Chapter 1-3 Flashcards
Impact of Civil rights movement on special education
section 504, americans with disabilities act
section 504
from rehabilitation act of 1973, guarantees equal rights to people with disabilities in participation of full range school activities
Court cases that influenced special education
brown vs. board of education, pennsylvania association for retarded children v. commonwealth of pennslyvannia
pennsylvania association for retarded children v. commonwealth of pennslyvannia
state law that allowed public schools to deny education to certain children, namely those who had not “attained a mental age of 5 years
What year did the first federal guidelines for special education come out
1975
1975 Public law 94-142
education for the handicapped act (IDEA)
IDEA provisions
LRE, IEP, nondiscrimmitory evaluation, due process, zero reject, child find
due process
parents have the right to question exams and others
zero reject
school can no longer say no to acceptance of student
child find
screenings before school to see students abilities, if parents think child is not developing right
In 1986 congress enacted
public law 99-457
public law 99-457
extended provisions to children 0-5, individualized family service plan
1990 law was renamed
101-470 Individuals with disabilities education act
Individuals with disabilities education act
transition services, early childhood education, severe disabilities, emotional disturbance, and new categories: Autism and traumatic brain injury
1997 new provision to IDEA
general education teacher role and responsibilities, parent participation, evaluation and eligibility, assessment, transition, discipline, paraprofessionals, medication
categories of disabilities in federal law
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
Other students with special needs
gifted or talented, protected by section 504 (ADHD), students at risk (language difficulties)
professionals in special education
general ed teacher, special ed teacher, and others
general education teacher is responsible for
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
CST
child study team, once agreed and signed upon move on to IEP
special education teacher responsible for
managing and coordinating services students receive, implementing students IEP
Other specialist and related service providers
school psychologist, counselor, speech/lang. therapist, social workers, physicals therapists, occupational therapists, adaptive physical educators, nurses, paraprofessionals, bilingual specialist, sign lang. interpreter
school psychologist
determine students functioning and solve their psychological problems
counselor
help with transitions
social workers
serve as consultants
occupational therapists
work on fine motor skills
paraprofessionals
personal assistants or one on one assistants
parents rights in the decision making process
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
participate in meeting to decide
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
Deciding if a students needs might be a disability
analyze students needs, communicate your observations (with parents and colleagues), try interventions
How students obtain special services
pre referral, special education referral, and assessment
assessment
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
Individualized education program (IEP)
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
monitoring special education services
annual review, 3 year reevaluations
annual review IEP
to change, update IEP
three year reevaluations IEP
to determine if student continues to need special education services
what services do students with disabilities recieve
special education services, related services, placement
placement
I.E. regular class, resource room, separate class, separate school, residential facility, home, hospital
co teaching approaches
one teach one observe, one teach one drift, station teaching, parallel teaching, team teaching, alternative teaching
collaborating with parents
strong working relationships depends on understanding the parents point of view
prior to parent conferences have
a purpose, questions for parents to ask, student strengths, examples of work, grade book, a setting
parents response
shock, denial, sadness, anxiety, fear, anger, guilt
progress monitoring
detailed frequent assessment
positive behavior supports
replace unwanted behavior with something positive
mainstreaming
inclusion of special ed students into general ed based on needs
greatest number of students in special education
learning disabilities
role of nurse in team meeting
interrupt medical info
advocates
interpret and support to help parents
Who implements IEP
special ed teacher
what are you looking for in behavior problems
difference from students and frequency
purpose of intervention specialist
provide problem solving approach
If team decides learning disabilities they have to supply
justification for placement and label
If parents disagree with outcome of team they ask for
due process
special education provided services
specially designed instruction, related services, and supplementary aids and services
specially designed instruction
meet student individual needs, monitored closely and students progress is monitored
related services
assistance beyond academic instruction ex. physical therapy, counseling, adapted physical education, and transportation
supplementary aids and services
preferred seating, access to computer technology, and instructional adjustment so students can be in general education
americans with disabilities act amendments
clarifies civil rights of all individuals with disabilities
no child left behind
all students have equal access to a high quality education
response to intervention
identifying disabilities based on whether student learning progress improves or fails to improve receives intense intervention
functional curriculum
alternate assessments designed to measure their learning
evidence based practice
instructional techniques that have been shown by research to be most likely to improve student outcomes in a positive way
inclusive practices
physical integration, social integration, and instructional integration
universal screening
process used in response to intervention to access all students in order to discover those who are having difficulty
multidisciplinary team
parents, educators, and others assumes responsibility for making educational decisions regarding the student
Is specific educational practices required in IEP?
no
what makes collaboration work
when people believe their ideas have value
when your working collaborative teams what do you need
to know what you believe
If school believes in teacher collaboration, how do they show it?
block out time from school for teachers to meet and work together
whats the most important thing for working with a team
clear and specific goal
If a teacher calls in a consultant what do they expect
the person to teach the teacher how to teach the student
