Exam 1 Flashcards
Principles of IDEA
Zero Reject Protection in Evaluation FAPE LRE Procedural Safeguards Parental Participation
Zero Reject
Locate, identify, and provide services to all eligible students with disabilities.
Protection in Evaluation
Conduct an assessment to determine if a student has an IDEA related disability and if s/he needs special education services.
FAPE
Free and Appropriate Public Education
What is appropriate?
Rowley Case defines “Appropriate”
LRE
Least Restrictive Environment
Educate students with disabilities with non-disabled students to the maximum extent possible.
Nationwide, more than 50% of exceptional children and youths are now served primarily in gen ed classrooms.
Procedural Safeguards
Comply with the procedural requirements of IDEA.
Parental Participation
Collaborate with parents in the development and delivery of their child’s special education program.
Brown v. Board of Education
Set the scene for court cases involving people with special needs and their educational pursuits.
Rowley
Board of Education vs. Rowley
Asked the question, “What is an appropriate education?”
The courts rewrote the definition of “appropriate” to be more generalized; the student must benefit educationally from instruction. It does not include a guarantee to assist a student reach their full potential.
Mill’s Case
7 children brought a suit against the DC public schools after the school system denied services to these individuals based solely on their disability.
The school systems argued that tight budgets would not allow them to provide services to these students.
Extended the PARC case decision to all disabilities.
PARC Case
Pennsylvania had a state law that allowed educators to deny education to 1st graders who have not reached a mental age of 5.
Law was designed to exclude students with ID.
State later agreed to provide a FAPE to individuals with ID up to age 21.
Special Education Process
Referral Evaluation Eligibility Determination Individual Education Plan (IEP) Placement Implement Program Monitor Progress
IEP Components
Prior Written Notice
Present Level of Performance
Measurable Goals and Objectives
Special and Related Services
Time with Non-disabled Peers
Accommodations and Modifications
Initiation, Intensity, Frequency, Location of Services
Statement of How Progress Will be Measured
Transition Planning for Students >15 years
No Child Left Behind
Focuses on:
a) Increasing the academic achievement of all public school students
b) Improving the performance of low-performing schools
c) Requiring schools to adopt scientifically based instructional practices
Accomplishes this by:
a) Requiring states to measure the progress of students and groups of students, including students with disabilities, every year
b) Reporting the results of these measures to parents
c) Requiring states to set proficiency standards that schools must attain within a set period of time
Focus of IDEA 2004
To increase academic achievement of individuals in special education, by:
a) focusing on writing measurable goals and actually measuring them
b) focus on progress monitoring
Increase accountability results.
Streamline the education process.
Referral Process
It is a written request for an evaluation of a student who is suspected of having a disability.
Before referrals to special education, educators meet to consider the questions that prompted the referral (prereferral).
The educators must prove that the student failed to develop with instructional modifications (response to intervention) prior to a SE referral.
Evaluation
Evaluators can only assess the suspected areas of deficit.
What disability is not listed under IDEA eligibility?
ADHD
Prior Written Notice
School districts must do everything they can do to get parents involved in SE-related decisions.
Needs to be in the native language of the family and must be timely.
