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PT in the Educational Setting and Early Intervention Programs Flashcards

1
Q

Historically, children w/ disabilities

A

Denied edu, and actually prohibited by law from attending school

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2
Q

Public Law 94-142 aka

A

Education of All Handicapped Children Act

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3
Q

Public Law 94-142

Education of All Handicapped Children Act

A

Education of All Handicapped Children Act

  • Mandated “free and approp. public edu” for ALL children w/ disabilities 6-21yo
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4
Q

Major Provisions to 94-142: Education of ALL Handicapped Children Act

7:

A
  1. Zero Reject
  2. Least Restrictive Environment
  3. Right to Due Process
  4. Nondiscriminatory Evaluation
  5. Individualized Educational Program (IEP)
  6. Parent Participation
  7. Related Services
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5
Q

94-142: Education of ALL Handicapped Children Act

1. Zero Reject

A

ALL children are to receive education including w/ severe or profound disabilities

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6
Q

94-142: Education of ALL Handicapped Children Act

2.Least Restrictive Environment

A

Children w/ disabilities should be educated w/ children who are NOT disabled

Special classes, etc, only when severity of disability is such that edu in reg. class cannot be achieved

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7
Q

94-142: Education of ALL Handicapped Children Act

3.Right to Due Process

A

Parents have right to: impartial hearing/counsel, transcripts of meetings, can appeal and get ind. eval

Interpreters (if needed) provided @ meetings*

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8
Q

94-142: Education of ALL Handicapped Children Act

4.Nondiscriminatory Evaluation

A

No one test used as sole criterion for placement→ norms for diff racial/cultural groups

*if child qualifies for special edu, IEP team meets to dev. written IEP w/in 30days

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9
Q

IEP Team: they represent the child*

A
  • Parents
  • Reg. edu. teacher
  • Special edu. teacher
  • Rep from public agency→ knowledgeable and qualified
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10
Q

94-142: Education of ALL Handicapped Children Act

5. Individualized Educational Program (IEP)

A

Entitled→ plan outlines specific special edu/services child receives

  • Must include:
    1. Statement of Present lvl of academic achievement and functional perform. (PLAAFP)
    2. Statement of measurable annual goals→ Academic AND Functional ***
    3. Description how child’s progress toward goals is measured
    4. Statement of special edu. and related services and supplementary aids/services
    5. Plans for initiating service→ duration, freq, etc.

1.

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11
Q

“Push-IN” PT

A

PT goes into classroom to work w/ child during activities

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12
Q

“Pull-OUT” PT

A

Remove child from class and work w/ them

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13
Q

IEP Goals/Objectives

*NOTE: MUST BE RELATED TO SCHOOL FUNCTION!! NOT medical based (just that they can walk, not gait quality)

KNOW THIS!!!

A
  • Relate to functional skills/acts.
  • Enhance child’s perform. W/IN school
  • Understood easily by all (no jargon)
  • Free of prof. jargon***
  • Realistic/Achievable
  • Measurable***

Ex. “Walk from caf→ class w/out assistance”

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14
Q

School Based Goal Examples

A

See pics

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15
Q

94-142: Education of ALL Handicapped Children Act

6. Parent Participation

A

Must give permission for eval, can restrict release of info, access to child’s records, request due process hearings

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16
Q

94-142: Education of ALL Handicapped Children Act

7. Related Services

A

“As may be required to assist a child w/ a disability to benefit from special edu.”

Assist children in meeting edu. needs variety of ways

  • PT, OT, SLP, transportation, audiology, psycho services, recreation, rehab counseling, orientation/mobility, med services for dx/eval purposes, social work, parent trainings
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17
Q

94-142: Education of ALL Handicapped Children Act

PT per 94-142

A

“Assist child w/ a disability from special edu.”

  • Limtd to only those acts. that help child perform acts related to school:
    • Postural control→ handwriting
    • Gross motor→ gym class
    • Balance→ crowded halls
18
Q

Who Qualifies for School-Based PT? or IEP?

A
  • **Reserved for children who have FUNCTIONAL DEFS impacting SCHOOL PARTICIPATION!!!
    • MUST impact participation during school day
      • Ex. time getting onto bus in am and off in pm
  • *NOTE: students w/ impairments not interfering w/ school part.→ OPPT
19
Q

Public Law 99-457

457 think….

A

EARLY INTERVENTION***

*It rhymes!!!

20
Q

PL 99-457: Early Intervention

A
  • Mandates Early Intervention Programs (EIP): Infant→3yo
  • Preschool: Disabled children 3-5yo

Family** as **central** to dev. of young child and req’s **family-based interventions***

21
Q

Early Intervention is VERY BIG ON WHAT?

A

FAMILY TRAINING!!!!

22
Q

EARLY INTERVENTION

What does it do?

A

Fed funding to states for provision of early ID/intervention services to infants/young children 0-36mos who have, or are at risk for disabilities AND THEIR FAMILIES***

23
Q

Early Intervention Services are Developmental Services that are:

A
  • Provided under public supervision, @ NO cost or sliding fees
  • NJ→ fee for service based on income→ make more==pay more
24
Q

Early Intervention Services

Designed to what?

A

Meet dev. needs of infant/toddler w/ disability in any 1 or more areas:

Phys development, Cog development, Comm. development, Social/Emo. development, Adaptive development

25
Q

Who receives Early Intervention?

A

States→ dev. own eligibility

Federal→ “infant/toddler w/ disability”

26
Q

Eligibility for EI

Federal→ “infant or toddler w/ a disability”

Disability=>

A
  • Dev. delays measured by approp dx instruments in 1 or more of 5 areas (cog., com., motor, SE, AD)
  • Dx w/ phys/mental cond w/ high prob. of resulting in dev. delay***
27
Q

PL 99-457 (rhymes w/ Early Intervention*)

Individual Family Service Plan (IFSP)

A

Multidis. team including parent

Eval 1x/year and review @ 6mo intervals

mandated for children 0-3yo***

28
Q

IFSP Includes:

Statements of:

A
  • Statement of inf/toddler present lvls of dev in 5 areas (objective), families resources/concerns to enhancing dev. of inf/toddler, measurable results or outcomes expected to be achieved, specific EI services, natural environ’s where EI provided (home, daycare),
  • Projected dates for initiation, length, duratin, freq
  • ID of service coord.
  • Steps to support transition of toddler to pre-k or other services
29
Q

Best Practice Components of EI:

3:

A
  1. Family-centered services→ full involve of fam
  2. Natural environments→ settings typ for same-aged inf/toddler w/out a disability
  3. Activity-Based instruction→ Transdisciplinary Model of services, mult. learning opps.
30
Q

Transdisciplinary

A
  • Team mbrs share info across disciplines and w/ fam
  • Assess/treat child together at times→ share goals and strategies for child dev.
31
Q

EI Services:

Role of PT (IMPORTANT***)

A
  • ID pot./emerging probs as early as possible→ prevention!
  • Intervene quickly to correct or min. delay and max. dev. potential
32
Q

PL 101-476 (101:IDEA)

aka

A

Individuals w/ Disabilities Education Act

(IDEA)

33
Q

PL 101:476

Individuals w/ Disabilities Education Act (IDEA)

*the “transition to adulthood” one

A

Reqs ea. student have, no later than 16yo, an indiv. transition plan (ITP) as part of IEP

34
Q

PL 105-17

A
  • Transition planning from high school → Begins age 14
  • Required to More strongly justify removing student from gen. edu. setting
  • Benchmarks/measurable annual goals!!!
35
Q

More on PL 105-17

A
  • Assistive tech. needs of student must be considered
  • Orientation/mobility services for visual impairs
  • Students w/ disabilities must be included in assessment programs OR given alt. assess that meet unique needs
    • same one can’t be used for everyone!
36
Q

105-17 Eligibility Criteria

A
  • Intellectual disability, Blind/Visual impair, Deaf/hearing impair, specific learning disability, serious emotional disturbs, autism*, Speech/lang impairs
  • Ortho impair, mult. disabilities, other health impairs, deaf/blind, TBI*, Dev. delay
37
Q

PL 101-476

IDEA Part B: Services for School-Aged Children

A

Children/Youth (age 3-22) receive special education and related services under Part B IDEA

38
Q

PL 101-476

IDEA Part C: Early Intervention for Babies and Toddlers

A

Infants/Toddlers (birth→3yo) and families receive EI services

39
Q

Section 504 of the Rehabilitation Act

Anti-discrimination one***

A
  • Anti-discrimination statute→ ensure fed. funding recips (such as schools) treat indiv’s w/ disabilities fairly
  • “Qualified handicapped person”→ ANY indiv. who ‘has phys or mental impair which substantially limits one or more major life acts.” (broader definition)
40
Q

Potential Benefits of Inclusive Classroom for a Child w/ a Disability

*how does it benefit the child WITH disability?

A

Incd motivation, higher self-esteem, improved comm., improved socialization, improved academic achieve.

41
Q

Potential Benefits of an Inclusive Classroom for NON-Disabled Peers

*how does it benefit the NON-disabled peers?

A

Less prejudice, fewer stereotypes, more responsive/helpful to others, accept diversity, improve understanding disabilities, improves sensitivity

Pediatrics (27 decks)

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