Exam #3

Question 1

What is an IEP?

Answer 1

Individualized Education Plan.

1975

Question 2

What is an ITP?

Answer 2

Individualized Transition Plan.

1990

Question 3

What is an IFSP?

Answer 3

Individualized Family Service Plan.

1986

Question 4

What are the components of the IEP and ITP?

Answer 4

General information
Present level of academic achievement and functional performance
Goals and objectives
MN transition planning
Progress reporting
Services and modification
Least restrictive environment explanation
MN accountability and graduation assessments
Transfer of rights at age of majority
Extended school year

Question 5

What is included in the general information of the IEP and ITP?

Answer 5

Information regarding the student and their disability.

Name, disabling condition, etc.

Question 6

What is included in the present level of academic achievement and functional performance of the IEP and ITP?

Answer 6

Integrated summary of all data from all sources.
Pre-K: describes how the disability affects the child’s participation in appropriate activities.
K-12: describes how the disability affects the child’s involvement and progress in the general curriculum.
14-21 y/o: present level of performance in each transition area (academic performance, communication status, functional skills, abilities, sensory status, social and emotional status).

Question 7

What is included in the goals and objectives of the IEP and ITP?

Answer 7

The goals and objectives must be measurable, obtainable, and address the needs resulting from the disability.
Federal law states that IEP’s must only contain goals, while MN states that there must be two short-term objectives for every goal.
Includes the learner, target behavior, conditions of intervention, criteria for acceptable performance, PLEP, ALEP.

Question 8

What is included in the MN transition planning of the IEP and ITP?

Answer 8

Transition plan must occur by 16 years old.
Transition areas:post-secondary education and training, employment, and independent living (leisure and recreation, community participation, and home living).

Question 9

What is included in the progress report of the IEP or ITP?

Answer 9

Monitoring progress and report to parents.

Include how and when you will report.

Question 10

What is included in the services and modifications of the IEP and ITP?

Answer 10

Start date, times/week or times/month, amount of time, location, and end date.

Question 11

What is included in the least restrictive environment explanation of the IEP and ITP?

Answer 11

The extent to which the student will not participate with non-disabled students in the regular classroom and other activities.

Question 12

Who might be the direct service providers be who are involved in the IEP/ITP process?

Answer 12

Special educator: responsible for implementation and monitoring of the IEP.
Hospital/homebound instructors.
Instructors in institutions and other settings.
APE: train and assess fundamental motor skills, motor and physical fitness, individual, and team sports, aquatics, and dance.
Vision specialist: focuses on modification of instruction which many include specific visual, tactile, and auditory learning techniques.
GPE.
Orientation and mobility specialists: for students who are blind or visually impaired - enables them to orient themselves within their schools, homes, and community.

Question 13

Who might the related service providers be who are involved in the IEP/ITP process?

Answer 13

Audiologists: evaluate hearing capabilities.
Counseling services: provided by social workers, psychologists, guidance counselors, etc.
Medical diagnostic service personnel: work with hospitals or rehabilitation centers.
Occupational therapist.
Paraeducators: roles include instructional and on-instructional assistance, teacher or program assistants, etc.
Parents counselors and trainers: help parents gain skills to help their children meet the goals and objectives of the IEP.
Physical therapists: services address rang of motion, maintenance, and development of tone, gait therapy, and mobility assistance with and without physical aids.
Psychologists
Recreation therapists: provides instruction so that students will be able to participate in community-based leisure activities.
Rehabilitation counselors: focuses on helping the learner with a disability gain the confidence and learn skills necessary to function as typically as possible.
Assistive technology service personnel: any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of IWD.

Question 14

Write an appropriate goal and performance objective given present levels of performance.

Answer 14

GOAL: through a variety of stretch exercises, Grace will hold a sit and reach for 30 seconds, holding her pose at 6 inches to 11 inches by December 1st as observed by the GPE/GAPE teacher.
STO: Through a variety of stretch exercises, Grace will hold a sit and reach for 30 seconds holding her pose at 6 inches to 11 inches by November 15th, as observed by the GPE/DAPE teacher.

Question 15

What is inclusion?

Answer 15

All students in general education are actively engaged learning while modifications and accommodations are provided to meet individual’s need and providing special education services when needed.
Supports individuals with and without disabilities to work together in education and community settings and accommodate for individual needs.

Question 16

Compare and contrast inclusion and the least restrictive environment.

Answer 16

LRE is the setting that allows a SWD to function to the fullest of his or her ability. While the LRE is where the student learns best, it might not be the most inclusive environment. For example, a student on the autism spectrum who is easily distracted might learn best from one-on-one instruction in a smaller setting than the gymnasium. This is not the most inclusive setting because it does not involve all students, but it is where that student learns best.

Question 17

How can you prepare the school for the LRE?

Answer 17

Administrative support.
Caring, nurturing, and supportive teachers.
Realistic PE class sizes.
Provide children without disabilities empathy experiences.
Allow a time for questions and answers in a comfortable and paren-approved environment.

Question 18

How can you prepare the community for the LRE?

Answer 18

Initiate public relations campaign to focus community interest on issues tied to the quality of life of individuals with disabilities.
Inform parents and community of student progress and program achievements.
Maintain data of student progress to share.

Question 19

How can you prepare parents for the LRE?

Answer 19

Establish mentoring programs for parents.
Conduct open forums for all parents so that communication channels will open.
Assure parents that their child’s education will not be compromised by getting to know their child and accurately identifying their needs.

Question 20

What are the 9 instructional variables that can be modified to accommodate a learner with a disability in the LRE?

Answer 20

Accessibility
Curriculum: accommodates learners with a wide range of abilities
Program participation
Support personnel
Teaching style: either individually designed program, guided discovery, self-check, reciprocal style, command style.
Management of behavior: identical behavioral expectations.
Grading: same expectations
Assessment
Equipment

Question 21

What are some of the strategies or techniques for including students with disabilities in general physical education?

Answer 21

Maintenance of contact.
Interchange of duties.
Manipulate play area.
Position according to the abilities. 
Adapt the equipment  as needed.
Make activities safer than usual. 
Avoid elimination-type activities.
Decrease points needed to win.

Question 22

What are the Game Analysis Model?

Answer 22

Purpose: to do something, why we play the game.
Movements: what types of movements associated with the game.
Players: number of people playing game.
Organizational patterns: positions.
Equipment: number and kinds.
Rules/limitations: limits of behaviors.

Question 23

What are some strategies to individualize instruction for students with disabilities in GPE?

Answer 23

Peer tutor or cross-age tutor.
Individual learning packets.
Resource centers
Circuit activities/stations.
Homework
Contracts