and local districts for developing programs for economically disadvantaged and disabled children |
| Elementary, Secondary, and Other Educational Amendments | Defined learning disabilities and provided funds for state level programs for children with learning disabilities |
| Section 504 of the Rehabilition Act | Declared taht a person cannot be excluded on the basis of disability alone from any program or activity receiving federal funds |
| Education for All Handicapped Children (FAPE) | Mandated free approptiate public education for all children with disabilitites ages 6 to 21; protected the rights of children and there parents in education decision making; developed and IEP and receive education services in the LRE |
| Gifted and Talented Children's Education Act of 1978 | Provided funds for in-services training programs, research, and other projects aimed at meeting the needs of gifted and talented students |
| Amendments to the Education of the Handicapt Act | Required states to collect data on the number of youth with disabilitites exiting their systems and to address the needs of secondary students making the transition to adulthood |
| Education for the Handicapped Act Amendments of 1986 | Required states to provide free appropriate education to all 3 to 5 year olds with disabilities who were eligable to apply for federal preschool funding |
| Americans with Disabilities Act | Provided civil rights protection against discrimination to citizens with disabilities in private sector employment |
| Individuals with Disabilities Education Act Amendments (IDEA) of 1990 | Renamed the EAHCA; added autism and traumatic brain injury as new categories of disability; required all IEPs to include a statement of needed transition services no later than 16 |
| Individuals with Disabilities Education Act (IDEA) of 1997 | Revised law of 1990; Added several major provisions including: a regular education teacher must be a member of the IEP team |
| NCLB of 2001 (Reauthorization of the Elementary and Secondary Education Act | Ultimate goal is that all children will be proficient in all subject matter by the year 2014; AYP to 100% to make sure they are taught by "highley qualifiied teachers" |
| How many court cases are there that we need to know? (26-27) | 9 |
| Brown vs. Board of Education of Topeka (Kansas) | Established the right of all children to an equal opportunity for an education |
| Diana vs. State Board of Education (California) | Children cannot be placed in special education on the basis of culturally biased tests ot tests given in other than the child's native language |
| Mills vs. Board of Education of the District of Columbia | Financial problems cannot be allowed to have a greater impact on children with disabilities than on students without disabilitites |
| Pennsylvania Association for Retarded Citizens vs. The Commonwealth of Pennsylvania | Established the right to free public education for all children with mental retardation |
| Board of Education of the Hendrick Hudson Central School District vs. Rowley (New York) | Court upheld for each child with disabilities the right to a personalized program of instruction and necessary supportive services |
| Irving Independent School District vs. Tatro (Texas) | Catherization; the school district had to provide that service |
| Honig vs. Doe (California) | Children with disabilities cannot be excluded from school for any misbehavior that is disability-related but educational services sould cease if the misbehavior is not related to the disability |
| Timothy W. vs. Rochester School District (New Hampshire) | All children with disabilities be provided with a free, appropriate, public education, unconditionally and without exception |
| Cedar Rapids vs. Garret F. | School must provide any and all health services needed for students with disabilities to attend school as ling as performance doesnt require a doctor |
| IEP | Individualized Education Plan should be developed and implemented for every student with disabilities between the ages of 3 and 21 and IFSP for infants and todlers from birth to 3 years |
| Who is included in the IEP team? | Parents, Special education teachers, Regular education teachers, LEA representative, Someone who can interpret evalutation results, others at the discresion of the parent, and the student 14 and above must be invited. |
| IEP components | Statement of present levels of educational performance, annual goals, how the child will be assessed, special education and related services, individual modifications, projected date for beginning and duration of services, individual transition plan starting at age 16, and explanation of the extent to which the student will not participate with non-disabled children |
| What is LRE | The setting that is closest to a regular school program that meets the child's special educational needs |
| Continuum of servies under LRE include | Homebound or hospital, Residential school, Seperate school, Seperate classroom, Resource room, Regular classroom with supplementary instruction and services, Regular classroom with consultation, and Regular classroom |
| Homebound or hospital | Student receives special education and related services at home ot in a hospital program |
| Residential school | Student receives special education and related services from specially trained staff in a residential facility up to 24 hrs a day |
| Seperate school | Student receives special education and related services under the direction of a specially trained staff in a specially designed facility (day program) |
| Seperate classroom | Student attends a special class for most or all the school day and receives special education and related services under the direction of a special education teacher |
| Resource room | Goes to regualr classroom majority of the day but goes to the special education resource room for specialized instruction for part of each school day |
| Regular classroom with supplementary instruction and services | Recieves instruction and realted servies within the general education classrtoom from the speecial education teacher |
| Regular classroom with consultation | supported by ongoing consultation form special education teacher |
| Regular classroom | Student reveices a prescribed program under the direction of the regular classroom teacher |
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