Long Quiz 1 Chapters 1-3 Flashcards
The Purpose & Promise of Special Education, Planning and Providing Special Education Services, Collaborating with Families (139 cards)
1
Q
Who/what are exceptional children?
A
They are those children whose physical and/or learning characteristics differ from the norm (either above or below) to such an extent that they require an individualized program of special education and related services to fully benefit from education.
2
Q
How does the concept of ‘students with disabilities’ differ from ‘exceptional children?’
A
The former is more restrictive because it does not include gifted and talented children.
3
Q
an inclusive term that refers to children with learning and/or behavior problems, children with physical disabilities or sensory impairments, and children with superior intellectual abilities and/or special talents
A
Exceptional Children
4
Q
refers to the loss or reduced function of a particular body part or organ
A
IMPAIRMENT
5
Q
this exists when an impairment limits a person’s ability to perform certain tasks
A
DISABILITY
6
Q
When is a person with a disability HANDICAPPED?
A
When their disability leads to educational, personal, social, vocational, or other problems/disadvantages.
7
Q
Refers to a problem or a disadvantage a person with a disability or impairment encounters when interacting with the environment.
A
HANDICAP
8
Q
Can a disability pose a handicap in one environment but not in another?
A
Yes.
Ex. A child with a prosthetic limb may be handicapped when competing against peers without disabilities on the basketball court but experience no disadvantage in the classroom.
9
Q
True or False:
Many people with disabilities experience handicaps that are the result of negative attitudes and inappropriate behavior of others who needlessly restrict their access and ability to participate fully in school, work, or community activities.
A
True
10
Q
The term used to refer to children who are considered to have a greater than usual chance of developing a disability.
Also used to refer to students who are experiencing significant learning or behavioral problems in the regular classroom and therefore have the potential to be diagnosed with a disability.
A
‘At risk’
Educators often apply the term to infants and preschoolers who, because of biological conditions, events surrounding their births, or environmental deprivation, may be expected to experience developmental problems at a later time.
11
Q
In the US:
* Children with disabilities in special education represent ____ of the school-age population
- About _______ as many males as females receive special education.
- During the 2012–2013 school year, 333,982 _________________ (birth through age 2) were among those receiving special education.
- The number of children who receive special education increases from age ___ through age ___ years. The number served decreases gradually with each successive year from age ___ until age ____ years. Thereafter, the number of students receiving special education ____________ sharply
- Although each child receiving special education is classified under a __________ ___________ __________, many children are affected by ______ ______ ______ disability
- About __________ students with disabilities ages _________ years are “declassified” and NO longer receive special education services ____ ______ after initial identification (SRI International, 2005)
- There are ________ ____________ academically gifted and talented students in grades K
through 12 in the U.S. (National Association for the Gifted, 2015).
A
- 13%
- twice
- infants and toddlers
- 3-9; 9-17; decreases
- primary disability category; more than one
- one in six; six to 13; 2 years
- 3 to 5 million
12
Q
Examples of derogatory terms that were used to exclude people with disabilities from the activities and privileges of everyday life.
A
dunce
imbecile
fool
13
Q
IDEA allows children ages 3–9 years to be identified with “________________ _______” and receive special education services without a specific disability label.
A
developmental delays
14
Q
In practice, therefore, a student becomes eligible for special
education and related services because of membership in a given _____________ ________.
A
disability category
15
Q
Possible BENEFITS of Labeling and Classification
A
- recognizes MEANINGFUL DIFFERENCES in learning or behavior and is a first and necessary step in RESPONDING RESPONSIBLY to those differences
- can provide ACCESS TO ACCOMMODATIONS AND SERVICES not available to people without the label (ex. additional time on college entrance exams)
- may lead to a PROTECTIVE RESPONSE in which peers are MORE ACCEPTING of the atypical behavior of a child with disabilities
- helps PRACTITIONERS AND RESEARCHERS COMMUNICATE with one another and CLASSIFY AND EVALUATE research findings
- FUNDING AND RESOURCES for research and other programs are often based on SPECIFIC CATEGORIES OF EXCEPTIONALITY
- enable DISABILITY-SPECIFIC ADVOCACY GROUPS to promote specific programs and spur legislative action (ex. Autism Speaks, American Federation for the Blind)
- helps make exceptional children’s SPECIAL NEEDS more VISIBLE to POLICY-MAKERS and the PUBLIC
16
Q
Possible DISADVANTAGES of Labeling and Classification
A
- usually FOCUS on DISABILITY, IMPAIRMENT, OR PERFORMANCE DEFICITS, they may lead some people to think only in terms of what the individual CANNOT DO instead of what they can do or might be capable of doing
- may STIGMATIZE the child and lead peers to REJECT or RIDICULE the labeled child
- teachers may HOLD LOW EXPECTATIONS for a labeled student and TREAT THEM DIFFERENTIALLY which may impede the rate at which the child learns new skills and contribute to a level of performance CONSISTENT with the LABEL’S PREDICTION
- may NEGATIVELY AFFECT the child’s SELF-ESTEEM
- often MISUSED as EXPLANATORY CONSTRUCTS suggesting that learning problems are the result of something INHERENTLY WRONG with the child, REDUCING SYSTEMATIC EXAMINATION of and ACCOUNTABILITIY for INSTRUCTIONAL VARIABLES as CAUSES of performance deficits.
- provides a built-in EXCUSE for INEFFECTIVE INSTRUCTION - even though membership in a given category is based on a particular characteristic, there is a tendency to ASSUME that ALL children in a category SHARE other TRAITS as well, thereby DIMINISHING the DETECTION and APPRECIATION of each child’s UNIQUENESS
- a DISPROPORTIONATE NUMBER of children from some RACIAL or ETHNIC backgrounds have been assigned disability labels
- CLASSIFYING exceptional children requires the EXPENDITURE of a great amount of MONEY and PROFESSIONAL and STUDENT TIME that might be BETTER SPENT DELIVERING and EVALUATING the effects of INTERVENTION for struggling students
17
Q
A student with dyslexia is given additional time on standardized tests to accommodate their reading challenges. This accommodation allows them to perform on an equal footing with peers.
What type of benefit does this illustrate?
A
Access to accommodations and services
18
Q
After a student with ADHD is open about their diagnosis, classmates become more understanding of behaviors like fidgeting and speaking out of turn.
What type of benefit does this illustrate?
A
Protective response and peer acceptance
19
Q
A teacher discusses the latest research on autism with colleagues, helping them better understand strategies that work effectively with students on the spectrum.
What type of benefit does this illustrate?
A
Communication and classification in research
20
Q
A school receives a grant to improve facilities and support programs specifically for students identified with learning disabilities.
What type of benefit does this illustrate?
A
Funding and resources based on specific categories
21
Q
An advocacy group successfully campaigns for a law requiring more accessible educational resources for students with visual impairments.
What type of benefit does this illustrate?
A
Disability-specific advocacy for legislative action
22
Q
Research on students with intellectual disabilities helps guide educators in developing specific interventions that meet the unique needs of these students.
What type of benefit does this illustrate?
A
Recognizing meaningful differences and responding responsibly
23
Q
After more students with physical disabilities enroll in schools, the public becomes more aware of accessibility issues and the need for inclusive policies.
What type of benefit does this illustrate?
A
Visibility to policy makers and the public
24
Q
After being diagnosed with a learning disability, a student’s classmates start to avoid working with him on group projects, viewing him as “different” from the rest.
What type of disadvantage does this illustrate?
A
Stigmatization and peer rejection
25
A teacher assumes that a child labeled with ADHD will struggle in all subjects, so she rarely challenges him with advanced work, reinforcing limited expectations.
What type of disadvantage does this illustrate?
Low expectations and differential treatment
26
After receiving a label of "intellectual disability," a student begins to feel inferior, questioning her worth and abilities.
What type of disadvantage does this illustrate?
Negative impact on self-esteem
27
A school labels several students from a particular ethnic group as having behavioral disorders at a disproportionately high rate compared to other groups.
What type of disadvantage does this illustrate?
Disproportionate labeling of racial or ethnic groups
28
Due to his classification under "learning disability," a student is assumed to share behaviors or traits with other students in this category, overlooking his unique strengths.
What type of disadvantage does this illustrate?
Overgeneralization and diminished appreciation of individuality
29
After a child is diagnosed with a reading disorder, school staff assume her struggles are entirely due to her own limitations, without examining teaching methods that could be improved.
What type of disadvantage does this illustrate?
Misuse of label as an explanatory construct and lack of accountability for reflection on instruction
30
In many schools, substantial resources are spent assessing students for specific labels rather than focusing on effective teaching interventions for all students who struggle.
What type of disadvantage does this illustrate?
High costs in time and resources for classification rather than improving interventions
31
A student with a physical disability is primarily identified for his limitations, with less attention given to his potential strengths in technology and creativity.
What type of disadvantage does this illustrate?
Focus on deficits over capabilities
32
Alternatives to Labeling and Classification
1. Proposed by Reynolds, Zetlin, & Heistad - the lowest achieving 20& and highest achieving 20% of students be eligible for broad (noncategorical approaches to improvement of learning opportunities
2. According to curriculum and skill areas they need to learn - m. For example, if a teacher wants to teach Brandon to compute, read, and comprehend, he might call him a student of computation, reading, and comprehension.
3. Referring to them personally rather than using blanket labels - “Mitch, a fifth-grade student with learning disabilities” >>> “physically handicapped boy”
4. National Federation of the Blind - against using terms such as 'visually challenged' and 'people with blindness,' stating that such politically correct euphemisms are “totally unacceptable and deserving only ridicule because of their strained and ludicrous attempt to avoid such straightforward, respectable words as blind, the blind, blind person, or blind persons”
5. American Association on Mental Retardation (AAMR) changed its name to the American Association on Intellectual and Developmental Disabilities (AAIDD) - considered 'intellectual disabilities' to be less stigmatizing than 'mental retardation'
33
Why are laws necessary for the education of exceptional children?
Laws ensure that all children, regardless of abilities, have equal access to education, promoting inclusion and participation instead of exclusion and isolation.
34
What was the “exclusionary past” in education?
Before the 1970s, laws allowed schools to deny enrollment to children with disabilities, often leading to exclusion from public education entirely (Banks & Banks, 2016).
35
How were children with disabilities viewed in the early 20th century?
Individuals with disabilities were labeled as “unfit for citizenship” and often placed in institutions with poor or dehumanizing conditions (Smith, 2004).
36
What role did state laws play in excluding disabled children?
Some state laws permitted schools to exclude students deemed physically or mentally “incapacitated” for schoolwork, supporting a system of exclusion.
37
How did the philosophy of segregation impact students with disabilities?
Early inclusion often meant segregation; children with disabilities were isolated in separate classrooms or institutions, limiting their interaction with other students.
38
How were children with mild learning issues treated in general education?
They were typically left in regular classrooms without support, often labeled “slow learners” or “disciplinary problems” if they struggled academically or behaviorally.
39
How did changes in society’s values impact education for children with disabilities?
Expanding ideals of equality and justice led to laws ensuring FREE APPROPRIATE PUBLIC EDUCATION (FAPE) in the LEAST RESTRICTIVE ENVIRONMENT (LRE) for all children (Yell, 2016).
40
What legal guarantee protects the educational rights of children with disabilities?
Federal legislation guarantees FAPE and mandates LRE, preventing schools from denying access to students with disabilities based on perceived inability to benefit from education.
41
How is the history of special education linked to the civil rights movement?
The movement influenced special education by challenging segregation, particularly with Brown v. Board of Education (1954), which ruled that education must be available to all children on equal terms.
42
What was the impact of Brown v. Board of Education on special education?
The case prompted parents of children with disabilities to demand equal access to education, leading to court cases and reforms based on the 14th Amendment’s guarantee of equal protection.
43
What is the significance of the 14th Amendment in the context of special education?
It provides that no state shall deny any person equal protection under the law, forming a basis for parents to challenge unequal treatment in education for children with disabilities.
44
What was the PARC v. Commonwealth of Pennsylvania case about?
PARC challenged a law denying education to children deemed “unable to profit” from school, arguing that it was irrational to label them as ineducable without proof.
45
What was the outcome of PARC v. Commonwealth of Pennsylvania (1972)?
The court ruled that children with intellectual disabilities were entitled to a free public education, and that regular class placements were preferable to segregated settings.
46
Why is the PARC case considered a landmark in special education?
It established that all children with intellectual disabilities have a right to FAPE and influenced later legislation, promoting inclusive classroom placements over segregated ones.
47
How did Brown and PARC cases influence federal legislation?
Their rulings laid the groundwork for laws like the Individuals with Disabilities Education Act (IDEA), ensuring equal educational rights for children with disabilities.
48
What principle did the PARC decision emphasize for the placement of students with disabilities?
It emphasized that placements in regular public school classes were preferable, promoting inclusion in the least restrictive environment.
49
Why are Laws Governing the Education of Exceptional children Necessary?
- An exclusionary past
- Separate is not equal
- Equal protection
50
What is the Individuals with Disabilities Education Act (IDEA)?
Originally passed as the Education for All Handicapped Children Act in 1975, IDEA is a federal law ensuring students with disabilities receive a free appropriate public education (FAPE) tailored to their needs.
51
What are the main purposes of IDEA?
IDEA aims to provide
(1.A) FAPE for children with disabilities,
(1.B) protect their rights and those of their parents,
(1.C) support states, localities, and Federal and educational service agencies in delivering education,
(2) enhance early intervention,
(3) improve educational outcomes, and
(4) assess & ensure the implementation and effectiveness of efforts/interventions
---
The purposes of IDEA are
1. (A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; (B) to ensure that the rights of children with disabilities and parents of such children are protected; and (C) to assist states, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities;
2. to assist States in the implementation of a statewide, comprehensive, coordi- nated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families;
3. to ensure that educators and parents have the necessary tools to improve educational results for children with disabilities by supporting system improve- ment activities; coordinated research and personnel preparation; coordinated technical assistance, dissemination, and support; and technology development and media services; and
4. to assess, and ensure the effectiveness of, efforts to educate children with disabilities. (PL 108-466, Sec. 601 [d))
52
Major Principles of IDEA
1. ZERO REJECT
2. NONDISCRIMINATORY EVALUATION
3. FREE APPROPRIATE PUBLIC EDUCATION
4. LEAST RESTRICTIVE ENVIRONMENT
5. PROCEDURAL SAFEGUARDS
6. PARENT PARTICIPATION AND SHARED DECISION MAKING
53
What law initiated the Individuals with Disabilities Education Act (IDEA) in 1975?
Public Law 94-142, the Education for All Handicapped Children Act, later renamed IDEA in 1990.
54
How many times has IDEA been reauthorized and amended, and what is the title of its most recent version?
IDEA has been reauthorized and amended five times, with the latest version titled the Individuals with Disabilities Education Improvement Act of 2004 (PL 108-466).
55
List the four primary purposes of IDEA.
1. Ensure free appropriate public education (FAPE) for children with disabilities.
2. Support early intervention services for infants and toddlers with disabilities.
3. Provide tools for educators and parents to improve educational results.
4. Assess and ensure effective education efforts for children with disabilities.
56
What are the six major principles of IDEA?
1. Zero Reject
2. Nondiscriminatory Evaluation
3. Free Appropriate Public Education (FAPE)
4. Least Restrictive Environment (LRE)
5. Procedural Safeguards
6. Parent Participation and Shared Decision Making
57
Schools must educate all children with disabilities, ensuring that no child is excluded from public education, regardless of disability severity, through the child find system.
Zero Reject
58
Evaluations must be unbiased, multifactored, and in the child’s native language, ensuring fair assessment without discrimination based on race, culture, or language.
Nondiscriminatory Evaluation
59
Guarantees education at no cost to families, with an Individualized Education Program (IEP) tailored to each child’s unique needs.
Free Appropriate Public Education (FAPE) principle
60
Mandates that children with disabilities be educated with nondisabled peers as much as possible, with a continuum of placement options provided.
Least Restrictive Environment (LRE) principle
61
Protect children’s and parents’ rights, requiring parental consent for evaluations, confidentiality, and allowing due process hearings and mediation.
Procedural Safeguards
62
Mandates collaboration with parents (and students when appropriate) in planning and decisions regarding IEP goals, services, and placements.
Parent Participation and Shared Decision-making
63
Expands special education services to preschool children with disabilities ages 3-5, ensuring similar protections and services as school-age children.
Special Education Services for Preschoolers
- IDEA ensures that children ages 3-5 with disabilities have access to the same special education services and protections as older children, providing early intervention and support for developmental progress.
64
Legislation requiring each state to serve all preschool children with disabilities ages 3 to 5, beginning with the 1990-1991 school year.
PL 99-457
- This law extended IDEA provisions to include preschool children, ensuring that early intervention services became a requirement across states, starting in 1990.
65
Program that encourages states to provide coordinated early intervention services for infants and toddlers with developmental delays or medical conditions likely to cause delays
Early Intervention for Infants and Toddlers
- This program emphasizes early support for children with disabilities or those at risk, ensuring developmental delays are addressed as early as possible to improve long-term outcomes.
66
A required plan for infants and toddlers in early intervention services, developed by a multidisciplinary team including parents.
Individualized Family Service Plan (IFSP)
- The IFSP is a customized plan for young children that outlines necessary services and goals, developed collaboratively by professionals and the child's family to ensure comprehensive support.
67
Technology defined by IDEA as any device or equipment that improves a child’s functional capabilities.
Assistive Technology
- includes any device that helps children with disabilities perform tasks and improve their skills, ensuring better access to education and daily activities
68
Examples of Assistive Technology
Augmentative communication devices like speech-generating devices for students with speech impairments
Adaptive toys that help children with motor or cognitive disabilities interact with their environment
Screen readers or voice-to-text software to assist students with learning disabilities
69
Requirement in IDEA that special education services be supported by research-based instructional methods.
Scientifically Based Instruction
- This ensures that teaching strategies used in special education are grounded in proven, effective methods based on research, helping to provide the best outcomes for students with disabilities.
70
Encourages the development of flexible learning environments that meet the needs of all students, providing multiple ways of engagement, representation, and expression without always relying on assistive technology.
Universal Design for Learning (UDL)
- Curriculum and materials should be designed to accommodate diverse learning needs without requiring assistive technologies.
71
Three Principles of Universal Design Learning (UDL)
- Representation
- Action and Expression
- Engagement
- These principles focus on providing different ways for students to interact with content, demonstrate understanding, and stay engaged in learning, making education more accessible to diverse learners.
72
Court case where parents claimed the standard 180-day school year was insufficient for children with severe disabilities who regress during breaks.
Armstrong v. Kline (1979)
Explanation: This case highlighted the need for extended educational services for children with disabilities who experience regression during school breaks, setting the stage for the inclusion of extended school year services in IDEA.
73
Services provided beyond the typical school year for students with disabilities, determined necessary by the IEP team.
Extended School Year (ESY)
- ensures that students with disabilities continue to receive educational services during school breaks to prevent regression, determined on a case-by-case basis by the IEP team.
74
The Supreme Court ruling that defined FAPE as an adequate, but not maximized, educational benefit for students with disabilities.
Board of Education v. Rowley (1982)
- This ruling clarified that FAPE (Free Appropriate Public Education) does not require the highest educational standards but ensures that students with disabilities receive a meaningful educational benefit that meets their individual needs.
75
Case ruling that schools cannot recommend expulsion for more than 10 days for students with disabilities if the misconduct is related to the disability.
Honig v. Doe (1988)
- This case affirmed that students with disabilities cannot be expelled for behaviors linked to their disabilities, ensuring that they are treated equitably in disciplinary actions.
76
IDEA process to review if a student’s behavior is related to their disability before applying disciplinary actions.
Manifestation Determination
- Before disciplining a student with a disability for misbehavior, schools must determine if the behavior is connected to the disability, protecting students from inappropriate disciplinary actions.
77
Court ruling that schools must educate all children with disabilities, regardless of the severity of their disabilities or the level of benefit.
Timothy W. v. Rochester School District (1989)
- This ruling reinforced that IDEA guarantees education for all students with disabilities, regardless of how severe their condition, ensuring they are provided with appropriate educational opportunities.
78
IDEA provision that allows school personnel to place students with disabilities in an alternative setting for up to 45 days for severe infractions.
Discipline under IDEA 2004
- This provision permits temporary removal of students with disabilities for serious infractions, ensuring they continue to receive educational services while addressing behavioral issues.
79
The only federal program that supports gifted and talented students through grants and program development.
Jacob K. Javits Gifted and Talented Student Education Act
80
What legislation prohibits discrimination against individuals with disabilities in federally funded programs?
Section 504 of the Rehabilitation Act of 1973
81
What is the key provision of Section 504 regarding accessibility for students?
Program Accessibility Requirement
- Focuses on accessibility to services rather than complete architectural changes; schools and colleges must accommodate as needed.
82
Which act extends civil rights protections for people with disabilities in employment, public services, and telecommunications?
The Americans with Disabilities Act (ADA)
83
What are the four major areas covered by the Americans with Disabilities Act?
1. Employment
2. Public entities
3. Public accommodations
4. Telecommunications
Ex.
1. reasonable accommodations
2. accessible transport
3. barrier removal
4. 24/7 relay services
84
The goal for this act was to ensure that all students achieve proficiency in reading and math by 2014.
Aimed for universal proficiency, especially for low-income students, with accountability and evidence-based instruction requirements.
No Child Left Behind Act (NCLB)
85
How does NCLB affect students with disabilities in assessments?
Inclusion of Students with Disabilities in NCLB & Increases Accountability
- Requires their scores in district report cards, and mandates accommodations or alternate assessments when necessary.
86
What two aspects of NCLB will likely remain unchanged in future reauthorizations?
The emphasis on evidence-based instruction and accountability for student learning.
- Focus on scientifically backed teaching methods and holding schools accountable for students' learning outcomes.
87
(1) Identification of children with hearing loss; (2) Determination of the range, nature, and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing; (3) Provision of habilitative activities, such as auditory training, speech reading (lipreading), hearing evaluation, and speech conservation; (4) Creation and administration of programs for prevention of hearing loss; (5) Counseling and guidance of children, parents, and teachers, regarding hearing loss; and (6) Determining the child's need for group and individual amplification, selecting and fitting an appropriate hearing aid, and evaluating the effectiveness of amplification.
Audiology
88
Services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel.
Counseling Services
89
Implementation of a formal plan for identifying a disability as early as possible in a child's life.
Early Identification and Assessment
90
(1) The following, when used with respect to children who are deaf or hard of hearing: Oral transliteration services, cued language transliteration services, sign language transliteration and interpreting services, and transcription services, such as communication access real-time translation (CART), C-Print, and TypeWell; and (2) Special interpreting services for children who are deaf-blind.
Interpreting Services
91
Services provided by a licensed physician for diagnostic or evaluation purposes to determine a child's medically related disability that results in the child's need for special education and related services.
Medical Services
92
(1) Services provided by a qualified occupational therapist; and (2) includes (A) Improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation; (B) Improving ability to perform tasks for independent functioning if functions are impaired or lost; and (C) Preventing, through early intervention, initial or further impairment or loss of function.
Occupational Therapy
93
(1) Assisting parents in understanding the special needs of their child; (2) Providing parents with information about child development; and (3) Helping parents to acquire the necessary skills that will allow them to support the implementation of their child's IEP or IFSP.
Parent Counseling and Training
94
Services are provided to blind or visually impaired children by qualified personnel to enable those students to obtain systematic orientation to and safe movement within their environments in school, home, and community.
Orientation and Mobility Services
95
Services provided by a qualified physical therapist.
Physical Therapy
96
Physical Therapy vs Occupational Therapy
Occupational therapists - focus on helping individuals engage in meaningful activities and tasks
Physical therapists - focus on improving physical function, mobility, and strength
97
(1) Administering psychological and educational tests, and other assessment procedures; (2) Interpreting assessment results; (3) Obtaining, integrating, and interpreting information about child behavior and conditions relating to learning; (4) Consulting with other staff members in planning school programs to meet the special needs of children as indicated by psychological tests, interviews, and behavioral evaluations; (5) Planning and managing a program of psychological services, including psychological counseling for children and parents; and (6) Assisting in developing positive behavioral intervention strategies.
Psychological Services
98
(1) Assessment of leisure function; (2) Therapeutic recreation services; (3) Recreation programs in schools and community agencies; and (4) Leisure education.
Recreation
99
Services provided by qualified personnel in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community.
Rehabilitative Counseling Services
100
Health services designed to enable a child with a disability to receive FAPE as described by the child's IEP. School nurse services are provided by a qualified school nurse or other qualified person. School health services are services provided by either a qualified school nurse or other qualified person.
School Health Services and School Nurse Services
101
(1) Preparing a social or developmental history of a child with a disability; (2) Group and individual counseling with the child and family; (3) Working in partnership with parents and others on those problems in a child's living situation (home, school, and community) that affect the child's adjustment in school; (4) Mobilizing school and community resources to enable the child to learn as effectively as possible; and (5) Assisting in developing positive behavioral intervention strategies.
Social Work Services in the Schools
102
(1) Identification of children with speech or language impairments; (2) Diagnosis and appraisal of specific speech or language impairments; (3) Referral for medical or other professional attention necessary for the habilitation of speech or language impairments; (4) Provision of speech and language services for the habilitation and prevention of com- municative problems; and (5) Counseling and guidance of parents, children, and teachers regarding speech and language impairments.
Speech-Language Pathology Services
103
(1) Travel to and from school and between schools. (2) Travel in and around school buildings. (3) Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability.
Transportation
104
(1) Related services do not include a medical device that is surgically implanted, the optimization of that device's functioning (e.g., mapping), maintenance of that device, or the replacement of that device. (2) Nothing in paragraph (b)(1) of this section-(i) Limits the right of a child with a surgically implanted device (e.g., cochlear implant) to receive related services that are determined by the IEP Team to be necessary for the child to receive FAPE; (ii) Limits the responsibility of a public agency to appropriately monitor and maintain medical devices that are needed to maintain the health and safety of the child, including breathing, nutrition, or operation of other bodily functions, while the child is transported to and from school or is at school; or (iii) Prevents the routine checking of an external component of a surgically implanted device to make sure it is functioning properly.
Exception
105
Some students with mild to moderate disabilities are provided with ___________________ (e.g., additional time, large print) when taking district- and statewide tests.
Students with severe disabilities for whom standard academic achievement tests would be inappropriate can take ____________ ______________ (e.g., a video portfolio demonstrating improvements in language or adaptive behavior) if
their IEP team recommends them.
accommodations
alternate assessments
106
An instructional-based intervention designed to help children with disabilities overcome obstacles to learning and participate fully in school and society.
SPECIAL EDUCATION
107
Three Basic Types of Intervention in Special Education
1. stops problems before they start
2. address existing issues
3. teach skills to offset disabilities
1. Preventive
2. Remedial
3. Compensatory
108
Three Levels of Preventive Intervention
1. aims to prevent the onset of disabilities
2. addresses early signs
3. works to minimize impact once a disability is present
1. Primary Intervention
2. Secondary Intervention
3. Tertiary Intervention
109
What does remedial intervention focus on?
eliminating specific effects of a disability
- by teaching academic, social, self-care, or vocational skills
Example: Helping a student with reading difficulties improve literacy skills.
110
What is an example of compensatory intervention?
teaching a child with cerebral palsy to use assistive devices like a head stick to perform tasks despite limited fine motor control
- Compensatory interventions help individuals perform tasks by using alternative strategies or tools.
111
What distinguishes special education from general education?
Special education is marked by individualized, specialized instruction that adapts methods and materials to meet the needs of students with disabilities.
Example: Using sign language for a deaf student or adapting lessons for students with autism.
112
Who is responsible for teaching exceptional children?
An interdisciplinary team of professionals, including special education teachers, general education teachers, and other specialists (e.g., psychologists, speech-language pathologists).
- They collaborate with families to meet the needs of exceptional children.
113
A ____________ _____________ focuses on practical skills that students with disabilities need for independence in school, home, and community settings.
Functional Curriculum
ex. Teaching students how to dress, prepare snacks, or use public transportation.
114
What are the six educational placements used by the U.S. Department of Education?
1. Regular classrooms
2. Resource rooms
3. Separate classrooms
4. Special schools
5. Residential schools
6. Nonschool environments (e.g. homebound or hospital programs)
115
How is special education defined in its most meaningful form?
Special education is individually planned, specialized, intensive, goal-directed instruction aimed at helping exceptional children achieve success.
- Effective special education is based on personalized teaching and evidence-based methods to support each child's learning needs.
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A school district implements a program to train parents and teachers on early childhood development to identify potential learning disabilities before they become significant. Which type of intervention is this?
Primary Prevention
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A student with dyslexia receives extra support in reading, including phonics instruction and reading comprehension strategies. What type of intervention is this, and what is its main purpose?
Remedial Intervention
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A child with limited motor control uses voice recognition software to complete writing tasks on a computer. What type of intervention does this represent?
Compensatory Intervention
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A student with a diagnosed learning disability receives specialized teaching methods and ongoing interventions to minimize the effects of the disability and support academic success in school.
Tertiary Prevention
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A teacher notices early signs of learning difficulties in a student (e.g., struggles with reading) and provides targeted support, such as additional tutoring, to address those early warning signs.
Secondary Intervention
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In a special education program, students with intellectual disabilities are taught how to use a public bus, cook simple meals, and handle money. What type of curriculum are these lessons part of?
Functional Curriculum
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A student with moderate autism is placed in a separate classroom with tailored social skills instruction, but spends part of the day in a regular classroom for certain subjects. Which type of educational placement does this represent?
Separate Classroom
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A special education teacher, a speech-language pathologist, and a school psychologist work together to create a personalized plan for a child with speech delays and behavioral issues. How does this illustrate the team-based approach in special education?
This illustrates the INTERDISCIPLINARY TEAM APPROACH, where different professionals collaborate to address the multiple needs of the student through specialized, individualized support.
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A teacher uses visual aids, hand-on activities, and verbal instructions to teach a student with ADHD. What concept does this approach demonstrate in special education?
This approach demonstrates INDIVIDUALIZED INSTRUCTION, where the teacher adapts teaching methods to fit the specific needs of the student with ADHD.
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Student spends at least 80% of the school day inside regular class.
REGULAR CLASS
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Student spends between 40% and 79% of the school day inside regular class.
RESOURCE ROOM
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Student spends less than 40% of the school day inside regular class.
SEPARATE CLASS
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Student receives special education and related services at public expense for greater than 50% of the school day.
SEPARATE SCHOOL
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Student receives special education and related services in a public or privately operated residential facility in which children receive care or services 24 hours a day.
RESIDENTIAL FACILITY
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Student receives special education and related services in a hospital or homebound program.
HOMEBOUND OR HOSPITAL
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Special Education (WHO, WHAT, HOW, WHERE)
Who:
Special education teachers, aides, therapists, and other professionals.
Students with disabilities (e.g., learning disabilities, intellectual disabilities, physical impairments, or autism spectrum disorder).
What:
Teaching techniques, strategies, and interventions tailored to individual learning needs.
Modifications and accommodations to curricula to ensure access to education.
How:
Individualized Education Programs (IEP) or 504 plans.
Specialized teaching methods (e.g., visual aids, hands-on learning).
Collaboration with families, specialists, and other educators.
Where:
Specialized classrooms or resource rooms within mainstream schools.
Inclusive classrooms, or through pull-out services for focused support.
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Dimensions and Defining Features of Special Education
1. Individually planned
2. Specialized
3. Intensive
4. Goal-directed
5. Research-based
6. Guided by student performance
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* Learning goals and objectives selected for each student based on assessment
results and input from parents and student
* Instructional methods and materials selected and adapted for each student
* Setting(s) where instruction will occur determined relative to opportunities for
student to learn and use targeted skills
Individualized
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* Sometimes involves unique or adapted teaching procedures seldom used in general
education (e.g., constant time delay, token reinforcement, self-monitoring)
* Incorporates a variety of instructional materials and supports to help student acquire
and use targeted learning objectives
* Related services provided as needed
* Assistive technology provided as needed
Specialized
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* Explicit instruction presented with attention to detail, precision, structure, and clarity
* High rates of active student engagement, repeated practice, and systematic feedback
Intensive
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* Purposeful instruction to help student achieve the greatest possible personal
self-sufficiency and success in present and future environments
* Student’s attainment of learning outcomes determines the value or effectiveness of instruction
Goal-directed
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* Recognition that not all teaching practices are equally effective
* Instructional programs and teaching procedures selected on the basis of research
support
Research-based
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* Systematic, ongoing monitoring of student progress
* Results of direct and frequent measures of student learning used to inform modifications in instruction
Guided by student performance
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