Group 8 Flashcards
Types of assessment accommodations
Presentation Accommodation |Response Accommodation|Timing and Scheduling Accommodation|Setting Accommodation
Presentation accommodation
Let students access the assessments in ways other than reading standard print.
Response Accommodation
Allow students to complete, solve, or organize assessments in different ways
Timing and Scheduling Accommodation
Give students the time and breaks they need to complete assessments.
Setting Accommodation
Change the location or conditions of the setting in which students complete assessments.
IEP stipulates
Who will be involved in providing a special education |What services will be offered |Where they will be delivered and |For how long
5 components of measurable annual gosls
The Who (the student) |The behavior (will do what)|The criterion (to what level or degree)|The condition (under what conditions)|The time frame (in what length of time)
Individualized Family Service Plan
Plan for early intervention services to infants and toddlers who are at risk or have a disability. Birth-5yrs.
How often does the IFSP need to be reviewed?
Every 6 months or as needed
Six typical school settings
Regular room |Resource room |Separate class |Separate school |Residential facility |Homebound/hospital
Regular classroom
Students who spend at least 80% of the school day in a regular or general education classroom
IFSP
Individualized Family Service Plan
Resource room
Students who receive special education and related services in the regular classroom between 40 and 79 percent of the school day. Students who are pulled out of regular classroom and receive specialized instruction or services in a separate classroom for limited periods of time.
Separate class
Students who receive special education and related services in the regular classroom for less than 40% of the school day. A self-contained classroom located in a typical school building.
Separate school
Students who receive special education and related services in a public or private separate day school for students with disabilities, at public expense, for more than 50% of the school day.
Residential facility
Students who receive a special education in a public or private residential facility, at public expense, 24 hours a day.
Homebound/Hospital
Students placed in and receiving a special education in a hospital or homebound program.
Mainstreaming
Integrating students with disabilities or special needs into the overall educational program
least restrictive environment
the setting that is most similar to that of children without special needs
Regular education initiative
General educators assuming greater responsibility for students with disabilities. The general and special education teachers cooperatively assess the educational needs of students with learning problems and develop educational strategies to meet those needs.
REI
Regular Education Initiative
full inclusion
the integration of all students, even those with the most severe disabilities, into regular classes
Key components of full inclusion
Home school attendance |Natural proportion at the school site|Zero rejection |Age/Grade appropriate placement
Home school attendance
The local school the child would attend if they didn’t have a disability
Natural proportion at the school site
Percentage of students with special needs enrolled in a particular school is in proportion to the percentage of students with exceptionalities in the entire school district
Zero rejection
All students are accepted at the local school
Age/Grade appropriate placement
Children with special needs are in general education classes according to their chronological age not their academic ability or mental age
Council for Exceptional Children
CEC is the largest organization of special educators. They adopted a list of professional and ethical standards in January 2010.
Following the determination of a disability, an individualized education program must be developed in how many days
30
