Unit 3 - School Based Practice Flashcards
laws
- children with disabilities have a right to a free appropriate education in the least restrictive educational environment
- entitled to special education services
special education
Specially designed instruction at no cost to the parent to meet the unique needs of a child with disabilities. Includes classroom instruction, adaptive physical education, home instruction, and instruction in hospitals and institutions can be a part of a special education program
regular classroom setting
regular education teacher. Children with special needs may receive special education services in a regular classroom. May be referred to has “Total Inclusion Program” or “Integrated Programs” Therapists may provide assistance and adaptations as needed for success in the regular classroom setting.
self contained classroom
specially designed classroom with a special education teacher, all children in classroom have a known diagnosis
resource support
child spends majority of educational day in regular classroom but receives specialized instruction in a special class/setting as needed for specific academic or physical needs
Education for All Handicapped Children Act (EHA) of 1975
- assure that all children with handicaps have available a “free, appropriate public education that emphasizes special education and related services”.
- Includes children 5-21 years of age.
4 parts of EHA
1) Part A – General Provisions
2) Part B – Specific special education services and RELATED SERVICEs (this is where OT fits in!)
3) Part C – Infants and Toddlers with Disabilities
4) Part D – National Archives to Improved Education of All Children with Disabilities (special education research, technical assistance, professional development)
6 important principles in EHA
- Free Appropriate Public Education (FAPE)
- Least Restrictive Environment
- Appropriate Evaluation
- Individualized Education Program
- Parent and Student Participation in Decision making
- Procedural Safeguards
* These have remained unchanged in the subsequent amendments to EHA*
Education of the Handicapped Act Amendment of 1986
- mandating services for pre-school aged children with disabilities (Part B)
- gave states the option for developing statewide systems for providing services to toddlers and infants and their families (OT is a related service in Part B).
IDEA- Individuals with Disabilities Education Act
- name changed from EHA.
- Added assistive technology and transition planning. Requires state provide services 3-21 (Part C – OT is a primary service in Part C).
Re-authorization of IDEA 1997
*Enabling students with disabilities to gain access to the general education curriculum in the least restrictive environment (LRE) and having higher expectations for their participation and success
• Ensuring that families have opportunities to participate in their children’s education
• Supporting professional development
• Directing resources to teaching and learning
• Encouraging whole-school approaches and pre-referral interventions
The most important changes in IDEA 1997 were:
- Education should prepare for employment and independent living
- IEP must specifically state how disability affects involvement and progress in the general curriculum
- Progress toward completion of annual goals must be reported every 9 weeks
- Child’s assistive technology needs must be addressed in the IEP
- Developmental delay may be used until 9 years of age
- Stronger emphasis on delivering services within the general education environment
- Transition services are addressed beginning at age 14 with a plan for transition by age 16
- If student will not participate in statewide or district wide testing, the team must write a justification and describe how the student will be tested.
Section 504 of the Rehabilitation Act of 1973 and the ADA of 1990
Sometimes a student with a disability is not eligible for special education service, yet has difficulty participating in and benefiting from educational programs. They should be eligible for service as a reasonable accommodation to learn. Role of therapist will vary; provide assistance in environmental adaptations, acquire or modify equipment of devices, assist in developing the written accommodation plan.
Reauthorization of IDEA - Improvements Act of 2004 - part B
- Specific language added on “Personnel Qualifications” States are required to specifically establish and maintain qualifications for related services
- Response to Intervention (RtI) – schools can now use a problem-solving process to determine whether a student would benefit from a specific instruction strategy
- Present levels of “academic achievement and functional performance” replace present levels of “educational performance”. Measureable annual goals are called “academic and functional goals”
- A statement of needed special education and related services and supplementary aids and services “based on peer-reviewed research to the extent practicable”
- All students with disabilities be included in state and local assessments, with accommodations if needed and that they are counted in the accountability system under “No child Left Behind” (NCLB).
- LEAs would be permitted to NOT provide special education services for children whose parents do not provide consent for services
Reauthorization of IDEA - Improvements Act of 2004 - part C
- States must develop a “rigorous” definition of developmental delay
- Children can continue to receive early intervention service through age 6
No Child Left Behind Act of 2001
- increasing the standards of accountability for states, school districts and schools
- parents more flexibility in choosing which schools their children will attend
- increased focus on reading and re-authorizes the Elementary and Secondary Education Act of 1965 (ESEA).
- based on the belief that high expectations and setting of goals will result in success for all students.
- requires that the schools distribute the name, home phone number and address of every student enrolled to military recruiters.
