SPED FINAL Flashcards
Accommodations
allow a student to access the general education curriculum without any changes to the content
do not change the task the student is expected to do
changes how a student learns the material
Modifications
changes in the learning expectation or product
different learning goal than other students
changes the task a student does
IEP
Individualized education program
Qualification for IEP
- Meet the disability criteria in federal and state law
- Require individualized instruction
disability must impact educational performance and require services
Special Education
specially designed instruction provided to the parents free of cost aimed at meeting a disabled students’ needs
academic, physical, cognitive, and social-emotional instruction
Four components of SPED
individualized
Modifications
Systematically monitored appropriate assessments
Related Service
IDEA
Individuals with Disabilities Education Act
schools are required to provide a FAPE if a student qualifies for one of the 13 disabilities
504 plan
plan for a student who has a disability that does not impact their learning
still can receive accommodations, but not modifications
SST
Student Success Team
Student Study Team
team-oriented approach to assisting students with a wide range of concerns related to their school performance and experience
Differentiation
Content
Process
Product
Environmental
Transitions
prepare students for life after school
teach them the life skills they will need beyond high school
Target skills
identify a skill you want to teach
ODD
Oppositional Defiant Disorder
FAPE
Free and Appropriate Public Education
FERPA
Family Educational Rights and Privacy Act
LRE
Least Restrictive Environment
Related services
services that are required to assist a child with a disability to benefit from SPED
physical therapy, counseling, social work, speech pathology
SLD
specific learning disability
conditions that affect a person’s ability to read, write, listen, speak, or do math
dyslexia, dyscalculia, dysgraphia
What is the most common category under IDEA
SLD
OHI
Other health impairment
conditions that limit a child’s strength, energy or alertness
most common is ADHD
ADHD
Attention Defecit Hyperactivity Disorder
impacts attention and execitove function
ASD
Autism Spectrum Disorder
developmental disability
affects a person’s social and communication skills and behavior
ED
Emotional disturbance
mental health issues
anxiety disorder, schizophrenia, bipolar disorder, OCD, depression
SLI
Speech or language impairment
difficulties with speech or language
language problems that make it hard for kids to understand words or express themselves
Visual Impairment, including blindness
eyesight problems
partial sight and blindness
if corrected by eyewear, it does not qualify
Deafness
hearing impairment so severe that a child is impaired in processing linguistic information with or without amplification
cannot hear most or all sounds
Hearing Impairment
a hearing loss not covered by the definition of deafness
can change over time
Deaf-blindness
both severe hearing and vision loss
OI
Orthopedic impairment
when kids lack function or ability in their bodies
ex: cerebral palsy
Intellectual disability
developmental disability that impact intellectual and adaptive functioning
TBI
Traumatic Brain Injury
brain injury caused by some kind of physical force
Multiple disabilities
more than one condition covered by IDEA
13 disabilities
ASD ED D DB HI ID MD OHI OI SLD SLI TBI VI
7 steps
Pre-Referral Referral Identification Eligibility Development of the IEP Implementation Evaluation and Reviews
Pre-Referral
first step in IEP process
determines whether behavioral and educational challenges exhibited by the child can be resolved in a gen ed class
interventions will be brainstormed and tried out
MTSS
Multiple-Tiered System of Supports
RTI
Response to Intervention
ITP
Individualized Transition Plan
IFSP
Individualized Family Service Plan
before 3 years old
Referral
if the interventions did not work, the student is referred for special education services
second step of IEP
Identification
Sped teacher determines strengths and weaknesses
assess students’ need for IEP
third step of IEP
Eligibility
determine the special services that the student is eligible for
fourth step of the IEP
Development of IEP
Create IEP for student based on strengths and weaknesses
whole team comes together
decides accomodations and modifications
fifth step of the IEP
Implementation
carry out the IEP
Evaluation and reviews
Assess how the plan is going and revise if needed
Differentiation
a way of thinking about teaching and learning
framework for carrying out learner-focused instruction
