Final Exam Flashcards
Reasons to dismiss a child
- The disability no longer affects academics
- Student’s lack of motivation and participation prevents progress towards meeting goals
- Progress has plateaued
- Students has met all goals
- Health issues
Least Restrictive Environment
- Children with disabilities are educated with typical peers to the maximum extent appropriate
- Provide nonacademic and extracurricular services and activities to provide children with equal opportunity for participation
OSEP
Office of Special Education Program
FAPE
Free Appropriate Public Education
LRE
Least Restrictive Environment
IEP
Individualized Education Program
EBP
Evidence Based Practice
NCLB
No Child Left Behind Act
IDEA
Individuals with Disabilities Act
SLS
Speech Language Specialist
RtI
Response to Intervention
1975 Education for all Handicapped Children Act
- Birthplace of IEP, FAPE, LRE, timelines for evaluations, child find, due process, and procedural safe guards
**Later renamed IDEA in 1990
Individuals with Disabilities Education Act
- Individualized assessment, instruction, and education programs
- Decisions are made by a multidisciplinary team
- Addresses students’ individual learning needs
No Child Left Behind Act
- Mandated for increased accountability for all states and school districts
- For ALL children
- Allowed more flexibility of federal funds usage
- Provided greater choices for parents and students
- Adequate yearly progress (test scores, attendance, graduation)
*doesn’t line up with IDEA
NCLB vs IDEA
- IDEA: more individualized, IEP’s and individualized decisions
- NCLB: group entitlement (all children will read at grade level), all children must progress at the same rate and achieve the same outcomes ( valued statewide test scores)
IDE Improvement Act
Tries to line up IDEA and NCLB
Timelines
- Identification meeting 20 days from date the referral is received (counts day 1)
- Evaluations completed within 90 days
- Parent copy of report 10 days before eligibility meeting
- Annual review 1x year of last IEP
- Re-eval every 3 years and must be completed within 60 days
Child Study Team
- Social worker
- School psychologist
- Learning Consultant (LDT-C)
*SLP not on every case
ESLS criteria (eligible for speech and language services)
- Articulation
-Delayed based upon the Iowa-Nebraska norms
-Norms state at what age 90% of the population have mastered a specific phoneme (one or more sound errors)
*Speech pattern is unrelated to dialect, cultural differences or the influence of a foreign language, which adversely affects educational performance - Fluency
-Dysfluent 5% of the time or more
-Doesn’t have to be on standardized test → can be done as an observation - Voice
-Before you can treat voice disorder – need a script from the ENT to make sure nothing structural is involved
IEP Eligibility
- Disability according to one of the eligibility categories
- Adversely affect the student’s educational performance
- Must be in need of special education and related services
-SLP, OT, PT, Aide, Behaviorist, Social Skills, Counseling
IEP: Autism
Requires SLP exam and neurodevelopment pediatrician
IEP: Specific Learning Disability
- Reading, writing, listening, math, etc
- Cannot be caused by other things (visual, emotional, cognitive, hearing, etc)
IEP: Developmental Delay
Preschool child with a disability (33% in one or 25% in two)
IEP: Other Health Impairment
- Requires medical diagnosis
- ADHD, heart condition, asthma, diabetes, Tourettes, epilepsy
IEP: Communication impaired
- Language disorder
- 1.5 SD below the norm on TWO standardized tests
-one test must be comprehensive
IEP: Multiply Disabled
- Two or more conditions
- ESLS can NOT be counted as a condition
IEP: Auditory Impaired
- Deafness, hearing impaired
- Requires SLP and Audiological exam
IEP: Visually Impaired
- Required documentation
IEP: Intellectually Disabled
- Significantly below average general cognitive functioning with deficits in adaptive behavior (in home, school, and community)
-Can be mild, moderate, or severe
Preschool Eligibility for Special Education
- Developmental delay of 33% in one developmental area or 25% delay in two ares (intellectual, communication, social-emotional, adaptive, physical)
- 25% delay = 1.5 SD below (77 or lower)
- 33% delay = 2.5 SD below (63 and lower)
Communication Impaired Eligibility
- Must score 1.5 SD below the mean on 2 standardized assessments
-1 test must be comprehensive (r/e lang and total score)
-Second test can be anything of choice - Not due to auditory impairment
- Negative impact on educational performance!!
Due process
- If a parent disagrees with the school’s test results, then can go to due process and request an independent evaluation
- Parents are entitled to one independent evaluation
-Must be completed within 60 days - Due process is when the case goes to a hearing
Pull-out services
- Pros
-Less distractions
-More individualized
-Session groups develop rapport - Cons
-Negative social stigmas
-Missing instruction time
Push-in services
- Pros
-Generalizing skills
-Vocabulary development
-More functional
-LRE
-Better for transitions - Cons
-Cooperation with classroom teacher
-More planning
SLP roles in schools
- Case manager for ESLS
- CST member (part of the team at identification meetings)
- Evaluator
- Consultant (with classroom teachers, parents, administrators, CST members, and other therapists)
- Direct service provider
What was the significance of the 1975 Education for all Handicapped Children Act?
It mandated free and appropriate education for all children with a disability regardless of the severity of that disability.
What are some main points of IDEA?
- Due process
- Free and Appropriate Education
- IEPs
- LRE
What was the main difference between the No Child Left Behind Act and the Individuals with Disabilities Education Act? -Was this a problem? Why or Why not?
- IDEA is individualized to the student, and NCLB was meant for every student
- NCLB did not line up with the principles of IDEA and the two acts have entirely different purposes
- Due to the IDEA improvement act of 2004, the revision made the two acts line up a little bit more
T/F: To be eligible for speech services in the public school setting a child must either present with a developmental delay or disorder in their speech skills, or there must be a negative impact identified from their speech skills
False
Free and Appropriate Education
Special education and or related services are provided at the public’s expense
Importance of an SLP in the school setting
- Assessment and treatment of speech/language disorders which negatively impact upon a student’s education
- Ability to focus upon literacy skills
T/F: “Appropriate Education” refers to providing a child with disabilities the services they need for their individualized educational needs, not more or less
True
Which disorders can a speech therapist test for without Child Study Team involvement?
- Voice
- Articulation/Phonology
- Fluency
Who can refer a student for a speech therapy evaluation?
- Student’s General Education
- Teacher
- Administrator
- Parent/guardian
- Child Study Team member
T/F: The term ‘Speech Only’ refers to when the child only requires speech therapy services.
True
Who attends a Speech Only Identification/Planning Meeting?
- Speech therapist
- Parent/guardian
- Child’s general education teacher
Two tools you can use for an articulation assessment
- GFTA
- DEAP
Why might a child NOT be eligible for speech services?
- Articulation errors are secondary to an accent or dialect.
- No delay or disorder identified
- No negative impact upon their education
Four examples of a negative impact a speech impairment/delay may have on a child’s education
- Spelling
- Reading
- Intelligibility
- Social/peer relationships
Who can refer a child for a speech therapy evaluation (voice, fluency, articulation)?
- Parent
- General Education Teacher
- Child Study Team member other than SLP
Who attends the Speech Only Identification Meeting?
- General Education Teacher
- Parent
- SLP
T/F: The primary purpose of a speech evaluation is to identify if the child has a delay, or if the child’s speech has a negative impact upon their education.
False
What does the term IR&S (Intervention and Referral Service) mean?
- This team works to identify students in the general education population who are at risk/in need of services and provide them with appropriate intervention
- This team is also there to review and assess the effectiveness of the intervention plan for the student and their progress.
- They can also work with general education teachers and provide them with education and tips. This can get the child extra help right away.
Who is on the Child Study Team for a Preschooler?
- LDTC
- School Psychologist
- Social Worker
- Parent - Guardian
- Speech/Language Specialist
- Special Education Teacher
When does the Speech Therapist become part of the Child Study Team?
- For all preschoolers
- When a language disorder/delay is suspected
- If autism is suspected
