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Special Ed Exam > Laws > Flashcards

Laws Flashcards

1
Q

Public law 94-142

A

IDEA (individuals with Disabilities Education Act) 1978 passed in 1975

Education for everyone

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2
Q

Rehabilitation act section 504-1973

A

Any recipient of federal financial assistance, including state and local education agencies must end discrimination in the offering of its services to person with disabilities —

Gov agencies must not discriminate those with disabilities

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3
Q

Public law 99-457

A

1986

the reauthorization of 94-142, which extended Free and Appropriate Education to children ages 3–5.

required states to establish early intervention programs for infants and toddlers ages 0–2 and established the requirement for Individual Family Service Plans.

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4
Q

Public Law 101-476

A

The 1990 reauthorization of that law, renamed Public Law 94-142 the Individuals with Disabilities Education Act. It emphasized “family rights” throughout the law

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5
Q

Public Law 105-17

A

the 1997 reauthorization that extended the LRE requirement to assure access for all to the general education curriculum.

Also required that assistive technology devices and services be considered on every IEP

expanded the definition of disabilities to include children with developmental delays between the ages of three and nine

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6
Q

Public Law 108-446

A

the 2004 reauthorization that effected transition issues and created legal frameworks for student discipline.

This law included how teachers needed to be credentialed in order to meet the requirements of “highly qualified.”

also included language around paraprofessionals, and it included terminology that defined scientifically based research that backs instructional practices in No Child Left Behind.

timeframe of not more than 60 days to conduct initial evaluations for Special Education eligibility

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7
Q

There are two accepted classification systems for students with learning disabilities:

A

• the IQ Discrepancy Model • the Response to Intervention Model (RTI)

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8
Q

RTI MODEL

A

the Response to Intervention Model is a multi-tiered approach to early classification and support of students with learning and behavioral needs. The RTI model is based on three separate tiers:

Tier 1—High-Quality Classroom Instruction, Screening, and Group Interventions
Tier 2—Targeted Interventions and Comprehensive Evaluation:
Tier 3—Intensive Interventions and Comprehensive Evaluation:

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9
Q

IQ Achievement Discrepancy Model

A

IQ Achievement Discrepancy Model. This model assesses whether there is a significant difference between a student’s scores on a test of general intelligence and scores obtained on achievement tests

student has a discrepancy of 30 points between the student’s IQ score and the achievement test, the student is eligible for being classified as having a learning disability.

Does not always indicate learning needs

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10
Q

disproportionality

A

refers to the uneven placement of certain groups in special education services in comparison to other groups

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11
Q

LRE

A

Least Restrictive Environment

IDEA requires that all states extend educational services to the maximum extent that is appropriate in settings where students without disabilities are educated as well.

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12
Q

The ARD Committee

A

Admission, Review, and Dismissal Committee

represents the official process for determining eligibility, evaluating children for services, updating progress, and initiating declassification when needed.

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13
Q

IEP

A

a written plan describing the provision of Special Education and related services once a disability has been determined for a student

describes what a student can already do and what he or she needs to learn for the next year

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14
Q

IEP must include:

A
  1. Present levels of educational performance
  2. Measurable annual goals including benchmarks or short-term objectives related to meeting the following
  3. Special Education and related services and other supports and services for a student to do the following
  4. The extent a student will not participate with nondisabled students in regular classes or nonacademic activities, if any
  5. Participation in administration of state or district-wide assessments, including appropriate modifications
  6. If the ARD committee determines that a student cannot participate in such evaluation, a statement must include the following
  7. Date services and modifications begin, including frequency, location, and duration (minutes per session)
  8. How progress toward the annual goals will be measured and how parents will be regularly informed of progress toward the goals of the IEP and if the progress is sufficient to meet the goals
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15
Q

FERPA

A

Family Education Rights and Privacy Act

Confidentiality

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16
Q

OSEP

A

Office of Special Education Programs

mission is to provide leadership and financial assistance to states and districts

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17
Q

NCSE

A

National Council for Special Education Research

a comprehensive forum for Special Education teaching research

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18
Q

IASE

A

International Association for Special Education

fostered international connections to bring awareness to Special Education issues and needs on a global leve

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19
Q

CCLD

A

Coordinated Campaign for Learning Disabilities

combines the efforts of six exceptional associations

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20
Q

NASET

A

National Association of Special Education Teachers

a national membership organization dedicated to Special Education teachers

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21
Q

CEC

A

Council for Exceptional Children

organization dedicated to all things Special Education.

22
Q

Journal of Special Education

A

provides research articles and scholarly reviews on Special Education

23
Q

The Journal of Teacher Education and Special Education

A

a scholarly journal from a division of the Council for Exceptional Children

24
Q

the Other Health Impairment (OHI) learning disability category

A

• ADD and AD/ HD • diabetes • epilepsy • heart conditions • hemophilia • lead poisoning • leukemia • nephritis • rheumatic fever • sickle cell anemia • Tourette syndrome

25
Q

IFSP

A

the individual family service plan is the thread that pulls services and activities together

school districts have the option to write an IFSP instead of an IEP for children ages three through five

IFSP requirements are more comprehensive in areas in which functional ability levels are identified, as this is crucial at very young ages

Quarterly reviews while IEP has annual

Focuses more on child’s family routines, while the IEP focuses on the child’s school routines

Birth-3 years then IEP

26
Q

PPCD

A

Public schooling in Texas provides a program option called Preschool Programs for Children with Disabilities (PPCD)

begins for children as they turn three

27
Q

Achievement Test

A

standardized test designed to efficiently measure the amount of knowledge and/ or skill a person has acquired, usually as a result of classroom instruction

produces a statistical profile used as a measurement to evaluate student learning in comparison with a standard or norm

28
Q

Alternative Assessment

A

Many educators prefer the description “assessment alternatives” to describe alternatives to traditional

an open-ended question, work out a solution to a problem, perform a demonstration of a skill, or in some way produce work rather than select an answer from choices on a sheet of paper

29
Q

Benchmark

A

an actual measurement of group performance against an established standard at defined points along the path toward the standard

30
Q

Formative assessment

A

assessment occurring during the process of a unit or a course

31
Q

Percentile—Standardized/ Formal Assessment

A

a ranking scale ranging from a low of 1 to a high of 99, with 50 as the median score

A percentile score does not refer to the percentage of questions answered correctly; it indicates the test-taker’s standing relative to the norm group standard

32
Q

Rating Scale—Standardized/ Formal Assessment

A

a scale based on descriptive words or phrases that indicate performance levels

Qualities of a performance are described (e.g., advanced, intermediate, novice) in order to designate a level of achievement

Rubrics

33
Q

Scale Scores—Standardized/ Formal Assessment

A

are scores based on a scale ranging from 001 to 999

34
Q

Summative Assessment

A

an evaluation at the conclusion of a unit or units of instruction or an activity or plan

to determine or judge student skills and knowledge or effectiveness of a plan or activity

35
Q

assessment accommodation

Types
Formats

A

given so that the playing field is leveled, but not to give students advantages over students

five types:
• setting • presentation • timing • response • scheduling

three prevalent formats:

  1. Portfolios (worksheets, student-produced products, videos, pictures, or data sheets) 2. Rating Scales (observation) 3. Item-Based Tests (a one-on-one test-administration setting)
36
Q

One Teach, One Observe

A

This is a model where one co-teacher leads the lesson, while the other co-teacher makes detailed observations of students engaged in the learning process

37
Q

One Teach, One Drift

A

a model where one co-teacher takes primary responsibility to lead the lesson, while the other co-teacher circulates around

38
Q

Station Teaching

A

where both content and students are divided between stations, and students rotate from one co-teacher’s station to another

39
Q

Parallel Teaching/ Alternative teaching

A

one co-teacher completes a planned lesson with a large group, while the other co-teacher completes an alternative lesson or the same lesson taught at a different level

40
Q

Team Teaching

A

model where both co-teachers deliver instruction simultaneously, and instruction becomes more than turn-taking

41
Q

Stages of spelling

A

(A) Emergent (low) (B) Letter Name-Alphabetic (C) Within-Word Pattern (D) Syllables and Affixes

42
Q

“Teaching Children to Read,” there are five evidence-based areas of reading instruction

A

Phonemic awareness, phonics, vocabulary, fluency, comprehension

43
Q

errorless discrimination

A

ensure that the student will eventually select the correct answer and can then be praised for that correct answer

students who have extreme retention issues (for example, students with significant intellectual disabilities or students with traumatic brain injury)

44
Q

Miscue analysis

A

an assessment method that pinpoints comprehension and other reading issues by listening to students read orally and classifying the errors they make

a one-to-one assessment

45
Q

Dysgraphia

A

a common name for a written-language learning disability

makes the act of writing difficult

46
Q

dyslexia

A

a common name for a reading disability

47
Q

orthopedic impairment

A

a bodily impairment.

48
Q

Special education Evaluation for services

A

3 years

49
Q

Pragmatics

A

Taking turns in conversation, text organization

50
Q

FAPE

A

Free Appropriate Public Education

Special Ed Exam (2 decks)

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