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Special Education > Chapter 1-3 > Flashcards

Chapter 1-3 Flashcards

(71 cards)

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1
Q

Impact of Civil rights movement on special education

A

section 504, americans with disabilities act

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2
Q

section 504

A

from rehabilitation act of 1973, guarantees equal rights to people with disabilities in participation of full range school activities

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3
Q

Court cases that influenced special education

A

brown vs. board of education, pennsylvania association for retarded children v. commonwealth of pennslyvannia

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4
Q

pennsylvania association for retarded children v. commonwealth of pennslyvannia

A

state law that allowed public schools to deny education to certain children, namely those who had not “attained a mental age of 5 years

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5
Q

What year did the first federal guidelines for special education come out

A

1975

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6
Q

1975 Public law 94-142

A

education for the handicapped act (IDEA)

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7
Q

IDEA provisions

A

LRE, IEP, nondiscrimmitory evaluation, due process, zero reject, child find

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8
Q

due process

A

parents have the right to question exams and others

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9
Q

zero reject

A

school can no longer say no to acceptance of student

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10
Q

child find

A

screenings before school to see students abilities, if parents think child is not developing right

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11
Q

In 1986 congress enacted

A

public law 99-457

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12
Q

public law 99-457

A

extended provisions to children 0-5, individualized family service plan

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13
Q

1990 law was renamed

A

101-470 Individuals with disabilities education act

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14
Q

Individuals with disabilities education act

A

transition services, early childhood education, severe disabilities, emotional disturbance, and new categories: Autism and traumatic brain injury

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15
Q

1997 new provision to IDEA

A

general education teacher role and responsibilities, parent participation, evaluation and eligibility, assessment, transition, discipline, paraprofessionals, medication

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16
Q

categories of disabilities in federal law

A

learning disabilities, speech or lang. impairments, mental retardation, emotional disturbance, autism, hearing impairments, visual impairments, deaf blindness, orthopedic impairments, traumatic brain injury, other health impairment, multiple disabilities

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17
Q

Other students with special needs

A

gifted or talented, protected by section 504 (ADHD), students at risk (language difficulties)

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18
Q

professionals in special education

A

general ed teacher, special ed teacher, and others

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19
Q

general education teacher is responsible for

A

identifying if students are having problems in classroom, documenting problem, making accommodations in classroom, referral, identifying students strengths, participating in deciding students goals and objectives at the IEP meeting, working with special services staff to provide instruction for student in classroom

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20
Q

CST

A

child study team, once agreed and signed upon move on to IEP

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21
Q

special education teacher responsible for

A

managing and coordinating services students receive, implementing students IEP

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22
Q

Other specialist and related service providers

A

school psychologist, counselor, speech/lang. therapist, social workers, physicals therapists, occupational therapists, adaptive physical educators, nurses, paraprofessionals, bilingual specialist, sign lang. interpreter

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23
Q

school psychologist

A

determine students functioning and solve their psychological problems

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24
Q

counselor

A

help with transitions

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25
social workers
serve as consultants
26
occupational therapists
work on fine motor skills
27
paraprofessionals
personal assistants or one on one assistants
28
parents rights in the decision making process
request assessment, give written consent before school conducts an assessment,be notified of all meetings, provide input on childs needs, request independent evaluation if they disagree with school districts evaluation, participate in meeting decisions
29
participate in meeting to decide
if child has a disability, to write IEP, determine where childs special education services will be delivered, right to due process if disagree with process
30
Deciding if a students needs might be a disability
analyze students needs, communicate your observations (with parents and colleagues), try interventions
31
How students obtain special services
pre referral, special education referral, and assessment
32
assessment
trained personal to administer, use non biased assessments, information from various sources, meeting to analyze data collected (CST), determine eligibility for special education, develop an IEP
33
Individualized education program (IEP)
developed by a team, present level of functioning, goals and objectives, extent of participation in general education, identify services and modifications, behavior intervention plan, date of initiation, frequency and duration of service and modifications, evaluation, transition plan
34
monitoring special education services
annual review, 3 year reevaluations
35
annual review IEP
to change, update IEP
36
three year reevaluations IEP
to determine if student continues to need special education services
37
what services do students with disabilities recieve
special education services, related services, placement
38
placement
I.E. regular class, resource room, separate class, separate school, residential facility, home, hospital
39
co teaching approaches
one teach one observe, one teach one drift, station teaching, parallel teaching, team teaching, alternative teaching
40
collaborating with parents
strong working relationships depends on understanding the parents point of view
41
prior to parent conferences have
a purpose, questions for parents to ask, student strengths, examples of work, grade book, a setting
42
parents response
shock, denial, sadness, anxiety, fear, anger, guilt
43
progress monitoring
detailed frequent assessment
44
positive behavior supports
replace unwanted behavior with something positive
45
mainstreaming
inclusion of special ed students into general ed based on needs
46
greatest number of students in special education
learning disabilities
47
role of nurse in team meeting
interrupt medical info
48
advocates
interpret and support to help parents
49
Who implements IEP
special ed teacher
50
what are you looking for in behavior problems
difference from students and frequency
51
purpose of intervention specialist
provide problem solving approach
52
If team decides learning disabilities they have to supply
justification for placement and label
53
If parents disagree with outcome of team they ask for
due process
54
special education provided services
specially designed instruction, related services, and supplementary aids and services
55
specially designed instruction
meet student individual needs, monitored closely and students progress is monitored
56
related services
assistance beyond academic instruction ex. physical therapy, counseling, adapted physical education, and transportation
57
supplementary aids and services
preferred seating, access to computer technology, and instructional adjustment so students can be in general education
58
americans with disabilities act amendments
clarifies civil rights of all individuals with disabilities
59
no child left behind
all students have equal access to a high quality education
60
response to intervention
identifying disabilities based on whether student learning progress improves or fails to improve receives intense intervention
61
functional curriculum
alternate assessments designed to measure their learning
62
evidence based practice
instructional techniques that have been shown by research to be most likely to improve student outcomes in a positive way
63
inclusive practices
physical integration, social integration, and instructional integration
64
universal screening
process used in response to intervention to access all students in order to discover those who are having difficulty
65
multidisciplinary team
parents, educators, and others assumes responsibility for making educational decisions regarding the student
66
Is specific educational practices required in IEP?
no
67
what makes collaboration work
when people believe their ideas have value
68
when your working collaborative teams what do you need
to know what you believe
69
If school believes in teacher collaboration, how do they show it?
block out time from school for teachers to meet and work together
70
whats the most important thing for working with a team
clear and specific goal
71
If a teacher calls in a consultant what do they expect
the person to teach the teacher how to teach the student

Special Education (3 decks)

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