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SPED 330 > Test 2 > Flashcards

Test 2 Flashcards

1
Q

6 components of IDEA

A
  1. Zero Reject
  2. LRE
  3. FAPE
  4. Nondiscriminatory evaluation
  5. due process
  6. Parental participation
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2
Q

Zero Reject

A

nobody who needs services can be turned away

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3
Q

LRE

A

foundation for inclusion

educate students with disabilities with non disabled peers to the maximum extent appropriate

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4
Q

FAPE

A

specialized instruction provided at no cost to parents

components of FAPE outlined in the IEP

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5
Q

Nondiscriminatory Evaluation

A

students with disabilities entitled to unbiased evaluation of their strengths and needs

ex: test in native language

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6
Q

Due Process

A

parents and students have the right to disagree with the school

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7
Q

Parental Participation

A

schools must collaborate with parents in all things involving students

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8
Q

4 steps to referral process

A
  1. screening
  2. prereferral
  3. special education referral
  4. ongoing evaluation
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9
Q

Screening- function

A

to assess or observe students to determine if any extreme strengths or areas of need exist within the child that requires intervention

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10
Q

Screening- procedures

A

conduct vision, hearing, or health screening

observe student behavior and achievement in the classroom

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11
Q

Screening- interventions

A

modifying classroom instruction or environment

ex change in seating, modified worksheet, extra help

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12
Q

Screening- results/ decisions

A

result: student improves
decision: process stops

result: student continues to have difficulty
decision: referral to prereferral intervention team

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13
Q

Prereferral intervention- definition

A

team of people who work together to develop and implement interventions for students

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14
Q

Prereferral intervention- function

A

determines need for interventions to help students struggling, if those intervention make a difference, and if the potential need for sped can be maintained in gen ed

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15
Q

Prereferral intervention- procedures

A

referral made to pre referral team

coordinator collects information about student from various sources

team meets to develop intervention to be implemented in gen ed

gen ed teacher implements intervention

monitor progress for 30 days

team meets again to evaluate and discuss student performance

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16
Q

Prereferral intervention- results/decisions

A

result: student improves
decision: maintain student in gen ed and continue intervention

result: student continues to experience difficulty
decision: referral to sped

17
Q

SPED referral- 4 process

A
  1. informed consent
  2. formal assessment
  3. eligibility
  4. placement and IEP
18
Q

SPED referral- informed consent- function and decisions/ results

A

ensure parents have knowledge and approve of the assessment process

decision: parent consents
result: formal eval occurs

decision: parents do not consent
result: process stops

19
Q

SPED referral- formal assessment- function and decision/results

A

administer a variety of formal and informal assessments to collect info used to determine if child is eligible to receive sped and make decisions about intervention strategies

results: collection of assessment info

20
Q

SPED referral- determine eligibility- function and decision/results

A

multidisciplinary team reviews assessment data collected and determine students eligibility for sped- must be based on more than one test

results: student meets definition of IDEA and has need for services
decision: student is eligible for special education

results: student does not meet definition for IDEA
decision: team explores other options and services

21
Q

SPED referral- placement and IEP- function and decision/result

A

team and parents determine placement for student and determine sped and related services through IEP

result: placement
decision: develop IEP

22
Q

Ongoing Evaluation

A

annual review of IEP

comprehensive re-evaluation (3 years)

23
Q

2 characteristics of eligibility

A
  1. student meets definition of IDEA disability

2. student needs special education services

24
Q

POET

A

communication must be Positive, Ongoing, Early, and Trusted

25
Q

what do parents believe they need to do as part of their child’s education

A
  • offer emotional support

- provide social, nonacademic experiences

26
Q

what do parents not believe they need to do as part of their child’s education

A
  • articulate importance of hard work
  • monitor performance
  • provide help with homework
27
Q

3 levels of prevention

A
  1. primary
  2. secondary
  3. tertiary
28
Q

primary prevention

A

keeping disability from occurring in the first place

  • good prenatal care
  • providing good instruction as teachers
  • teaching parents child rearing skills
29
Q

secondary prevention

A

correcting the disability after it has occurred

  • problem has been noticed, educational emphasis on correcting learning problems or preventing them from getting worse
  • most LD interventions are secondary
30
Q

tertiary prevention

A

keep effects of problem from spreading to a particular area of a student’s life
-i.e. spreading into work

31
Q

Biological risk factors

A

prenatal

  • poor or absent prenatal care
  • exposure to toxins
  • material substance abuse
  • disease
  • genetic

perinatal

  • forcept
  • hypoxia

post natal

  • disease
  • accident
  • injury
  • toxins
32
Q

environmental risk factors

A
  • poverty
  • severe malnutrition
  • age of mother
  • teratogens
  • neglect or abuse
  • cultural diversity
33
Q

risk factor

A

wide range of biological and environmental conditions that increase probability of a child developing a learning disability

34
Q

STAR- parent reaction to disability

A

anger -> frustration -> fear -> acceptance

SPED 330 (2 decks)

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