Test #1 Flashcards
(22 cards)
Lobes of the Brain
Frontal Lobe Temporal Lobe Parietal Lobe Occipital Lobe Cerebellum Brain Stem
Frontal Lobe
Thinking, memory, behavior, and movement.
Fully develops by 25.
Temporal Lobe
Hearing, learning, and feeling.
Brain Stem
Breathing, heart rate, and temperature.
Parietal Lobe
Language and touch.
Occipital Lobe
Sight/ Visual Processing
Cerebellum
Balance and Coordination.
8 Core Principles of IDEA
- Child Find/ Zero Reject
- Appropriate Evaluation
- Individualized Education Program (IEP)
- Free and Appropriate Public Education (FAPE)
- Least Restrictive Environment (LRE)
- Related Services
- Parent and Student Participation in Decision Making
- Procedural Safeguards and Confidentiality
Child Find/ No Reject
Districts are required to find all eligible students with a disability within their jurisdiction and educate them.
Appropriate Evaluation
- Tests must be administered in the students native language.
- Tests must be appropriate for the students age and suspected disability.
- More than one test must be used.
- The test must be given by a knowledgable and educated administrator.
- All areas of the suspected disability must be assessed.
Individual Education Program (IEP)
- Written plan that is developed by a team to best educate the student.
- Statement of how the student will benefit.
Free and Appropriate Public Education (FAPE)
- At public expense
- No cost to the parents
- Meets state standards
- Designed to meet the needs of the student
- Ages 3-21
- Includes students who are suspended or expelled
Least Restrictive Environment (LRE)
-Special Education is not a place
-Meaningful access to non-disabled peers
involves extracurriculars and fine arts
Related Services
- Transportation
- Speech pathology
- Audiology
- Occupational Therapy
- Physical Therapy
- Etc.
Parent and Student Participation in Decision Making
- Parents and students are meaningfully included in the decisions regarding:
- -IEP
- -Educational Placement
- -ETC.
Procedural Safeguards and Confidentiality
- Parents have access to student records
- Parents must be notified of changes
- FERPA
RTI Model (3 Tiers)
- Universal
- Targeted Instruction (Small Group)
- Individual Instruction
Tier 1 of RTI
- Universal Interventions
- -All students
- -Preventive, proactive strategies
- -Effects Aprox. 80%-90% of Students
- High Quality, Scientifically BasedClassroom Instruction
- -Differentiated Instruction
- Assessment 3 times a year (District /Campus Benchmarks)
- Ongoing ProfessionalDevelopment
Tier 2 of RTI
- Targeted Instructional Strategies
- Tier 2, students not making adequate progress in the core curriculum are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress.
- Small group, More intensive, Evaluate the students progress 2 x per month.
- If student does not respond to the interventions then the RtI team may move the student to the next Tier.
Tier 3 of RTI
- Individual Instructional Strategies
- In Tier 3, students receive individualized, intensive interventions that target the students’ skill deficits for the remediation of existing problems and the prevention of more severe problems. Student’s progress evaluated weekly.
- If student does not respond to the interventions at this level, You MUST refer the student for a FIE to determine if the student has a disability.
ARD Team
- Parent
- Gen Ed Teacher
- SPED Teacher
- Administrator
- Someone to describe the test results… (Diagnostician, ETC.)
- -Student if appropriate
Person First Language
Susie has Autism NOT Susie is Autistic
He has a physical impairment
Donald has a visual impairment
