Chapter 2: Planning & Providing Special Education Services

Question 1

Questions to identify children who need services (5)

Answer 1

Does their disability adversely affect performance?
What educational needs are present?
What supplemental needs are present?
What is their appropriate LRE?
Is special ed helping, why not?

Question 2

Preferral

Answer 2

-Begins before child is formally evaluated for special education services.
-The intervention assistance team helps teachers implement intervention for academic/behavior needs
-MTSS, RTI, PBIS
-If child responds positively, no special education is needed
-Preventative measure for putting kids in special ed who don’t need it.

Question 3

Evaluation & Eligibility Determination

Answer 3

-IDEA requires all suspected of having a disability to receive multifactored evaluation which requires parental consent
-Tests broad range of things in development, must be fair and follow IDEA rules.

Question 4

Program Planning

Answer 4

-IEP is developed when disability is confirmed
-IEP includes goals and objectives that are measurable, instruction and related services, frequency of services, and teachers.
-Education and functional abilities

Question 5

Placement

Answer 5

-After needs are identified, LRE is determined
-LRE unique for each child \
-If a child is separated from gen ed classroom, rationale must be provided

Question 6

Progress Monitoring, Annual Review, Reevaluation

Answer 6

-Student progress must be continuously monitored to keep IEP effective
-IEP must be reviewed at least annually
-Therapy or a device may make special ed unnecessary, so reevaluation is important
-Most children don’t come out of needing services

Question 7

Disproportionate Representation of Students from Culturally and Linguistically Diverse Groups

Answer 7

-Disproportionate representation is when a group receives special ed at a higher or lower rate than expected

Question 8

Combating Bias in Referral and ID Process

Answer 8

-Bias is more likely to occur in assessments of traditional marginalized groups
-Providers should take cultural background into consideration

Question 9

Multidisciplinary

Answer 9

Composed of professionals from different disciplines who work independently from one another

Question 10

Interdisciplinary

Answer 10

Conduct assessment separately, collaborate on plan, implement plan independently

Question 11

Transdisciplinary

Answer 11

Uniform and integrated. Collaborate on assessments, plans, and implementation. Roles are shared

Question 12

Process of Special Education (7)

Answer 12

1.) Preferral Intervention
2.) Multifactored Eval
3.) Eligibility Determination
4.) IEP
5.) Placement in LRE
6.) Special Ed and Related Services
7.) Progress Monitor, Annual Review, Reevaluation

Question 13

IEP Components (8)

Answer 13

-Current levels of educational performance
-Measurable goals
-How goals will be met and how reports will be provided
-Statement of services
-Explain extent of nondisabled interactions
-Additional accommodations
-When services begin, how often, adult life
-No later than 16, updated annually

Question 14

RERUN Strategy for Communicating with Parents

Answer 14

Reflect
Explain
Reason
Understand
Negotiate