SPED Flashcards
(39 cards)
FAPE
Free, Appropriate Public Education
IEP
Individualized Education Program
Contains:
- Present levels of academic achievement/functional performance
- Measurable annual goals
- Benchmark/short-term objectives for students taking alternate assessments
- Progress reporting
- Special Ed and related services and supplementary aids and services; program modifications or supports for school personnel
- Accommodations/modifications on state+district assessments
- Rationale for alternate assessments
- Nonparticipation with nondisabled peers
- Projected date for beginning services (frequency, location, duration)
- Transition services, integrating into society after graduation
LRE
Least Restrictive Environment
Is a student’s right to be educated in the setting most like the educational setting for non-disabled peers in which the student can be successful, with appropriate supports provided
As close to the General Ed Classroom as much as possible
Most restrictive- home bound, treatment center
IDEA
Individuals with Disabilities Education Act
Listed out disability categories
Ensured that people (3-21 years old) with a disability provided with FAPE/zero reject policy
- Parent involvement
- IEP
- Child Find
- LRE
- Transition services (2004)
- Due Process
- Primary language
- General Ed teachers
Provides additional funding to cover costs of special Ed
Section 504 of the Rehabilitation Act of 1973
NOT Special Ed
Protects individuals with disabilities who have a physical or mental impairment which substantially limits one or more major life activities
Ex. ADHD, AIDS, diabetes, hepatitis, students exited from SPED
Prevents discrimination of handicaps in places that receive federal funding
Learning Disability
Disorder in one or more of the basic psychological processes involved in understanding or in using language that may manifest itself in an imperfect ability to think, listen, speak, read, write, spell, or do math
Specific Learning Disabilities (SLD) most common category
Exclusion Component- have to exclude the present of other primary handicapping conditions (blind, motor impairment, etc.)
Discrepancy Component- unexpected underachievement (discrepancy between IQ and academic achievement)
Response-to-Intervention
Research-based intervention to students in the instructional area of need before determining whether a student qualifies for SPED
- Screen at risk students
- Implement effective instructional practices (Tier 1)
- Monitor Responsiveness to Instruction (small groups)
- Secondary intervention when students fall behind (Tier 2)
- Increased intensity of instruction; more individualized (Tier 3)
Processing Component
Psychological processes that may be interfering with achievement (memory, visual, auditory)
Dyslexia
A specific language-based learning disability that is neurological in origin; deficits in the phonological (manipulating and identifying sound components), orthographic (hard time mapping sounds onto letters and letter patterns), and morphological (prefixes, suffixes, and roots) components of language
Characterized by difficulties with:
- Decoding
- Encoding (spelling)
- Accurate and/or fluent word recognition
Manifests problems with: Reading comprehension, vocabulary, writing, listening, speaking, mathematics, foreign language study
Accommodations: Multiplication, division charts
WISC-V
Aptitude Test- verbal, perceptual reasoning, working memory, processing speed indexes
WIAT-III
Achievement Test- reading, writing, speaking, math
Receptive Language Disorders
- Phonemic Discrimination
- Auditory Language Comprehension (words, sentences, questions, discourse, intent)
- Auditory memory span for language
Accommodation- Provide wait time, model, elaborate, teach in purposeful context, teach using connections, adjust pace
Expressive Language Disorders
- Articulation; fluency; vocal quality
- Word Retrieval
- Sequencing of sounds in words (production of multisyllabic words)
- Organization of words in sentences (syntax)
- Oral formulation of ideas in discourse
- Language usage in context; pragmatics; sense of audience
Accommodation- Provide wait time, model, elaborate, teach in purposeful context, teach using connections, adjust pace
Reading Disorder
- Decoding/phonological awareness
- Contextual abstraction
- Structural awareness
- Fluency
- Comprehension
- Reasoning skills
- Active reading strategies (self-questioning, paraphrasing, imagining, etc.)
Writing Disorder
- Handwriting (dysgraphia)
- Re visualization
- Spelling
- Written Syntax
- Written organization/coherence/cohesion
- Sense of audience
Mathematics Disorder
- Computation
- Reasoning
- Story problems
- Dyscalculia
Reasoning Disorder
- Categorization and Reclassification
- Cause and Effect
- Making Inferences
- Forming hypotheses
- Comparing and Contrasting
- Part to whole analysis
- Deductive and inductive
- Analysis and Synthesis
- Planning
- Strategy Use
- Evaluative skills
Nonverbal Disabilities
- Visual-Spatial Orientation (hard time visualizing)
- Social Perception (Does not comprehend verbal cues)
- Motoric (lack of coordination)
- High verbal/low performance profile
- Struggle with nonverbal communication (gestures, voice inflection, facial expressions)
- Struggle with visual perception (reading graphs/maps/pictures)
- Struggle in new situations
Accommodations- excuse tardies, do not isolate, avoid punishment, graph paper for organization, more time, clear expectations
Obtaining Special Services
- Pre-referral
- Referral and Assessment Process
- Decision-Making
- Preparing the Student’s IEP
- Implementation and Monitoring of the Student’s Progress
Pre-Referral
First step in obtaining special services
Red flags in classroom, check school records, implement classroom strategies to manage behavior; document behavior and what you have done to try to manage it
Consult parents and other professionals (seek assistance from teacher assistance team)
If there is no resolution, proceed to Referral and Assessment Process
Referral and Assessment Process
Second step in obtaining special services
Formal evaluation of the student; evaluations will look different for each student
Multidisciplinary team process **
Cognitive ability assessed by IQ, academic achievement in reading/math, psychologist can observe, provide student work samples
Nondiscriminatory Assessment
Assessments for SPED must:
- not discriminate on the basis of culture/race
- be administered in child’s native language
- measure ability and not English proficiency
- include VARIETY of assessment tools
- administered by trained personnel
Parent Rights
Parents must be notified and give permission to have child evaluated
- can request their child be evaluated at any time
- can request an independent evaluation at public expense when they disagree (IEE)
- can request a reevaluation when the placement is no longer appropriate
- can request their child be tested in primary language
- can participate in development if IEP or IFSP
- can request due process hearing
- can be informed of child’ progress
IEP Meeting
Should include:
- Parents of child
- Special Ed teachers
- MUST HAVE AT LEAST 1 General Ed teacher for it to count as an IEP meeting
- Qualified local educational agency representative (member from administration/district)
- Person that can interpret the implications of evaluation results
- sometimes the student
** Multidisciplinary team **
