Test 2 Flashcards
6 components of IDEA
- Zero Reject
- LRE
- FAPE
- Nondiscriminatory evaluation
- due process
- Parental participation
Zero Reject
nobody who needs services can be turned away
LRE
foundation for inclusion
educate students with disabilities with non disabled peers to the maximum extent appropriate
FAPE
specialized instruction provided at no cost to parents
components of FAPE outlined in the IEP
Nondiscriminatory Evaluation
students with disabilities entitled to unbiased evaluation of their strengths and needs
ex: test in native language
Due Process
parents and students have the right to disagree with the school
Parental Participation
schools must collaborate with parents in all things involving students
4 steps to referral process
- screening
- prereferral
- special education referral
- ongoing evaluation
Screening- function
to assess or observe students to determine if any extreme strengths or areas of need exist within the child that requires intervention
Screening- procedures
conduct vision, hearing, or health screening
observe student behavior and achievement in the classroom
Screening- interventions
modifying classroom instruction or environment
ex change in seating, modified worksheet, extra help
Screening- results/ decisions
result: student improves
decision: process stops
result: student continues to have difficulty
decision: referral to prereferral intervention team
Prereferral intervention- definition
team of people who work together to develop and implement interventions for students
Prereferral intervention- function
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
Prereferral intervention- procedures
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
Prereferral intervention- results/decisions
result: student improves
decision: maintain student in gen ed and continue intervention
result: student continues to experience difficulty
decision: referral to sped
SPED referral- 4 process
- informed consent
- formal assessment
- eligibility
- placement and IEP
SPED referral- informed consent- function and decisions/ results
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
SPED referral- formal assessment- function and decision/results
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
SPED referral- determine eligibility- function and decision/results
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
SPED referral- placement and IEP- function and decision/result
team and parents determine placement for student and determine sped and related services through IEP
result: placement
decision: develop IEP
Ongoing Evaluation
annual review of IEP
comprehensive re-evaluation (3 years)
2 characteristics of eligibility
- student meets definition of IDEA disability
2. student needs special education services
POET
communication must be Positive, Ongoing, Early, and Trusted
what do parents believe they need to do as part of their child’s education
- offer emotional support
- provide social, nonacademic experiences
what do parents not believe they need to do as part of their child’s education
- articulate importance of hard work
- monitor performance
- provide help with homework
3 levels of prevention
- primary
- secondary
- tertiary
primary prevention
keeping disability from occurring in the first place
- good prenatal care
- providing good instruction as teachers
- teaching parents child rearing skills
secondary prevention
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
tertiary prevention
keep effects of problem from spreading to a particular area of a student’s life
-i.e. spreading into work
Biological risk factors
prenatal
- poor or absent prenatal care
- exposure to toxins
- material substance abuse
- disease
- genetic
perinatal
- forcept
- hypoxia
post natal
- disease
- accident
- injury
- toxins
environmental risk factors
- poverty
- severe malnutrition
- age of mother
- teratogens
- neglect or abuse
- cultural diversity
risk factor
wide range of biological and environmental conditions that increase probability of a child developing a learning disability
STAR- parent reaction to disability
anger -> frustration -> fear -> acceptance
