Section 1 Flashcards
Key terms for Section 1: Policies, Practices, & Legal Requirements (27 cards)
Individuals w/ Disability’s Education Act (IDEA)
A federal law that helps students w/ disabilities receive the support they need to succeed in school
Free & Appropriate Public Education (FAPE)
A principle of IDEA that guarantees that students w/ disabilities can access educational services that are tailored to their needs without incurring costs
Individualized Education Programs (IEPs)
Personalized plans outlining educational goals & support services for each student w/ a disability
least restrictive environment (LRE)
a principle of IDEA that aims to include students with disabilities in general education classrooms to the maximum extent feasible
13 eligibility categories under IDEA
eligibility for special education services under the IDEA depends on whether the child’s condition adversely impacts their education and falls within one of the 13 specific eligibility categories outlined by the law
inclusive classrooms
classrooms that cater to all learning styles by employing various teaching strategies; an approach that not only tailors teaching for individual learners but also fosters a sense of
belonging and acceptance among all students
general education classroom with support
a student spends the entire school day in a general education classroom but receives additional support and services such as tutoring, assistance from aides, specialized technology, related services, or accommodations
partial mainstream/inclusion classroom
a student splits their time between a general education classroom and a special education setting; they may receive individual or small-group instruction in a separate classroom or be pulled out of class for certain services while spending most of their day in the general education setting
special education class
students participate in a specialized instructional program tailored to their specific learning needs
specialized program outside of the school district
placing a student in a program outside the local school district, such as private schools, residential programs, or hospital programs
differentiated instruction
adjusting teaching methods to meet individual student needs
Universal Design for Learning (UDL)
an educational framework for designing flexible learning environments and curricula that provide all students—including those with diverse cultural and linguistic backgrounds—equitable access to learning opportunities
roles and responsibilities of general education teachers
a variety of duties and expectations placed on general educators to ensure compliance with legal mandates and effectively support students with disabilities in inclusive classroom settings
Council for Exceptional Children’s Standards for Professional Practice
standards teachers must adhere to in order to support all students effectively
roles and responsibilities of special education teachers
a variety of duties and expectations placed on special education teachers to use evidence, instructional data,
research, and professional knowledge to inform practice and advocate for professional conditions and resources that will enhance learning outcomes for individuals with exceptionalities
Section 504
a civil rights law that ensures that students with disabilities have equal access to education; prohibits discrimination against individuals with disabilities in any program or activity that receives federal financial assistance
504 plans
provide accommodations and supports that remove barriers to learning and ensure equal access to education for students with disabilities
accommodations
changes or supports that help students access the same learning materials and complete the same assignments as their peers
modifications
a change to the content and skills that students are expected to learn or master
Section 504 of the Rehabilitation Act of 1973
schools receiving federal funds must ensure equal educational access and provide reasonable accommodations for students with disabilities
Title III
federal legislation that focuses explicitly on English language acquisition to support academic success for ELs
English learners (ELs)
individuals who are learning English as a second (or third, etc.) language and thus have varying levels of proficiency in English and may need additional support to access the curriculum
limited English proficiency
students with language barriers that can hinder their academic progress
immigrant children and youth
individuals who are aged 3 through 21, not born in any state, and have not been attending schools in any state for more than 3 full academic years
