Pt in Education Environments Flashcards
Education for All Handicapped Children Act (1975)
Free and appropriate public education for all children ages 6-21 years
Zero reject - no child excluded
Least restrictive environment
Related services (PT, OT, SLP).
Individual Education Plan, IEP.
Parent participation, right to due process.
Nondiscrimination
What is least restrictive environment?
education with children who are non-disabled.
separate schooling or removal from regular classes only when education with aids and services cannot be achieved satisfactorily
What is an individualized education program?
multidisciplinary plan outlining the special education and related services to meet child’s unique needs
Part A IDEA 2004
generals provision
Part B IDEA 2004
assistance for education for all children with disabilities, 3-21 years
Part C IDEA 2004
infants and toddlers with disabilities, Birth – age 3
Part D IDEA 2004
national activities to improve education for children with disabilities
Standardized Assessments in Education Environment
Carolina Curriculum for Young Children
Peabody
GMFM
Bruininks Oseretky Test of Motor Proficiency- BOT2
Movement Assessment Batter for Children
Children’s Assessment of participation and Enjoyment CAPE
Clinical observation of Motor and posture skills
School function assessment
mobility opportunities via education
Carolina Curriculum for Young Children
Criterion referenced, 0-5 years, mild to severe disabilities.
5 domains: cognition, communication, social adaptation, fine motor, gross motor
Peabody Developmental Motor Scales, PDMS-2
Standardized, norm-referenced test, 0-6 years,
6 subtests: reflexes, stationary, locomotion, object manipulation (ball skills), grasp, visual motor integration
Gross Motor Function Measure, GMFM
Standardized observational assessment
Measures change in gross motor abilities in children with CP.
GMFM-88, GMFM-66.
Bruininks Oseretsky Test of Motor Proficiency, BOT-2
Standardized assessment of fine and gross motor skills, 4-21 yrs.
4 composite scores: fine manual control, fine manual coordination, body coordination, strength & agility
Movement Assessment Battery for Children, Movement ABC
standardized, norm-referenced test, qualitative task performance,
3-17 years; checklist, 5-12 years, intervention manual.
curriculum for children with severe disabilities
Children’s Assessment of Participation and Enjoyment, CAPE, 6-21 yrs; Preschool CAPE, 0-3 yrs
questionnaire measures child’s daily participation in recreational, physical, social, skill-based, self-improvement
Clinical Observation of Motor and Postural Skills, COMPS
screening tool for soft neurological signs, motor problems with postural component, 5-15 years
School Function Assessment, SFA
participation in school settings, activity performance
physical tasks, cognitive/behavioral tasks, task supports.
relevant for children with physical or sensory impairments.
measures strengths/weaknesses, easily convert to IEP goals
Mobility Opportunities via Education, M.O.V.E.
assessment for individuals who are not sitting, standing, or walking with moderate-severe gross motor involvement.
curriculum for children over age 7 with severe disabilities.
PT eval should include:
at least one standardized measure,
environmental assessment of access to transportation, mobility in hallways and restrooms, navigation of cafeteria, playground
When is an IEP developed?
if child meets the qualifications of a child with a disability and has a need for services
Who are IEP attendees?
Parents.
Regular education teacher.
Special education teacher or provider.
Principal or representative of local education agency.
Interpreter of instructional implications of evaluation results.
Related services, experts if desired.
Child, when appropriate or turning 14 years old
Part C, IDEA
Services for Infants & Toddlers
Significant brain development birth – 3 years.
Early intervention important to enhance development, reduce educational costs, maximize future ability to live independently
What areas are early intervention services for infant to 3 years designed to meet?
delay or disability in at least one area: physical cognitive communication social or emotional adaptive
PT service delivery models:
direct
consultative
indirect
integrated
Direct
one-on-one intervention with student
only therapist can effectively provide intervention
collaboration with teacher and team
Consultative
services provided to staff/parents to address specific issues
others implement recommended activities in school setting
Indirect (monitoring)
therapist monitors student status, instructs staff
potentially deteriorating impairments, equipment modification
Integrated:
team-oriented approach
practice of educationally functional skills in natural school
environments, i.e., classroom, cafeteria, playground
Key transitions:
Part C services EI to Part B preschool services
High school to post-secondary education
Section 504:
Student with disabilities who does not need or is not eligible for special education
