Ch 2: Individuals with Special education Programs-Programming and Delivering Services

Question 1

what are accommodations ?

Answer 1

simple changes to the elements of the assignment/test such as an interpreter

Question 2

what are modifications?

Answer 2

change or alter to the standard of learning such as having more time on a test

Question 3

where do pull-in programs take place?

Answer 3

exclusively in general education classrooms

Question 4

what does “non-categorical/cross categorical” mean in regards to inclusive special education?

Answer 4

it means that services are delivered based on individual needs, not by identified disability

Question 5

what law required highly qualified teachers?

Answer 5

No Child Left Behind requires all teachers to be highly qualified
IDEA ‘04 included the same requirement

Question 6

why was co-teaching a solution to the issue of highly qualified teachers?

Answer 6

co-teaching allowed for multiple teachers with different specialities to count as highly qualified teachers as long as they were co-teaching due to “highly qualified” meaning primary and middle SpEd teachers needed to be highly qualified in every core academic subject that they teach

Question 7

What are the key features of Universal Design for Learning (UDL)?

Answer 7

alternatives need to be open to ALL students, part of the standard delivery of instruction, including multiple and/or flexible options

Question 8

what is the goal of differentiated instruction?

Answer 8

to allow students to learn the same content with the method that matches their learning needs

Question 9

within differentiated instruction, what does instructional delivery mean?

Answer 9

instructional delivery refers to differentiated forms of delivery such as having various pacing, flexible groups, etc.

Question 10

what might be considered a “low tech device” under Assistive Technology (AT)?

Answer 10

a pencil gripper, binder clips to turn pages, a walking cane, sensory input items, written text rather than spoken instruction, adaptive paper, visual schedules, picture boards, etc.

Question 11

what devices might be considered high tech devices?

Answer 11

text to speech, electronic aac device, screen readers, alerting devices (visual fire alarm, etc.), screen magnifiers, etc.

Question 12

what is the role of a consulting teacher in special education?

Answer 12

the special education teacher acts as a resource to general education teachers

Question 13

what is the goal of inclusive special education?

Answer 13

maximal integration and participation in typical school activities is the goal of inclusive special education

Question 14

why is Assistive Tech (AT) at the heart of Universal Design for Learning (UDL)?

Answer 14

AT allows for more widely accessible UDL in general education classrooms, such as enlarged print

Question 15

what sets the requirements for who must be part of an IEP Team?

Answer 15

IDEA (Individuals with Disabilities Education Act) sets the requirement for who is required to be part of an IEP Team

Question 16

who are the required minimum members of an IEP team?

Answer 16

1+ general education teacher, 1+ special education or related services provider, representative of the school district, someone to interpret assessment results, guardian of student, student (when applicable)

Question 17

what is the major goal of IEP meetings ?

Answer 17

to create a partnership between professionals, family, and students while simultaneously working to determine how to best meet student’s needs

Question 18

why should a student be included in IEP Meetings when possible?

Answer 18

to allow opportunities for self-advocacy and self-determination which are important life skills for future independence

Question 19

who is required to have an IEP?

Answer 19

every child identified as having a disability must have an individualized program

Question 20

what is the primary purpose of IEPs?

Answer 20

to ensure that all students receive FAPE in the LRE that is specific to the student while they are provided services with expectations of outstanding results in the end

Question 21

What does the Prereferral stage of an IEP rule out?

Answer 21

Pre-referral rules out poor teaching and ESL related challenges as the cause for potential academic concerns

Question 22

What does “Child Find” mean in reference to an IEP referral?

Answer 22

Child Find is a requirement of IDEA to help refer students with disabilities or potential areas of concern

Question 23

What ages do Individualized Family Service Plans (IFSP) serve?

Answer 23

from birth-3 years old

Question 24

who coordinates an IFSP?

Answer 24

a service or case manager

Question 25

what is the goal of transitional services in an IFSP?

Answer 25

to help with the transition into preschool

Question 26

what components must be included in an IFSP?

Answer 26

current functioning level, family’s strengths and needs, expected outcomes and timeline, date for start of services, name of service coordinator, methods for transition

Question 27

what ages do IEPs serve?

Answer 27

from 3 years old to 21 years old

Question 28

how often are IEPs evaluated or changed?

Answer 28

IEPs are annually evaluated to make sure a student’s current needs are still being met as they age

Question 29

what are the necessary components of an IEP?

Answer 29

current performance, annual goals, how disability influences participation/progress, state/district testing accommodations/modifications, projected dates and places, transition service needs (16+), age of maturity rights (16+), measuring progress and communication of progress

Question 30

what role does cost play in IEP services?

Answer 30

cost is not a factor in deciding whether to provide certain services or not

Question 31

what are statements of transitional services?

Answer 31

plans for assessments and services to prepare for post-school life

Question 32

what do service providers assist students in doing in regards to statements of transitional services?

Answer 32

setting goals for self, gaining work experience, and developing skills needed for independent living

Question 33

who is required to have a Behavioral Intervention Plan (BIP)?

Answer 33

any students with a disability who commits serious behavioral infractions is required under IDEA ‘04 to have a BIP

Question 34

how long can students be removed from their current placement to an Interim Alternative Education Setting (IAES)?

Answer 34

up to 45 school days

Question 35

what is the goal of an Interim Alternative Educational Setting (IAES)?

Answer 35

to ensure IEP goals are still making progress and ultimately being met despite behavioral concerns/incidents

Question 36

what does the Stay-Put Provision decide?

Answer 36

that students cannot be expelled due to behavior caused by their disability

Question 37

what does Manifestation Determination investigate?

Answer 37

seeks to determine the cause of behaviors and to understand if it the result of a disability

Question 38

what is the ultimate goal of Behavioral Intervention Plans (BIPs)?

Answer 38

focus on controlling/eliminating future serious behavioral infractions and develop positive social skills

Question 39

what do Functional Behavioral Assessments (FBAs) evaluate?

Answer 39

evaluate behavior to determine nature of problem behaviors

Question 40

what are the Procedural Safegaurds of IEPs?

Answer 40

notifications of meetings and important events must be in writing in the parents’ native language and free of any educational jargon

Question 41

what laws require students to participate in state/district’s accountability system for state/district testing

Answer 41

NCLB and IDEA ‘04

Question 42

what are the four basic groupings of accommodations for state/district testing?

Answer 42

presentation, scheduling, setting, and response

Question 43

who are alternate assessments used for?

Answer 43

for students who don’t participate in general education ciriculum due to serve rear cognitive disabilities (about 1%)

Question 44

who are modified achievement standards for?

Answer 44

for students who participate in general education curriculum at an altered pace

Question 45

what are authentic assessments?

Answer 45

performance measures using work generated by standards

Question 46

what is the student involvement in Portfolio Assessments?

Answer 46

students select their own work for evaluation, involves in both instruction and evaluation

Question 47

What is used in Curriculum-Based Measurement (CBM) to evaluate progress?

Answer 47

data that is frequently and directly collected on specific academic skills and tasks

Question 48

what is the rate of students with disabilities that don’t have a diploma or completion certificate?

Answer 48

28%