161 Flashcards
Used to determine students’ current level and assign levels and interventions accordingly
Pre-Assesment
First Step of the Special Education Referral process
General or Special Education teacher, caretaker, or parent observing the student’s lack of progress in the general education curriculum, or in social or behavioral interactions based on all assessment data
Assessment that is common with young students to determine if further testing is needed
Screening
tests how well an individual responds to questions in the areas of reading, writing, and mathematics and may be used to identify deficits related to a specific learning disability (SLD) or other disability
Achievement assessment
Criterion used to determine a child eligible as having an intellectual disability
-Significant limitations in two or more adaptive skills
-Significantly below average academic achievement
-Significantly below average cognitive ability
NOT BEHAVIORAL LIMITATIONS
Indicator of eligibility for Special Education services for a specific learning disability (SLD)
Discrepancy between ability and achievement, with ability being higher than achievement
(If achievement is higher than ability, student has learned effective strategies and may not be eligible)
Assessment allows students to show their thinking and allows the teacher to analyze their cognitive process through feedback, observations, and discussions
Formative
Qualification for Individualized Family Service Plans (IFSP)
Child is identified as having at least a 25% delay in 2 or more areas such as cognition, speech/language, motor skills, or behavior
assessment that provides periodic updates on how a student is progressing in academic areas at school
Curriculum-based assessment
Behavior Assessment System for Children (BASC) would be used to identify:
may be used as part of a multi-disciplinary process when determining eligibility for other health impairment (OHI) which includes the classification of ADHD. (Rated by guardians and staff)
RTI, Tier 1
Student’s progress is closely monitored using a validated screening system such as curriculum-based measurement for at least 8 weeks of data collection
Which characteristics are most likely to be seen in a child with an intellectual disability (Not SLD)
IQ below 70, Significant deficits in adaptive skills (personal hygiene, functional communication, or social interaction)
-Achievement and ability levels are usually commensurate (not different)
Which skill is the least valuable math skill for a student with an intellectual disability to master before they graduate high school
- Spending
- budgeting
- Saving
- investing
Investing
- investing money does not directly relate to a monthly budget
What attribute would be indicative of an expressive language disorder
A student providing one word answers when responding verbally and provides limited details in written responses
- Students with this condition have difficulty stating or expressing their responses, but they often are able to hear and understand what others are saying to them (receptive language)
Behavioral approach to student learning
Offering positive praise and feedback reinforces correct responses
Disorder characterized by difficulties expressing or speaking words
Expressive language disorder
Student would have difficulty being understood due to sound errors not developmentally appropriate for the student’s age
Articulation disorder
Disability NOT included in the 13 disability categories specified by IDEA
Mental Retardation
-2010, Obama signed Rosa’s Law which changed IDEA’s use of the phrase
- Has been replaced by the term, intellectual disability
Areas that children can be identified as having a developmental delay
-Fine and gross motor skills
-Social/Emotional Skills
-Cognitive skills
NOT Academic skills - this is a result of one of the other areas of deficit
Children who are eligible in the area of developmental delay have a significant delay (typically defined as 25% decrease in ability in comparison to same-aged peers) in two or more areas of development. Areas of development that can be identified:
-Fine and Gross motor skills
-Social/Emotional Skills
-Cognitive skills
NOT Academic Skills
A special education teacher has a student whose parents do not speak English. What is the most appropriate way for the teacher to communicate with parents?
Provide copies of IEP documents and other paperwork in English as well as the parents’ native language. Providing paperwork in the parents’ native language allows them to meaningfully participate.
What is a provision of Section 504 of the Rehabilitation Act?
Section 504 requires that students with disabilities that substantially limit one or more major life activities are provided with reasonable accommodations in order to access the curriculum.
State and federal laws require that the LEA include all students with disabilities in the participation of the state and district assessments with appropriate accomodations as noted in the:
IEP Document
- The IEP must note the student’s present level of performance and the measurable annual goals including the LEA, district, and state assessments to determine and monitor progress within the general education curriculum as supported by the accommodations.
Mia is a first-grade student with a learning disability and is struggling with the concept of subtraction. On her assignments, she frequently adds two numbers, regardless of whether the problem calls for addition or subtraction. Her teacher has tried asking Mia to circle the addition or subtraction symbol before solving the problem, but Mia continues to add numbers rather than subtract. Which of the following would be the most appropriate strategy for the teacher to take next?
working with Mia in a small group in which students use unifix cubes to show the act of adding and subtracting two numbers by joining and separating the cubes.
-Most likely, Mia doesn’t understand the conceptual difference between addition and subtraction. Unifix cubes are an appropriate tool to use in this scenario. These manipulatives will help provide Mia with a more concrete understanding of the processes of addition and subtraction and the difference between the two operations.
The IEP for a student with multiple disabilities contains the following language arts objective:
The student will write a sentence using appropriate puncuation and spelling in 4 out of 5 trials.
Which of the following classroom activities would be most appropriate to provide data to meet this objective?
Creating a thank you card for a staff member that includes a greeting.
- Creating a thank you card is an opportunity to practice fine motor skills as well as writing skills by including a sentence inside the card that demonstrates proper spelling and punctuation.
Which legislative act prevents discrimination against individuals with disabilities in any programs that receive federal funds?
Section 504 of the Rehabilitation Act
- Prevents discrimination of individuals with disabilities in any program that receives federal funds
A fifth grade inclusion teacher has students with specific learning disabilities complete a K-W-L chart during a science lesson about photosynthesis. What is the main purpose of using this type of graphic organizer?
Helping students to connect prior knowledge and expand their ideas
- A K-W-L chart asks students to record what they know as well as what they would like to learn before reading. Then, students record what they have learned while reading in order to make connections.
Which protection under Section 504 may be provided for an eligible student with a disability?
A student is provided with the use of an elevator in order to physically access second floor classes in the school building.
- Allowing the student to use an elevator is an accommodation. Using an elevator to attend classes prevents the student from being excluded from an educational program that receives federal funds.
NOT modified curriculum - this would be special education and related services that may be provided as a provision of a student’s IEP
A student who has difficulty providing adequate details in verbal or written responses may have _____________.
an expressive language disorder. Students with this condition have difficulty stating or expressing their responses, but they often are able to hear and understand what others are saying to them (receptive language).
Students with attention deficit hyperactivity disorder are more likely than peers to have which of the following co-existing conditions?
Mood disorder
Which disability below is most often caused by fetal alcohol syndrome?
Intellectual disability
The skills of telling time and reading environmental signs are likely to be seen in an IEP for a student in 12th grade who has:
a severe-to-profound intellectual disability.
The skills of telling time and reading environmental signs are skills that will help the student navigate their environment before and after graduation.
A middle school science teacher is establishing routines and procedures on the first day of school. She has students work in assigned small groups to decide what procedures are important for a successful learning environment. First they discuss what made their favorite class from last year successful and then they decide what procedures to include for this year. When they share as a whole group, the teacher praises students who raise their hand to contribute. What type of learning theory is the teacher reinforcing when having students reflect on the previous year?
cognitivism
Cognitivism draws on prior knowledge to support new learning and ideas.
Task analysis is appropriate for a teacher to conduct when the teacher:
is planning instruction on a complex concept.
Task analysis takes complex concepts and breaks it down into smaller chunks or steps.
Which of the following is atypical language development between 2-3 years of age?
less than 50 words by age two
Which one of the following disabilities is not recognized as a major disability category by the Individuals with Disabilities Education Act (IDEA)?
deaf-mute
Deaf-blind is a major disability category recognized by the Individuals with Disabilities Education Act (IDEA).
Mr. Lopez notices that one of his 4th-grade students, Sophie, is consistently struggling with written assignments, but can explain her thinking verbally and is almost always correct. She writes very slowly and what she does write is very messy and difficult to read. She consistently writes numbers backward and has difficulty “showing her work” on math problems. What is Sophie likely struggling with?
dysgraphia
Dysgraphia is a motor disability in which students have difficulty forming letters and numbers. It does not affect their understanding or cognition. The facts that Sophie has no problem verbally explaining her thinking and that her verbal answers are often correct indicate that she is specifically struggling with forming letters and numbers on the page.
Constructivism is based on the following tenet(s):
the idea that children actively construct their own learning
What disability affects a person’s ability to speak and understand speech most likely after a traumatic brain injury, stroke, dementia, illness, and other progressive neurological disorders?
aphasia
This is the correct answer because aphasia is a communication disorder that results from damage to the parts of the brain that contain language
What should teachers consider when studying the student answers on an informal assessment?
whether the data collected is based on subjective evaluation
Because informal assessments can be based on conversations or observations, the nature of informal assessment is very subjective.
A teacher who identifies strengths and weaknesses for each student, designs instruction according to students’ areas of need, uses varying instructional strategies according to each students’ needs, and develops custom learning paths for each of the students is using:
diagnostic-prescriptive method.
A diagnostic-prescriptive method adjusts learning paths according to students’ needs, so each student may be working on different skills according to their current levels and abilities.
The Woodcock-Johnson IV Test of Cognitive Abilities may be administered as part of a multi-disciplinary process for consideration of what disabilities?
-specific learning disability.
-intellectual disability
-emotional disability
NOT speech/language impairment
It would be more appropriate to administer a speech/language evaluation such as the Goldman Fristoe Test of Articulation (GFTA-3) or Clinical Evaluation of Language Fundamentals (CELF-5) when considering speech/language impairment.
When a family receives a diagnosis that identifies one of their children with a disability, research shows that a typical experience before developing coping processes and researching resources is to:
cope with grief and stress.
Families usually experience grief and stress after receiving a diagnosis that identifies a child with a disability.
An assessment that is common with young students to determine if further testing is needed is called a/an:
screening.
A screening is used early in a student’s life to collect information about a variety of potential future educational needs including, but not limited to, cognitive, sensory, dyslexia, and/or motor skills.
Multi-modality learning approaches are recommended for students with disabilities. Which of the following multi-modality approaches could be used to help elementary students learn about different types of trees and where they grow?
Bringing small saplings or branches into the classroom and inviting students to touch and observe the trees, and then share what they have learned using Think Pair Share.
This type of activity appeals to multiple types of learners since students can touch the trees, write their observations, and share with partners and whole group.
The Behavior Assessment System for Children (BASC) is most likely to be used for consideration of identification in the area of:
attention deficit disorder (ADHD).
A behavior rating scale may be used as part of a multi-disciplinary process when determining eligibility for other health impairment (OHI) which includes the classification of ADHD. Children are often rated by both parents/guardians and teachers/staff.
Which of the following may be a component of the Response to Intervention (RTI) process for a student who is struggling in reading?
periodic meetings with parents and school staff to review progress or lack of progress
Students who are in the RTI process will have periodic meetings, typically every 6-8 weeks, to review progress or lack of progress. The team may consider other interventions or strategies at these meetings.
Used to fully evaluate a student
Observable behaviors, diagnostic tests, Standardized tests
Original law that mandated all children with disabilities receive free public education
The Education of All Handicapped Children Act of 1975 (EHA)
EHA four main goals
- Ensure SPED services are available to children that need them
- Guarantee that decisions about services to students with disabilities are fair and appropriate
-Establish specific management and auditing requirements for special education
-Provide federal funds to help the states educate students with disabilities
Amended version of EHA (1990)
Individuals with Disabilities Education Act (IDEA)
- Guarantees that those with disabilities have an individual plan to meet their goals and to work with them on their level.
6 main elements of IDEA
-IEP (Individual Education Plan
-FAPE (Free and Appropriate Public Education)
-LRE (Least restrictive Environment)
-Appropriate evaluation
-Parent and Teacher participation
-Procedural Safeguards
FAPE
Free and Appropriate Public Education
- legal guarantee that children with disabilities will receive services that are specific to their needs.
-From concerns that schools were “babysitting” students with severe disabilities
Observable behavior
an overt act by an individual
Determined that English learners must be tested for special education services in their first language; helped combat the overrepresentation of ELL students in special education programs
Diana v. State Board of Education (1971)
Reliability
Reliable exams produce the same scores when given in the same conditions (same individuals on different occasions or with different sets of equivalent items)
A code created by the Texas Legislature. Sets various rules, including ethics, and parameters for districts of innovations.
Texas Education Code (TEC)
The Classroom or setting where the child can be successful, with or without accommodations, and with typical age/grade level peers
Least Restrictive Environment (LRE)
The law mandating that all students with disabilities must receive a free and appropriate education that is tailored to their needs and abilities
Individuals with Disabilities Education Act (IDEA)
Assistance or changes to the learning process to allow the student to learn the same material as others (Changes to HOW they learn)
Accommodations
An educational right of all children to receive instruction tailored to their needs at no cost to their family by the local education agency (LEA)
Free Appropriate Public Education (FAPE)
A professional who has been trained to assess and diagnose various disabilities in an educational setting
Educational Diagnostician
The right of parents of students with disabilities, noting specifically these things: student discipline, change of placement, behavior, restraint, and confinement
Procedural Safeguards
The original federal law that mandated all children with disabilities to receive free public education
The Education of All Handicapped Children Act of 1975 (EHA)
Prejudiced feelings, outlook, or leanings for or against a particular person, race, ethnicity, age, or group, often without taking others’ opinions into consideration.
Bias
An evaluation that provides information that can be used to identify specific areas of strength and weaknesses
Diagnostic Test
The ability of a test or question to measure what it purports to measure
Validity
Assessment administered before instruction to determine students’ strengths and weaknesses
Diagnostic Assessment/Pre-Assessment
A federal and state funded program that assists with medical costs for families and individuals with a limited income
Medicaid
A recognized leader in advocacy for special education policy that aims to improve public policy affecting students and adolescents with exceptionalities, their families, and the professionals who work with them.
The Council for Exceptional Children (CEC)
The IEP committee that determines the eligibility for specialized services, based on the assessment of the data and the goals to be set for an eligible student
Admission, Review, and Dismissal (ARD) Committee
Federal Law that replaced the No Child Left Behind Act (NCLB to provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps. Impacts SpEd to setting a 1% statewide cap on which students are eligible to participate in alternative assessments.
Every Student Succeeds Act (ESSA)
A family sued the public school because the school would not provide an interpreter for their daughter that was hard of hearing. Lasting impact: Supreme Court defined FAPE for the first time
Hudson v Rowley
Students who are learning the English language, or for whom English is not a first language.
English Language Learners (ELLs)
Opportunities for teachers to learn, earn, or maintain professional credentials by attending conferences, taking classes, or participating in workshops
Professional Development
A process to monitor and measure student progress in the general education curriculum after instructional intervention is provided
Response to Intervention (RTI)
Changes to the curriculum to allow a student to access material at their level (Changes WHAT they learn)
Modifications
a mandated review of all existing evaluation data including the initial evaluation, any reevaluations, classroom observations, and standardized testing to determine if dismissal of services is necessary.
Review of Existing Data (REED)
A 2002 federal law that focused on holding schools accountable for student learning and achievement and was initially developed to assist disadvantaged students
No Child Left behind (NCLB)
The accommodations provided to a student who has an impairment that significantly impacts their life
504 plan
A professional guide to ethical practice, standards and policies that ensure children with disabilities are valued in the educational system
Council for Exceptional Children Code of Ethics
Students who do not have a disability that is severe enough to qualify for an IEP can fall under 504. A student under 504 must be able to perform on grade level but needs assistance to accomplish this.
Section 504 of the Rehabilitation Act of 1973
A family sued the public school because they believed the school could not provide an adequate learning environment for their son with autism: they want to be reimbursed for private school tuition and fees
Endrew F. v. Douglas County School District
The Code of Ethics states that educators will obey the law and have integrity in their professional life
Code of Ethics and Standard Practices for Texas Educators
A commercially developed test that samples behavior under uniform procedures; used to provide accurate and meaningful information on students’ levels of performance relative to others at their age or grade levels
Standardized Test
A collection of student’s work and achievements that is used to assess past accomplishments and future potential; can include finished work in a variety of media and can contain materials from several courses over time
Portfolio
A plan created by a committee of general and special educators, parents, specialists, and administrators to provide a free and appropriate public education (FAPE) that is tailored to their needs and goals.
Individualized Education Program (IEP)
A delay in one or more area (cognitive, physical, social or behavior development) for ages 3-9 years old
Developmental delay, also referred to as “non-categorical”
All students with disabilities are entitled to which of the following through IDEA
-Free Appropriate Public Education (FAPE)
-Least Restrictive Environment (LRE)
Special education services are considered support services that provide academic and behavioral support for students with disabilities from ages __________ to receive Free Appropriate Public Education (FAPE)
3 - 21
Who may access student’s records?
As per FERPA, only personnel with DIRECT INSTRUCTIONAL INTERACTION with student may access the records. There must be a legitimate educational reason for doing so.
- They must sign the access log indicating the name, position, and purpose of reviewing the records.
If IEP committee determines that a student needs access to assistive technology in order to receive FAPE, the LEA must:
allow the student access to campus assistive technology devices at home and in other instructional settings
If a rural school cannot have adequate programming to meet a student’s needs and parents cannot provide transportation:
It is the legal responsibility of the rural school district to provide transportation to and from the program at no cost to the family
If an LEA is unable to provide FAPE for a student with disabilities:
The LEA is legally required under IDEA to refer the parent to a program and incur all financial obligation associated with the placement.
Who’s responsibility is it to guarantee the protection of the confidentiality of the student records during collection, storage, disclosure, and destruction?
LEA is responsible for the confidentiality of student records
The process of evaluating the student’s existing data to determine if additional data are need to determine whether or not the student’s needs have changed.
REED (Review of Existing Evaluation Data)
How often to REEDs take place? (Review of Existing Evaluation Data)
every 3 years
3 impacts of No Child Left Behind (NCLB)
- Students with disabilities be held to the same expectations as students without disabilities
- School publicly report the performance of students with disabilities
- Schools be held accountable for their performance, just as any other subgroup of students
What is the cap on which students are eligible to participate in alternative assessments (tests with alternate academic achievement standards) set by ESSA (Every Student Succeeds Act)
1% statewide
Every Student Succeeds Act (ESSA) states Students are assessed when?
Grades 3 through 8 and then once in high school (typically the junior year)
Who sets the consequences for low-performing schools and their specific teacher certification criteria?
States
Teachers being professional and ethical both inside and outside the classroom. They do not judge others and their personal integrity is of utmost importance.
The Code of Ethics for Texas Educators
Focuses on teachers valueing each individual child and the unique and diverse characteristics that accompany theirdisability
The Council for Exceptional Children’s ethics
-Provided resources and materials for implementing intensive intervention practices for students with disabilities
-Offers a wealth of information, including research based strategies, tools, and training modules
National Center on Intensive Intervention (NCII)
-Offers free online resources for educators working with students with disabilities
-Modules cover a wide range of topics related to evidence-based practices, including instructional strategies, behavior management, and assessment
The IRIS Center
-Professional association dedicated to improving the educational success of individuals with disabilities and/or gifts and talents
-Offer various resources including journals, books, and webinars, which often feature research-based instructional practices.
Council for Exceptional Children (CEC)
-Provides resources and support for individuals with learning disabilities
-Offers articles, guides, and toolkits for educators and families, with a focus on evidence-based practices for teaching students with learning disabilities
National Center for Learning Disabilities (NCLD)
-An initiative of the U.S. Department of Education that reviews research on different educational interventions, including those for students with disabilities.
-Provides educators with access to evidence-based practices and intervention reports
What Works Clearinghouse (WWC)
-Nonprofit organization that focuses on inclusive learning and technology
-Offers resources and research-based practices for implementing Universal Design for Learning (UDL) principles to support diverse learners, including students with disabilities
CAST (Center for Applied Special Technology)
-Provides resources and guidance on implementing UDL principles in educational settings
-Offers research-based strategies, case studies, and toolkits for designing inclusive instructional practices
National Center on Universal Design for Learning (UDL Center)
- Academic journals such as “Exceptional Children,” “Journal of Special Education,” and “Learning Disabilities Research & Practice”
-Publish peer-reviewed research on instructional strategies and interventions for students with disabilities
Journal Articles and Academic Publications
-Existing Law: child at age of 8 with mental age below 5 could be legally denied FAPE.
-Plaintiffs successfully argued that children with intellectual disabilities could benefit from educational opportunities, specifically in the areas of life skills training and self-care.
-Decree issued declaring the existing restrictive law unconstitutional.
PARC (Pennsylvania Association for Retarded Citizens) v Commonwealth of Pennsylvania (1972)
-Family challenged school district after district refused to provide an interpreter for hearing-impaired daughter. District argued that student was performing better than most students without one. Family initially won, but Supreme Court overturned decision declaring school had provided FAPE.
Hudson v. Rowley (1982)
Established that students with behavioral challenges resulting from their disabilities cannot face suspensions lasting more than 10 days.
Honig v. Doe (1988)
Family Sued district claiming son’s educational needs were not met and wanted private school tuition to be reimbursed. Court sided with district saying parents failed to prove district had not met their son’s needs.
Endrew F v. Douglas County School District (2017)
ability to recognize and manipulate the sounds of a spoken language
Phonological awareness
ability to identify the individual sounds (smallest units) in a word
Phonemic Awareness
The process by which students’ reading, writing, and oral language skills grow
Literacy development
students’ ability to recognize letters
alphabetic knowledge
students’ ability to recognize letters’ sounds
alphabetic principle
Students’ ability to hear words, syllables, and sounds
phonological awareness
being able to sound out words by breaking them into simple forms
decoding
When children understand that written language has meaning and gives messages
Emergent stage of literacy
When children understand that reading from the printed page needs to make sense -both from the pictures and from the print. The students can usually identify most letters and know the sounds of some.
Early or Beginning reader
When student’s recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words. These students are improving their skils in revising their writing and using correct punctuation and spelling.
Early fluent/fluent/proficient readers
The awareness of how letters, words, and sentences are represented in written language
Concepts of print
The ability to separate a single sound in a position of a word
Phoneme isolation
The ability to blend individual sounds to make a word
phoneme blending
the ability to break down a word into separate sounds
phoneme segmentation
the ability to add one phoneme to a word
phoneme addition
the ability to remove a phoneme from a word
phoneme deletion
the ability to replace a phoneme in a word with another
phoneme substitution
In which of the following stages of literacy development is phonemic awareness included?
A. Word pattern readers and spellers
B. Syllables and Affixes
C. Emergent Readers and Spellers
D. Alphabetic Readers and Spellers
C. Emergent readers and spellers
This is the first stage and includes phonemic and phonological awareness
Which of the following is NOT an example of a push in service delivery?
A. Patty is taken out of class to participate in a reading intervention individually.
B. Matt’s OT comes to art class with him and assists his usage of a paint brush so Matt can work on the same projects as the other students in his class
C. Sam’s SLP comes to class to assist Sam’s participation in class discussions
D. Emily’s PT assists her in gym class so Emily can participate.
A. Patty is taken out of class to participate in a reading intervention individually.
A push in service is when the provider intervenes for the student in the classroom, rather than pulling the student out of class.
When guardians and families are a part of their student’s education, this concept is referred to as ____________.
A. Familial communication
B. Direct communication
C. Parent-teacher involvment
D. Parent Involvement
D. Parent Involvement
Parent involvement is exactly as it is named, the involvement of families and parents in the educational path of their students. This involvement helps to increase student success.
For a standard die, if we are trying to find the probability, we will roll an even number. What is the sample space?
A. 0 and anything at least 7
B. 1, 3, 5
C. 2, 4, 6
D. 1, 2, 3, 4, 5, 6
D. 1, 2, 3, 4, 5, 6
The sample space are all of the possible outcomes of an experiment. On a standard die, since the numbers are 1, 2, 3, 4, 5, 6, that is the sample space of the experiment.
Which of the following is not a member of the ARD committee?
A. The child
B. The child’s parents
C. A school administrator
D. The child’s teacher
A. The child
The ARD does not contain the child, but instead consists of the child’s parents, teacher, school administrator and a counselor.
