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Special Education > Chapter 1-3 > Flashcards

Chapter 1-3 Flashcards

1
Q

Impact of Civil rights movement on special education

A

section 504, americans with disabilities act

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2
Q

section 504

A

from rehabilitation act of 1973, guarantees equal rights to people with disabilities in participation of full range school activities

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3
Q

Court cases that influenced special education

A

brown vs. board of education, pennsylvania association for retarded children v. commonwealth of pennslyvannia

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4
Q

pennsylvania association for retarded children v. commonwealth of pennslyvannia

A

state law that allowed public schools to deny education to certain children, namely those who had not “attained a mental age of 5 years

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5
Q

What year did the first federal guidelines for special education come out

A

1975

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6
Q

1975 Public law 94-142

A

education for the handicapped act (IDEA)

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7
Q

IDEA provisions

A

LRE, IEP, nondiscrimmitory evaluation, due process, zero reject, child find

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8
Q

due process

A

parents have the right to question exams and others

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9
Q

zero reject

A

school can no longer say no to acceptance of student

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10
Q

child find

A

screenings before school to see students abilities, if parents think child is not developing right

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11
Q

In 1986 congress enacted

A

public law 99-457

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12
Q

public law 99-457

A

extended provisions to children 0-5, individualized family service plan

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13
Q

1990 law was renamed

A

101-470 Individuals with disabilities education act

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14
Q

Individuals with disabilities education act

A

transition services, early childhood education, severe disabilities, emotional disturbance, and new categories: Autism and traumatic brain injury

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15
Q

1997 new provision to IDEA

A

general education teacher role and responsibilities, parent participation, evaluation and eligibility, assessment, transition, discipline, paraprofessionals, medication

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16
Q

categories of disabilities in federal law

A

learning disabilities, speech or lang. impairments, mental retardation, emotional disturbance, autism, hearing impairments, visual impairments, deaf blindness, orthopedic impairments, traumatic brain injury, other health impairment, multiple disabilities

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17
Q

Other students with special needs

A

gifted or talented, protected by section 504 (ADHD), students at risk (language difficulties)

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18
Q

professionals in special education

A

general ed teacher, special ed teacher, and others

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19
Q

general education teacher is responsible for

A

identifying if students are having problems in classroom, documenting problem, making accommodations in classroom, referral, identifying students strengths, participating in deciding students goals and objectives at the IEP meeting, working with special services staff to provide instruction for student in classroom

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20
Q

CST

A

child study team, once agreed and signed upon move on to IEP

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21
Q

special education teacher responsible for

A

managing and coordinating services students receive, implementing students IEP

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22
Q

Other specialist and related service providers

A

school psychologist, counselor, speech/lang. therapist, social workers, physicals therapists, occupational therapists, adaptive physical educators, nurses, paraprofessionals, bilingual specialist, sign lang. interpreter

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23
Q

school psychologist

A

determine students functioning and solve their psychological problems

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24
Q

counselor

A

help with transitions

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25
Q

social workers

A

serve as consultants

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26
Q

occupational therapists

A

work on fine motor skills

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27
Q

paraprofessionals

A

personal assistants or one on one assistants

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28
Q

parents rights in the decision making process

A

request assessment, give written consent before school conducts an assessment,be notified of all meetings, provide input on childs needs, request independent evaluation if they disagree with school districts evaluation, participate in meeting decisions

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29
Q

participate in meeting to decide

A

if child has a disability, to write IEP, determine where childs special education services will be delivered, right to due process if disagree with process

30
Q

Deciding if a students needs might be a disability

A

analyze students needs, communicate your observations (with parents and colleagues), try interventions

31
Q

How students obtain special services

A

pre referral, special education referral, and assessment

32
Q

assessment

A

trained personal to administer, use non biased assessments, information from various sources, meeting to analyze data collected (CST), determine eligibility for special education, develop an IEP

33
Q

Individualized education program (IEP)

A

developed by a team, present level of functioning, goals and objectives, extent of participation in general education, identify services and modifications, behavior intervention plan, date of initiation, frequency and duration of service and modifications, evaluation, transition plan

34
Q

monitoring special education services

A

annual review, 3 year reevaluations

35
Q

annual review IEP

A

to change, update IEP

36
Q

three year reevaluations IEP

A

to determine if student continues to need special education services

37
Q

what services do students with disabilities recieve

A

special education services, related services, placement

38
Q

placement

A

I.E. regular class, resource room, separate class, separate school, residential facility, home, hospital

39
Q

co teaching approaches

A

one teach one observe, one teach one drift, station teaching, parallel teaching, team teaching, alternative teaching

40
Q

collaborating with parents

A

strong working relationships depends on understanding the parents point of view

41
Q

prior to parent conferences have

A

a purpose, questions for parents to ask, student strengths, examples of work, grade book, a setting

42
Q

parents response

A

shock, denial, sadness, anxiety, fear, anger, guilt

43
Q

progress monitoring

A

detailed frequent assessment

44
Q

positive behavior supports

A

replace unwanted behavior with something positive

45
Q

mainstreaming

A

inclusion of special ed students into general ed based on needs

46
Q

greatest number of students in special education

A

learning disabilities

47
Q

role of nurse in team meeting

A

interrupt medical info

48
Q

advocates

A

interpret and support to help parents

49
Q

Who implements IEP

A

special ed teacher

50
Q

what are you looking for in behavior problems

A

difference from students and frequency

51
Q

purpose of intervention specialist

A

provide problem solving approach

52
Q

If team decides learning disabilities they have to supply

A

justification for placement and label

53
Q

If parents disagree with outcome of team they ask for

A

due process

54
Q

special education provided services

A

specially designed instruction, related services, and supplementary aids and services

55
Q

specially designed instruction

A

meet student individual needs, monitored closely and students progress is monitored

56
Q

related services

A

assistance beyond academic instruction ex. physical therapy, counseling, adapted physical education, and transportation

57
Q

supplementary aids and services

A

preferred seating, access to computer technology, and instructional adjustment so students can be in general education

58
Q

americans with disabilities act amendments

A

clarifies civil rights of all individuals with disabilities

59
Q

no child left behind

A

all students have equal access to a high quality education

60
Q

response to intervention

A

identifying disabilities based on whether student learning progress improves or fails to improve receives intense intervention

61
Q

functional curriculum

A

alternate assessments designed to measure their learning

62
Q

evidence based practice

A

instructional techniques that have been shown by research to be most likely to improve student outcomes in a positive way

63
Q

inclusive practices

A

physical integration, social integration, and instructional integration

64
Q

universal screening

A

process used in response to intervention to access all students in order to discover those who are having difficulty

65
Q

multidisciplinary team

A

parents, educators, and others assumes responsibility for making educational decisions regarding the student

66
Q

Is specific educational practices required in IEP?

A

no

67
Q

what makes collaboration work

A

when people believe their ideas have value

68
Q

when your working collaborative teams what do you need

A

to know what you believe

69
Q

If school believes in teacher collaboration, how do they show it?

A

block out time from school for teachers to meet and work together

70
Q

whats the most important thing for working with a team

A

clear and specific goal

71
Q

If a teacher calls in a consultant what do they expect

A

the person to teach the teacher how to teach the student

Special Education (3 decks)

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