EDA 303 Quiz 1 Flashcards
Special Education
Specially designed instruction (SDI), at no cost to parents, to meet the unique needs of a child with a disability, including instruction conducted in the home, classroom, hospitals, institutions, physical education, and other settings
Three Major Components of Special Education
-Specially Designed Instruction (SDI)
-Related Services
-Supplementary Aids and Services
Specially Designed Instruction (SDI)
Instruction that has been tailored to meet the specific needs of each individual learner
Ex: test read aloud, extra time provided, breaks provided
Related Services
Supports needed for a student to access instruction (transportation, interpretation services, psychological services, physical and occupational therapy, speech-language pathology services)
Supplementary Aids and Services
Aids, services, and other supports provided in regular education classes or other settings
Examples: word prediction software, large print texts, one-on- one teaching assistant
IEP: Individualized Educational Program
A map that lays out the program of special education instruction, supports and services kids need to make progress and succeed in school
Who is entitled to special Education?
-Eligible students are entitled to special education from ages 3 – 21 (eligibility ends on the 22nd birthday)
-The disability must adversely (negatively) affect the child’s educational performance; and must require a specially designed instructional program.
Core Principles of IDEA: (Individuals with
Disabilities Education Act)
-zero reject
-nondiscriminatory testing
-free and appropriate public education (FAPE)
-LRE
-procedural safeguards (procedures to be followed in placement decisions and changes)
-family rights to confidentiality
Zero Reject
all students with disabilities are entitled to a public education regardless of the nature or severity of their disabilities
FAPE
Students with disabilities are entitled to a free and appropriate public education. Families cannot be required to
pay for special education services
LRE
Students must be educated in the setting most like that of their typical peers in which they can succeed when provided with their needed supports and services
Nondiscriminatory Evaluation
Testing that is conducted to determine if a student requires special education must be unbiased
Confidentiality Rights
Only individuals working with a child have the right to the information regarding the student’s disability
Procedural Safeguards
All decisions regarding a child’s placement must be made with parent input. Parents must give written consent for testing, must be invited to all meetings and must give permission for the child to begin receiving special education
Additions to IDEA
-Transition services- plan for all 16 year old students with disabilities to transition from school to community, employment, college
-Transition meetings for infant and toddler programs to preschool programs
-ECE services provided for infants, toddlers and preschoolers with disabilities
-Students with disabilities must participate in state and district wide assessments
What does an IEP consist of?
-Observable, measurable goals
-Specially designed instruction (SDI)
-Supplementary aids and services
-Related services
PARC v. PA
Court ruled that all mentally disabled children between ages of 6 and 21 have access to FAPE- children could no longer be denied education
Led to eventual passing of IDEA
Mills v. Board of Education
Ruling guaranteed all children, regardless of their disability, be provided a publicly supported education and assured due process safeguards
Led to eventual passing of IDEA
IDEA: Individuals with Disabilities Education Act
Law ensuring services to children with disabilities. Governs how states and public agencies provide early intervention, special education and related services to infants, toddlers, children and youth with disabilities
The Oberti Case
Court ruled Rafael Oberti, a child with downs syndrome, was not provided the LRE. Court ruled school districts were obligated to consider regular class placement first, with supplementary aids and services
Inclusion
Special ed and regular ed peers collaborate, consult, and co-teach to meet the needs of students with disabilities as well as children who may be at risk
Resource Rooms
When in a resource room, teachers may work with students individually or in small groups. The students come for a block of time each day for their lessons and then return to the general education classroom.
The special education teacher discovers how the child learns best and then individualizes the instruction to meet the student’s strengths and weaknesses.
Mainstreaming
Student is assigned to a special ed classroom as their primary class but leaves and joins regular ed for specific subjects
Self-Contained Classes
Students are in regular ed for less than 40% of the day. 5-10 students and run by special ed teacher and paraeducator who takes instruction from primary teacher. Provides support and structure
504 Plan
504 can provide accommodations to help kids in school
* Student has a disability, either physical or mental, that limits a major life function
* Does not require specially designed instruction
* Provided through the Rehabilitation Act of 1973
* Has no goals but provides accommodations to help student access the learning environment
* Qualifies as a result of professional judgement rather than test scores
Children with a 504 have needs that can be met by providing support in the regular education setting and without requiring special education
Services provided under 504
- OT/PT
- Special health services
- ADHD accommodations
- Child with asthma
- Students with allergies may need a peanut free lunch environment
- May need word processor instead of handwriting
- Diabetics may need daily sugar check
