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Special Education > Test 1 > Flashcards

Test 1 Flashcards

0
Q

dealt with the exclusion of children with intellectual disabilities (“mental retardation” then) – who did not attained the mental age of 5 at the time of enrollment – from public schools.

A

PARC v. Commonwealth of Pennsylvania (1972)

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1
Q

because the court held that schools may not segregate by race, schools may also not segregate or discriminate by ability and disability.

A

Brown v. Board of Education (1954)

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2
Q

What were the results of PARC?

A
  • Full access to free public education
  • Appropriate education (that meets his learning needs)
  • Procedural due process for parents
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3
Q

involved the practice of suspending, expelling and excluding children with disabilities from these public schools. The school district’s primary defense was the high cost of educating children with disabilities and lack of funding/resources.

A

Mills v. Washington DC Board of Education (1972)

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4
Q

What were the results of Mills v. Washington DC Board of Education (1972)?

A
  • Equal right to public education

* Due process rights for parents

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5
Q

intended to open up the schools to all students with disabilities and make sure that those students had the chance to benefit from education
6 principles: a. Zero reject, b. Nondiscriminatory evaluation, c. Appropriate education, d. LRE, e. Due process, f. Parent and student participation

A

Individuals With Disabilities Education Act- IDEA (1975)

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6
Q

equal to ESEA- elementary and secondary education act. This is the proper name for the federal law
Authorizes services for all children, including those with disabilities.
Seeks to improve educational outcomes for all students- those with and without disabilities
6 principles that seek improved outcomes for students with disabilities

A

No child left behind 2001

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7
Q

What does FAPE stand for?

A

Free Appropriate Public Education

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8
Q

prohibits schools from excluding any student with a disability from FAPE

A

Zero-Reject

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9
Q

school may discipline a student with a disability in the same was as someone without a disability for the same offense

A

Equal treatment

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10
Q

no matter what the student does to violates school code, the school may not expel or suspend the student for more than 10 school days in a school year.

A

No cessation

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11
Q

school may take into account any unique circumstances related to the student and the students behavior in violating a school code when the school is deciding whether to change the students placement in order to discipline the student.

A

Unique circumstances

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12
Q

the school may suspend the student for not more than 10 school days in a school year. It has no duty to offer any services to the suspended student during those 10 days.

A

Short term removals

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13
Q

was this behavior due to the students disability or not?

A

Manifestation determinations

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14
Q

if the behavior was not due to the disability, it may discipline the student in the same way that it would anyone else, but it may not terminate the students education. It may however, place the student in an interim alternative educational setting.

A

Response to no manifestation

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15
Q

when the behavior is due to the disability, the school must take immediate steps to fix this in the students IEP.

A

Response to manifestation

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16
Q
  • when a student is placed in one of these settings, the school must still offer an education that assures that the student will make progress according to the IEP
A

services in interim alternative educational settings

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17
Q
  • the school may place the student in an interim alternative education setting, without first making any manifestation determination for up to 45 days
A

Weapons, drugs, and injury

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18
Q

What are the 2 purposes of nondiscriminatory evaluation?

A

(1) to determine whether a student has a disability

(2) to identify special education and the related services the student will receive

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19
Q

ensures that each students education will be appropriate and beneficial
The key to this is individualization using the IEP and IFSP

A

Appropriate education

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20
Q

education alongside students who so not have disabilities.

-The inclusion principle

A

Least restrictive environment

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21
Q

What 2 things does LRE require?

A

(1) a school must educate a student with a disability with students who do not have disabilities (2) a school may not remove the student from the regular education environment unless the student cannot be educated there successfully due to the severity of their disability.

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22
Q

seeks to make schools and parents accountable to each other for carrying out the students IDEA rights

A

Procedural due process

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23
Q

When parents and educators disagree procedural due process provides them with three ways to resolve these issues.

A

(1) meet in a resolution session, (2) mediation, (3) mini-trial

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24
Q

-intended to promote people’s awareness of, and access to, assistive technology (AT) devices and services. The Act seeks to provide AT to persons with disabilities, so they can more fully participate in education, employment, and daily activities on a level playing field with other members of their communities. The Act covers people with disabilities of all ages, all disabilities, in all environments.

A

Assistive technology act

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25
Q

What is the who, what, and where of the Assistive tech act?

A

Who? All ages, all disabilities
What? Access to assistive technology
Where? All environments

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26
Q

Authorizes the formula grant programs of vocational rehabilitation, supported employment, independent living, and client assistance. It also authorizes a variety of training and service discretionary grants administered by the Rehabilitation Services Administration. If a person has a severe disability, but with rehab is able to work despite this disability, the person is entitled to two types of vocational rehab services.

A

Rehabilitation act

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27
Q

What is the who and what of the rehabilitation act?

A

Who? All ages, all disabilities

What? Vocational rehabilitation and services

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28
Q

Prohibits discrimination on the basis of disability. This law applies to, public elementary and secondary schools. This definition of disability is broader than the IDEA’s definition.

A

Section 504

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29
Q

What is the who, where and what of section 504?

A

Who? All ages, all disabilities
Where? Public sectors/programs with public funds (including schools)
What? Special education and related services (504 Plan)

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30
Q
  • prohibits discrimination against people with disabilities in employment, transportation, public accommodation, communications, and governmental activities. establishes requirements for telecommunications relay services.
A

Americans with Disabilities Act (ADA)

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31
Q

What is the who, where and what of the ADA?

A
  • Who? All ages, all disabilities
  • Where? Private sectors
    What? Equal access to employment, transportation, public accommodation, communications, governmental activities.
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32
Q

What is the age, service planning, and services for part c?

A

Age: 0-3
Service Planning- IFSP
Services- Early intervention services in natural environments (home)

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33
Q

What is the age, service planning, and services for part b?

A

Age: 3-21
Service Planning- IEP
Services- Specially designed instruction and related services

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34
Q
  • dictated responses, extended time, large print, read-aloud, and computer based assessment
A

test accommodations

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35
Q
  • level achievement standards- enable students to demonstrate skills and knowledge on grenade level assessments, but the assessments are modified versions of the general assessment
  • alternate assessments based on…
A

grade

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36
Q
  • assessment for use with students with the most significant cognitive disabilities that involve multiple accommodations
  • alternate assessments based on…
A

alternate academic achievement standards

37
Q
  • for students across disability categories who need both accommodations and some modifications to the grade level standards
  • alternate assessments based on…
A

modified achievement standards

38
Q

Curriculum designed approach to increase flexibility in teaching and decrease the barriers that frequently limit student access to materials and learning in classrooms. Refers to the design of instructional materials and activities to make the content information accessible to all students.

A

Universal design for learning

39
Q

What the the three components of UDL?

A
  • Multiple means of representation
  • Multiple means of action and expression
  • Multiple means of engagement
40
Q

the materials that teachers use to represent the content they are asking their students to learn

A

Multiple means of representation

41
Q

how the materials provide alternative ways for students to demonstrate knowledge

A

Multiple means of action and expression

42
Q

how the materials take advantage of student interests and motivations to engage them in learning

A

Multiple means of engagement

43
Q

involves direct assessment of a students skills in the content of the curriculum that is being taught

A

Curriculum based measurement

44
Q

A multi-tiered approach to providing services and interventions to struggling learners at increasing levels of intensity

A

Response to Intervention

45
Q

What is tier 1 of RTI?

A

primary or class-wide intervention

46
Q

What is tier 2 of RTI?

A

secondary or targeted intervention

47
Q

What is tier 3 of RTI?

A

Tertiary or intensive individualized intervention

48
Q

Looks at the relationship between a student’s ability (what a student is expected to achieve based on IQ) and a related area of achievement (what a student actually achieves)

A

Discrepancy model

49
Q

What are the pros of discrepancy model?

A

standardized tests
Less time consuming
Quantitative

50
Q

At are the cons of discrepancy model?

A

is it accurate?
Early labeling
Poor instruction

51
Q

What are the pros of RTI?

A
  • intervention and lesson instruction
  • Progress monitoring by subject
  • More inclusive learning environment
  • Less special education referrals
52
Q

What are the cons of RTI?

A

training/funding
Time consuming
Tracking systems
Abilities/ qualities of teachers

53
Q

Definition: The inability to process the information heard in the same way as others because their ears and brain don’t fully coordinate. Something adversely affects the way the brain recognizes and interprets sounds, most notably the sounds composing speech.

A

Auditory processing disorder

54
Q

What are the causes of auditory processing disorder?

A

Possibly head trauma, lead poisoning, and chronic ear infections. causes are largely unknown.

55
Q

What are signs and symptoms of APD?

A

Easily distracted, behavior & performance improves in more quiet settings, difficulty following directions, disorganized or forgetful, difficulty telling difference between similar speech sounds and understanding information given verbally.

56
Q

What is the treatment for APD? 4 of them

A
  1. changing the learning or communication environment 2. recruiting higher-order skills 3. remediation of the auditory disability itself. 4. assistive technology
57
Q

Definition: a learning disability characterized by difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words and effects up to one in five people.

A

Dyslexia

58
Q

What are the causes of dyslexia?

A

Linked to brain development, inherited condition, and is not the result of poor teaching.

59
Q

What is treatment for dyslexia?

A

Teacher aides or tutors, educational programs, Use of high and low tech AT items (highlighters, enlarging text, spell check, writing & speech programs). Being placed in a special education classroom, positive reinforcement for their efforts, use the child’s strengths. Dyslexia is a lifelong condition with no exact “cure” but there are certainly ways to help and improve a student’s abilities.

60
Q

Definition: a wide range of lifelong learning disabilities involving math. Visual-spatial difficulties and language processing difficulties are two weaknesses that contribute to this learning disability.

A

Math disorder

61
Q

What are causes of math disorder?

A

Causes: No specific causes but involves looking at the person’s age, intelligence and experience with math.

62
Q

What are signs and symptoms of math disorder?

A

young child-difficulty learning to count and a poor memory for numbers.
School-aged children might have trouble learning addition, subtraction, multiplication and division.
Teenagers and adults may have trouble with estimating costs, more complex math concepts or trouble with mental math.

63
Q

What is treatment for math disorder?

A

Identifying weaknesses and strengths of the individual and understanding how he/she learns best.
tutors or aides
Repeated reinforcement

64
Q

Part b and part c of IDEA covers individuals from ages…

A

0 to 21

65
Q

Anything related to job and employment is the……act.

A

Rehabilitation

66
Q

IDEA suggests using …….. model to determine the presence of students learning disabilities.

A

response to intervention

67
Q

In the ….. model, identification of learning disabilities is based on the assessment of students IQ test.

A

discrepancy

68
Q

A formal written plan for students from ages 3-21 is an…..

A

IEP

69
Q

…. case laws (1972) ordered schools to provide equal education to students with disabilities.

A

PARC and mills

70
Q

Enables students to recognize and interprets sounds.

A

Auditory processing

71
Q

Includes differentiating curricular content, instructional process, and product requirements.

A

Differentiated instruction

72
Q

Promotes multiple means of representation, multiple means of action and expression, and multiple means of engagement.

A

Universal design for learning

73
Q

An ….. must include the statement of a students present levels of performance and academic achievement.

A

IEP

74
Q

Students who have ….. may have difficulty decoding words and comprehending text.

A

dyslexia

75
Q

The IDEA principle that seeks to make schools and parents accountable to each other for carrying out the students IDEA rights is….

A

Due process

76
Q

The IDEA principle that states a student with a disability must be educated with students without disabilities to the maximum extent appropriate for the student is …..

A

least restrictive environment

77
Q

The IDEA principle that prohibits schools from excluding any student with a disability from FAPE is…..

A

Zero reject

78
Q

should use a variety of assessment tools, more than one assessment, and in the native language of the student

A

Nondiscriminatory evaluation-

79
Q

Strong accountability, increased flexibility, and local control if schools, researched based teaching methods, options for parents, and highly qualified teachers are components of….

A

ESEA, or no child left behind.

80
Q

Grants federal funds to the states so that they can help create statewide systems for delivering Assistive technology devices and services to people with disabilities.

A

Assistive technology act

81
Q

Resulted in prohibiting segregation by race in education.

A

Brown v board

82
Q

Under IDEA, a student who cannot learn the same content as same age peers who do not have disabilities, and who cannot take the state assessment even with accommodations, an …. may be used to provide evidence of progress. Three choices: 1. Same test without accommodations, 2. Same test with accommodations 3. Alternate test

A

alternative test

83
Q

True or false: Students with learning disabilities may be exempt from state and local standardized tests.

A

False

84
Q

True or false: Test accommodations for students with disabilities may change teachers way of presenting questions.

A

True

85
Q

T or F: After the development of the IEP, implementation of special educational services within 20 days is required.

A

False, it is to be immediately implemented

86
Q

T or F: A disability label is necessary under IDEA because it qualifies students for special education services.

A

True

87
Q

T or F: Research shows that it is fair to hold students with disabilities accountable for progress in the general educational curriculum because this approach results in higher expectations.

A

True

88
Q

T or F: Some common test accommodations students with disabilities may receive are dictated responses, extended time, large print, read aloud, and computer based assessment.

A

True

89
Q

Measures accuracy and fluency of the student based on the curriculum

A

Curriculum based measurement

90
Q

What are the Three elements of differentiated instruction?

A

Content, progress, products

Special Education (2 decks)

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