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special education study guid 10/6/14

Terms in this set (51)

Inclusion classroom
a classroom that incorporates students with and without disabilities and is typically taught by both the general education and special education teacher. It is characterized by a team teaching or or collaborative teaching/plaining cooperative grouping, peer tutoring, enhancing techniques and learning strategies.
Least restrictive
As required by law, an educational placement for a student with a disability that places that student with non disabled peers to the greatest extent possible
continuum of services
The range of services which must be available to the students of a school district so that they may be served in the least restrictive environment.
full inclusion
a program that places children with disabilities, despite the severity of disability, in general education (full inclusion) classes at proportional rates as those disabling conditions are found in the natural population. In this type of program, students typically receive all of their special education and related services in the general education (full inclusion) classroom
Zero Rejection
Zero reject is an educational philosophy which says that no child can be denied an education because they are "uneducable". [ 1] One of the six core principles of Individuals with Disabilities Education Act (IDEA) states that no child with a disability can be denied a free appropriate public education.
Free Appropriate public education
Free Appropriate Public Education (FAPE) is an educational right of children with disabilities in the United States that is guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA).
IDEA
14 categorize
Is the individuals with disabilities and it is the united states federal law that governs how states and public agency provide early intervention, special education, and related service to Children
1. Zero Rejection
2. nondiscriminatory
3.Fape
4. Least restrictive environment
5 Due process
IEP
Individualized educational program, it provides a legal mandate to provide educational services to each individual student. Students need tailored to meet the needs of each students eligibility category. Furthermore the IEP is mandate of both IDEA/ Article 7
case conference committee
it is the lawful body prescribed in IDEA/Article 7 responsible for developing and supervising the IEP. It is comprised of a varitey of school personnel ( counselors, teachers- special and general, administrators, other, special service personnel like speech and hearing therapist) and parents of students who are mandated by law to meet annually or as the need arises to review or revise the IEP. the committee is responsible for identifying the goals that will be addressed in the students IEP.
collaborations
The action of working with someone to produce or create something
Co teaching
The general definition of co-teaching involves two equally-qualified individuals who may or may not have the same area of expertise jointly delivering instruction to a group of students.
ADD/ADHD
Attention deficit hyperactivity disorder (ADHD) is a problem of not being able to focus, being overactive, not being able control behavior, or a combination of these. For these problems to be diagnosed as ADHD, they must be out of the normal range for a person's age and development.
IDEA 6 Rules
1. zero rejuction
2. non discriminatory
3. Fape aka Free Appropriate program
4. Leas restrictive environment
5. due process
6. parent participation aka share decision
Adaptive behavior
non academic skills that include the areas of communication, self care, home living, social skills, community use, self direction, health and safety, functional academics, leisures and work
Autism
a mental condition, present from early childhood, characterized by difficulty in communicating and forming relationships with other people and in using language and abstract concepts.
differentiated instruction
and assessment is a framework or philosophy for effective teaching that involves providing different students with different avenues to learning in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so
at risk
An at-risk student is a student who, by virtue of their circumstances, is statistically more likely than others to fail academically.
finger spell English
A form of sign language in which individual letters are formed by the fingers to spell out words.
Scream
S: structure
C: clarity
R: redundant
E: enthusiasm
A: apropiate rate
M:
Ritalin
Treats attention deficit hyperactivity disorder (ADHD) and narcolepsy. This medicine is a stimulant.
ADA
According to the U.S. Equal Employment Opportunity Commission, the Americans with Disabilities Act (ADA) which took effect in 1992 prohibits private employers, state and local governments, employment agencies and labor unions from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, and other terms, conditions and privileges of employment.In order to be considered qualified, the individual must be able to perform the job with or without accommodations. Further, a company must make an accommodation for a qualified employee as long as it wouldn't impose an undue hardship on the business.
94-142
The Education for All Handicapped Children Act (sometimes referred to using the acronyms EAHCA or EHA, or Public Law (PL) 94-142) was enacted by the United States Congress in 1975.
504
of the Rehabilitation Act of 1973, Pub. L. No. 93-112, 87 Stat. 394 (Sept. 26, 1973), codified at 29 U.S.C. § 701 et seq., is American legislation that guarantees certain rights to people with disabilities. Section 504 is widely recognized as the first civil-rights statute for persons with disabilities. It took effect in May 1977. Because it was successfully implemented over the next several years, it helped to pave the way for the Virginians with Disabilities Act in 1985 and the 1990 Americans with Disabilities Act.
other 504 definition
The 504 Plan is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.
Free appropriate public education (FAPE)
Free Appropriate Public Education (FAPE) is an educational right of children with disabilities in the United States that is guaranteed by the Rehabilitation Act of 1973[1] and the Individuals with Disabilities Education Act (IDEA). Under Section 504, FAPE is defined as "the provision of regular or special education and related aids and services that are designed to meet individual needs of handicapped persons as well as the needs of non-handicapped persons are met and based on adherence to procedural safeguards outlined in the law." Under the IDEA, FAPE is defined as an educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit.[2] The United States Department of Education issues regulations that define[3] and govern[4] the provision of FAPE.
IDEA (2004)
The Individuals with Disabilities Education Act (IDEA) is a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from age 3 to age 18 or 21[1][2] in cases that involve 14 specified categories of disability.
3-21 years of age
3-18 or 21 you are addressed by the government law IDEA
FBA
Functional behavioral assessment (FBA) is a variation on procedures originally developed to ascertain the purpose or reason for behaviors displayed by individuals with severe cognitive or communication disabilities (e.g., individuals with mental retardation or autism). Because these individuals were unable to fully explain why they were displaying certain inappropriate behaviors, methods were developed to determine why they demonstrated such actions. These investigatory procedures, derived primarily from the orientation and methods of applied behavior analysis were known as "functional behavioral analysis". By gathering data and conducting experiments that evaluated the effects of environmental variables on the behavior, concerned staff members could usually decipher the meaning of the behaviors (i.e., what emotion or message was being communicated through the actions), determine why they were occurring, and develop behavior change programs to help the disabled individual display more appropriate behavior in meeting his or her needs.

Given governmental demands for accountability in education, and the influence of the behaviorist orientation in the field of special education, when the Individuals with Disabilities Education Act (IDEA) was "reauthorized" in 1997, it required the use of procedures similar to functional behavior analysis. When used with students with disabilities who are ages 3-21, these procedures would now be known as "Functional Behavior Assessment".
BIP
A BIP, or Behavior Intervention Plan lays out how the IEP team will improve difficult behavior that is inhibiting a child's academic success. If a child can't focus, doesn't complete work, disrupts the classroom and is constantly in trouble, not only does the teacher have a problem, the child has a problem. A Behavior Intervention Plan is a document that describes just how the IEP team will help the child improve his or her behavior.
A BIP is a required part of an IEP (Individual Education Plan) if the behavior box is checked off where in the Special Considerations section where it asks whether communication, vision, hearing, behavior and/or mobility effect academic achievement. If a child's behavior disrupts the classroom and significantly interrupts his or her education, then a BIP is very much in order.
annual case conference
you have one day and then a year later you have another one on that same date to check up on you
No child left behind(NCLB)
The No Child Left Behind Act of 2001 (NCLB)[1][2] is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which included Title I, the government's flagship aid program for disadvantaged students.[3] NCLB supports standards-based education reform based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills. To receive federal school funding, states must give these assessments to all students at select grade levels. The Act does not assert a national achievement standard. Each individual state develops its own standards.[4] NCLB expanded the federal role in public education through annual testing, annual academic progress, report cards, teacher qualifications, and funding changes.
RTI
he RTI process gets help to struggling learners faster, making interventions more successful and keeping students from becoming frustrated. The information collected along the way—such as progress monitoring data—becomes an important part of determining if a student needs to be formally evaluated for special education.Reduce the time a student waits before receiving additional instructional assistance, including special education if needed
Reduce the overall number of students referred for special education services and increase the number of students who succeed within general education
Provide critical information about the instructional needs of the student, which can be used to create effective educational interventions
Limit the amount of unnecessary testing that has little or no instructional relevance
Ensure that students receive appropriate instruction, particularly in reading, prior to placement in special education
Increase collaboration among school staff and parents
Higher incident disabilities
LD: 47.3%
Speech or language impairment: 18.7%
mental retardation/intellectual disability: 9.6%
emotional disturbance: 8.1%
prevalence of higher incidents in schools pg. 51
80% of the total population of students ages 6-21 with disabilities served under IDEA. and about 8% of the schools age population.
ADD
ADD stands for Attention Deficit Disorder (without the hyperactivity) although a lot of people simply call Attention Deficit Disorder ADD irregardless of whether there is or isn't hyperactivity involved.
where are most students with disabilities served
Most students with disabilities are served in the public school with their non disabled peers in levels 1-5. In other words these students receive their education in their local public schools. Most students with mild disabilities including those with learning disabilities and serious emotional disturbance are currently served in levels 1-4. That is these students spend some if not all of their day in the general education classroom along with students without disabilities. The general education teacher is responsible
lower incident disabilities
lower incidence disabilities cover a wide range of disabilities which can be present at birth or acquired later in life. some lower incidence disabilities are associated with very sever impairments. Some lower incidence disabilities are temporary other are permanent or even life threatening. Lower incidence disabilities include physical and other health impairments
intellectual or cognitive disabilities
genetic disorder or damage to genetic matter can cause intellectual disability. Disorder can include chromosomal abnormalities and genetic transmission of traits throughout families.
mild
An individual whose intelligence quotient test score is between approximately 55 and 69
moderate
An individual whose intelligence quotient test score is between approximately 40 and 54
sever
An individual who intelligence quotient test score is between approximately 25 and 39
profound
An individual who intelligence quotient test score is below approximately 25
ASD
ASD refers to the group of disorders which include autism and pervasive developmental disorders (PDD) these will include Asperger's Syndrome, PDD, Fragile X Syndrome, Rett's Syndrome, and Childhood Disintegrative Disorder. Children with ASD will demonstrate deficits with social interaction, communication both non-verbal and verbal and will often have some type of repetitive behavior. ASD ranges in degree of severity from mild to severe.
Gifted
having exceptional talent or natural ability.
creative and talented
the definition of creative and talented are widely varied but consensus usually converges on the identification of individuals with exceptional talents in particular areas. these students typically show outstanding abilities at young ages in particular areas
culturally and linguistically diverse
evidence exists that many students from culturally and linguistically diverse backgrounds are at higher risk for school failure than students from European american backgrounds
classroom social environment management or considered an aspect of classroom management
in all cases, an important key to effectively managing classroom behavior and controlling the negative behavior of doe individuals students lies in establishing positive caring relation ship with all students in your class, implementing and consistently enforcing effective rules for classroom behavior and helping students learn to ale positive choices that increase their level of success in school
universal design classroom or teaching
From pre-kindergarten to graduate school, classrooms usually include learners with diverse abilities and backgrounds, including students with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, varied preferences and motivations for learning, students who are unusually gifted, and many others.
Universal Design for Learning supports teachers' efforts to meet the challenge of diversity by providing flexible instructional materials, techniques, and strategies that help teachers differentiate instruction to meet these varied needs. It does this by providing options for:
referral process
Because of the federal laws and regulations that govern the education of students with disabilities, a process has evolved over time that governs the special education referral process. The purpose of this module is to provide an overview to the "Special Education Process" so that the learner may understand the global procedures for providing a student with disabilities a free and appropriate education (FAPE).
PHASE ONE: Recognition
PHASE TWO: Pre-referral
PHASE THREE: Referral for Special Education Evaluation
PHASE FOUR: Special Education Evaluation
PHASE FIVE: Eligibility (FAPE)
PHASE SIX: IEP Meeting (IEP and LRE)
PHASE SEVEN: IEP Implementation
PHASE EIGHT: Reevaluation
pre referral intervention team
The pre-referral step in the special education process is more formal than providing simple and temporary accommodations for students. Pre-referral intervention is to identify, develop, and implement alternative education strategies for students who have recognized problems in the classroom before the student is referred to special education. Pre-referral intervention is typically conducted by a Student Centered Team (also called early intervention team, intervention assistance team, student support team, teacher assistance team, or instructional support team). The pre-referral team usually consists of the teacher, the parents/guardians, an administrator, other general education teachers, nurse, guidance counselor, and any other adult involved in the education of the student. The general education teacher provides background information regarding the problem exhibited by the student and the team works together to develop possible solutions. Because of changes to IDEA in 2004, many states and independent school districts have begun using a more formal and systematic pre-referral process called response to intervention (RTI)."RTI is a model designed to address the needs of all children through a continuum of services, which include: High-quality instruction and tiered evidence-based or practice-based intervention strategies aligned with individual student needs; Frequent monitoring of progress to make results-based academic or behavioral decisions; and
Application of child response data to important educational decisions (such as those regarding placement, intervention, curriculum, and instructional goals and methodologies)" (TEA, 2007). RTI provides three levels of intervention for students who are experiencing problems. Generally, the first level (sometimes referred to as Tier 1) is focused on utilizing high-quality general education instruction in the core curriculum with all students. RTI theorizes that around 80% of all students will respond positively to core curriculum and behavior systems. The second level (or Tier 2) provides targeted group instruction or some form of group remediation to improve performance. The RTI model believes that second level services will improve performance for approximately 15% of all students. If performance does not improve in the second level, then students are moved to the third level which consists of intensive, individualized interventions.
Whether the school uses pre-referral teams or the more formal RTI process, the intent is to provide interventions that will help the student achieve success without entering special education. However, if these interventions do not improve the student's performance, then the student will be referred for an assessment to determine possible eligibility for special education services.
FBA
Functional behavioral assessment (FBA) is a variation on procedures originally developed to ascertain the purpose or reason for behaviors displayed by individuals with severe cognitive or communication disabilities (e.g., individuals with mental retardation or autism). Because these individuals were unable to fully explain why they were displaying certain inappropriate behaviors, methods were developed to determine why they demonstrated such actions. These investigatory procedures, derived primarily from the orientation and methods of applied behavior analysis were known as "functional behavioral analysis". By gathering data and conducting experiments that evaluated the effects of environmental variables on the behavior, concerned staff members could usually decipher the meaning of the behaviors (i.e., what emotion or message was being communicated through the actions), determine why they were occurring, and develop behavior change programs to help the disabled individual display more appropriate behavior in meeting his or her needs. Given governmental demands for accountability in education, and the influence of the behaviorist orientation in the field of special education, when the Individuals with Disabilities Education Act (IDEA) was "reauthorized" in 1997, it required the use of procedures similar to functional behavior analysis. When used with students with disabilities who are ages 3-21, these procedures would now be known as "Functional Behavior Assessment".
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