Exam
Term for placement of students in general education settings ONLY when they can meet academic expectations with minimal assistance•OR when those expectations are not relevant (such as for socialization)
Mainstreaming
programs include students learning English as a second language and native English speakers learning a second language.
Two-way immersion
micah's teachers use a co-teaching approach that maximizes students' participation in the lesson, giving each student twice as many opportunities to respond during discussions. what approach are. they using?
parallel teaching
which of the following service providers is most likely to be involved in duties such as note taking and feeding for a student with limited use of arms and hands
paraprofessional
Knowledge of students' cultural characteristics is a _____ ______ to understanding their behavior and learning styles
starting pointt
Equal protectionEnd of white "separate but equal schools"
Brown v. Board of Education
t/f Tier 3 intervention is always special education.
false
•Founded by a teacher, Elizabeth Ferrell, Columbia University, NY•Three aims: ▫ To unite those interested in educational problems of "special children"▫ To emphasize the education of "special children" rather than his/her identification ▫ To establish professional standards for teachers in the field of special education."
(1922) Council for Exceptional Children
Originally - The Elementary and Secondary Education Act (ESEA) was signed into law in 1965
(2015) Every Student Succeeds Act (ESSA) P.L. 114-95
materialist theoretical perspective of a disability
-builds on the social perspective -looking for impairment -faiiled by society
social theoretical perspective of a disability
-disabiilty is an attributbute such as brown eyes -social created the problem or disability by an environment -an example of this is autism in a social setting vs by themselves
Schools' Responsibilities in the Academic Success of Involuntary Minority Groups
-language and culture are incorporated -community participation -use language -advocates
post-modernist theoretical perspective of a disability
-understanding the person, identity -they are the change agent
Components of IDEA
1.Zero reject/Free Appropriate Public Education 2.Child Find 3.Age 4.Nondiscriminatory Evaluation 5.Individualized Education Program (IEP) 6.Least restrictive Environment (LRE) also Due Process•Confidentiality of Records•Advocacy•Noncompliance•Parent Participation
Tertiary Intervention occurs at what RTI level?
3
How many years does it typically take for students to obtain cognitive academic language proficiency?
5-7
Providing accommodations creates opportunities for success in the student's present world
Real world versus student's world
Society's View 1940s
A time of charity
Low Incidence Disabilities
Autism▫Moderate/Severe Mental Retardation (Intellectual Disabilities)▫Visual Impairment▫Hearing Impairment▫Deafness▫Deaf Blindness▫Orthopedic▫Other Health Impairment▫Traumatic Brain Injury
what civil rights legislation protects individuals with disabilities from discrimination and ensures access to transportation, building, and public places
ADA
Basic Principles for Communicating with Parents, Teachers, and Other Professionals
Acceptance,Listening,Questioning,Staying focused
changes in how the student learns key curriculum
Accommodations
A behavior is autonomous if the person acts1.According to his or her own preferences, interests, and/or abilities2.Independently, free from undue external influence or interference
Autonomous
Minorities in a numerical sense (such as Amish, Jews, Mormons)▫No non-White autonomous minorities in the U.S.
Autonomous minorities
most prevalent dialect in the U.S.
African American Vernacular English (AAVE)
students in which group are two times as likely to be identifies as having behavioral or emotional disabilities (resulting in disproportionate representation)?
African American students
Self-determination - - - -
Autonomous•Self-Regulating•Psychologically Empowered•Self-Realizing
(2008)
Americans with Disabilities Act Amendments Act of 2008, P.L. 110-325
First comprehensive civil rights law for people with disabilities
Americans with Disabilities Act, 1990
Who receives special education?
At least one of 13 disabilities▫Adverse affect on learning
On May 17, 1954, Chief Justice Earl Warren read the decision of the unanimous Court: . . ."We conclude that in the field of public education the doctrine of 'separate but equal' has no place."
Brown v. Board of Ed.
skills used in conversational, social language.
Basic interpersonal communication skills (BICS)
Students learn English and may receive content instruction in their first language, in English, or in both.
Bilingual Education
The tapered structure of this model suggests difference in numbers of students served at the various levels and indicates the diagnostic nature of the process (mild to severe).
Cascade of Services
People who are brought to the U.S. or conquered against their will
Caste-like or involuntary minorities
The ___________ of the 1960s paved the way for the Disabilities Rights of the 1970s.
Civil Rights Movement
occurs when two teachers coordinate curriculum and instruction to teach heterogeneous groups of students in the general education classroom. can include any combination of general educators, special educators, and other specialists sharing expertise to support student learning.
Co-Teaching
occurs when two or more professionals engage in:▫assessment data collection▫evaluation, ▫grading student performance, ▫determining report card grades, and ▫reporting student outcomes and grades to parents/guardians.
Co-assessment/co-grading
Lesson____ ____ for specific lessons and desired outcomes• ____ _______ time is essential for successful collaboration
Co-planning
occurs when one or more professionals share responsibility for creating units and/or lesson plans
Co-planning
language used in academic situations.
Cognitive academic language proficiency (CALP)
Roles of the Special Education Teacher in a Multitiered RTI Model
Collaborate with general education teachers and provide consultation services•Provide professional development•Help to identify children with disabilities•Interpret students' progress to determine if they need additional intervention•Design and/or provide intensive interventions•Communicate with families and stakeholders•Collaborate with other professionals•Help students access the general education curriculum
Describes the interaction that occurs when two or more people work together as equal partners.•Goal - to achieve a dialogue among stakeholders to support student learning.•May not come naturally to everyone, and it takes skill, practice, and patience.•Research is varied and expanding.•Time to collaborate and administrative support are essential
Collaboration
High Incidence Disabilities
Communication Disorders▫Learning Disabilities▫Mild Mental Retardation▫Behavioral/Emotional Disorders
Six Factors of Successful Family-School Partnerships
Communication•Commitment•Equality•Skills•Trust•Respect
Occurs in all educational settings.•Increasingly emphasized since IDEIA and RTI.•Required among professionals and with families or implied in legislation (i.e., assessment, IEP participation, placement, transition, behavior support plans, and mediation)•Requires regular, ongoing communication and a spirit of equality and mutual respect.
Critical Communication Skills
Family advocacy and self-advocacy supports are available
Consumer and advocacy information
Five dimensions of multicultural education:
Content integration▫Knowledge construction▫Prejudice reduction▫Equity pedagogy▫Empowering school culture and social structure
Need to cover certain content versus individual student needs•
Content versus accommodation
creates links to students' culture and first language to establish context for new learning
Context-embedded communication and instruction
Support groups, counseling, and therapy are available
Counseling, therapy, and consultation
the presence of some kind of cultural difference, such as between a student and the culture of a school
Cultural boundaries
using cultural knowledge, prior experiences, frames of reference, and performance styles of diverse students to make learning more relevant and effective particularly important in implementing RTI models •Teachers and administration should use multiple assessment tools to ensure fairness and accuracy• develop an understanding of diverse cultures and cultural characteristics
Culturally Responsive Teaching (CRT)
______ ________ _______ recognize differences between themselves and their students and strive to be nonjudgmental
Culturally responsive teachers
Americans with Disabilities Act, 1990 Title I: Title II: Title III: Title IV: •Title V:
Employment• Public Services• Public Accommodations• Telecommunication Relay Services Miscellaneous
Schools may have one or more teams for a variety of purposes•Teams include members with relevant expertise•One member should have expertise in the area of concern (such as reading or math)•One member should have expertise in learning disabilities•The overall purpose of the leadership team is to ensure the school-wide RTI model is implemented effectively and meets the needs of all students
Decision-Making Teams
refer to language variations associated with a regional or social group of people
Dialects
instruction uses English to teach students; limited emphasis on developing or maintaining proficiency in the first language
English as a Second Language (ESL)
Focusing on adequate yearly progress (AYP)▫Core academic content▫Researched teaching strategies
Every Student Succeeds Act (2015)
Two forces contributed to the increased involvement of parents and families▫Increased advocacy▫Research about the impact of family involvement
Family Collaboration
Includes advisory councils, family-to-family networking, etc.
Family-coordinated service programs
should be purposeful and tied to desired student outcomes
Homework
Most schools use a hybrid with aspects of both approaches
Hybrid Approach
(1975) P.L. 94-142, Education for All Handicapped Children Act
IDEA
mandates that assessments for special education services are conducted in students' most familiar language
IDEA
requires family involvement in identifying and monitoring students with disabilities
IDEA
Teachers and other school personnel need procedures to:
Identify students who need intervention▫Provide evidence-based interventions▫Monitor the effects of interventions▫Make decisions, in collaboration with others, about students' needs for more or less intensive intervention▫Meet regularly with stakeholders to facilitate interventions and identification of students who may need special services
People who voluntarily move to a new society
Immigrant or voluntary minorities
Students with disabilities are full members of their learning communities•Preference is for them to be educated with their peers without disabilities•If they do not meet expectations, then expectations change, not settings•Many strategies and options are involved
Inclusive Practices
Planning for the entire class rather than individual learning needs
Individual versus class focus
•(2004)
Individuals with Disabilities Education Improvement Act of 2004, P.L. 108-446
If a student is not making progress toward his/her IEP goals, what should a general education teacher do?
Inform other members of the MDT team
Families needs information to support their child's needs
Information exchange
people with diverse expertise generate solutions to ▫mutually defined problems.
Interactive process
refers to the fact that language differs from place to place, and group to group, and is related to the characteristics of groups of people.
Language variation
include the age at which students learn a second language and their aptitude for language learning, purposes and degree of motivation, self-confidence, and learning strategies.
Learner characteristics
Which is the largest disability category in U.S. schools?
Learning disabilities
according to idea, students with disabilities should be educated in a setting as a similar as possible to that for students without disabilities, one in which they can succeed with the provision of appropriate supports. this principle of idea is known as which of the following?
Least restrictive environment
the law (IDEA)
Least restrictive environment
refers to input received when reading or listening to a second language.▫Comprehensible input is a key factor for success.
Linguistic input
country's core cultures such as Equality, justice, human dignity▫Individual versus group orientation▫Orientation toward materialism
Macroculture
education fosters the students' first language while teaching the
Maintenance bilingual
Massachusetts, Watson v. City of Cambridge
Massachusetts Compulsory Education Law 1852• Student could be expelled for disorderly conduct or imbecility. •Restricted from attending the public schools.
Best way to attain maximum cognitive development of English language learners (ELLs):
Means of achieving equal educational opportunities•Offers a means of easing transition into the dominant language and culture•An approach to educational reform•Means of promoting positive interethnic relations•A wise economic investment
home or regional cultures and are based on factors such as national origin, ethnicity, age, socioeconomic status, religion, gender, and disability
Microcultures
Free appropriate public education (FAPE)Procedural safeguardsExtended the right for special education to children with all disabilities
Mills v. Board of Education of the District of Columbia
role models in schools may be limited
Minority
refer to what the student learns
Modifications
incorporates the idea that all students should have an equal opportunity to learn. It originates with the civil rights movement.
Multicultural education
Determines eligibility for special education services•If eligible, team develops the Individualized Education Program (IEP)
Multidisciplinary Team (MDT)
(2001)
No Child Left Behind Act of 2001, P.L .107-110
Students who make minimal or no gains after receiving research-based interventions▫The gap in their achievement widens▫Different interventions or environments should be tried because all students learn in different ways
Nonresponders/Inadequate Responders
One teacher takes primary lead; other teacher provides support
One Lead Teacher; One Teacher "Teaching on Purpose"▫
Three Dimensions of Inclusive Practices
Physical integration•Social integration•Instructional integration
Free appropriate public education (FAPE)Guaranteed special education to children with mental retardation
PARC v. Commonwealth of Pennsylvania
individuals who work with, and alongside, educators to support the needs of a variety of students. -work with individuals or small groups of students, provide clerical support, assist with behavioral issues, and plan family involvement activities
Paraeducators
•Welcome parents; introduce participants•Review the outline and ask parents for additional items•Begin and end with something positive about the child•Try not to use technical language that can be intimidating or insulting•Communicate concerns in a straightforward/sensitive way•Solicit parent reactions and recommendations•Summarize decisions at the meeting's end•Set a target date to follow-up, if necessary
Parent Conference Considerations
Parents should be notified and their permission obtained before identification, evaluation, or educational placement of the child.•Parents may request an evaluation when they think their child needs special education or related services.•Parents may request an independent evaluation at public expense when they disagree with the school's evaluation.•Parents may request a reevaluation when they think their child's placement is no longer appropriate.Parents may request their child to be tested in his or her primary language.•Parents may participate in the development of an IEP or IFSP, including placement.•Parents may request a due-process hearing to resolve differences with the school.•Parents should be informed of child's progress at least as often as parents of children without disabilities.
Parents Rights in the Educational Decision-Making Process
Review student's materials, grades, work progress•Learn perspectives of other professionals who work with the student•Review student's folder, portfolio, previous assessments•Obtain student's recent work samples•Make an outline of topics and prepare copies of it•Organize student's assessment results and work samples in order of the outline•Create a comfortable setting that promotes engagement
Planned Parent Conferences
Teachers may claim "ownership" of some students, but not others
Student ownership
Individualized approach; focus on the cause of students' struggle▫Problem-solving team follows five-step process to plan interventions for target students
Problem-Solving Model
Involves frequent and ongoing measurement of student knowledge and skills•Examines data to inform instruction•Is used with a few students or the entire class•Is essential to effective RTI implementation•Allows key stakeholders to determine rate of student growth and whether further intervention is needed•Allows for adjustment of the intensity of students' interventions
Progress Monitoring Within the RTI Framework
People act in a manner on the belief that:•They have control over circumstances that are important to them•They posses the requisite skills to achieve desired outcomes•And if they choose to apply those skills, the identified outcomes will result
Psychologically Empowered
Riley is struggling with first grade reading and mr wells needs to determine whether she has a learning disability and qualifies for special education. which of the following procedures is he most likely to use to make the determination in this case?
RTI
Schools using ____ models must inform and involve families in the process
RTI
can potentially improve outcomes for CLD students and more accurately determine the need for special education services -approaches that respond to CLD students focus on understanding external and environmental factors that impact their opportunities to learn It is important to know CLD students' level of proficiency in their native language and in English•Intensive interventions are used to target students' specific needs
RTI for Students Who Are Culturally and Linguistically Diverse (CLD)
provide the assistance required to enable students to benefit from special education
Related services
Students who respond well to intervention▫Students are able to maintain grade level or near grade level performance▫They may need additional intervention in the future
Responders/High Responders
The practice of making educational decisions for students based on the student's level of performance and rate of progress AFTER receiving high-quality, validated instruction or intervention
Response to Intervention (RTI)
Compulsory Education Law
Rhode Island first state to pass compulsory education law, 1849• The compulsory states that the government must provide and all children must receive an education. Education not guaranteed by the U.S. Constitution •Education is the business of the states Tenth Amendment to the Constitution
Beginning of year letter•Bulletins before breaks•"Good news" notes•Student-written learning logs•Weekly or monthly calendars•Newsletters•Phone calls•Emails, text messages, social media•Websites•Classroom web pages•Face-to-face conferences•Parent interviews and surveys
School-to-Home Communication Ideas
a type of ESL in which the goal is to teach English language skills at the same time that students are learning content-area knowledge
Sheltered English
Prohibited discrimination against people with disabilities in federally funded programs. •Gerald Ford's administration drafted regulations•Carter administration delayed their implementation
Section 504 of the Rehabilitation Act
Students are aware of their skills, strengths, and limitations•They act in such a manner to capitalize on that knowledge
Self-Realizing
Self-management strategies•Goal setting•Problem solving•Examining the environment, and then their responses for coping with those environments to make decisions about how to act
Self-Regulating
related to the context or the situation (such as the learning environment).
Situational factors
specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability
Special Education
Key Terms Defining Special Educatio
Specialized instruction•Related services•Supplementary aids and services•Least restrictive environment•Mainstreaming•Inclusive practices
provided by the school district or agency that meets the needs of identified students.
Specially designed instruction
The same research-based treatments are used for all children with similar difficulties▫The protocol does not change from child to child▫Instructional decisions follow a standard protocol
Standard Treatment Protocol
steps in Special Education Process
Step 1: Initial referralStep 2: Individual evaluationStep 3: Determining EligibilityStep 4: Individualized Education Program (IEP)Step 5: Annual review/reevaluation
Both teachers share the teaching of the lesson to the whole class
Two Teachers Teaching Together
IEP Must Include:
Student's present levels of performance•Measurable annual goals•Special education and related services to be provided to the student•Statement of program modifications or supports•An explanation of the extent, if any, to which student will not participate with non-disabled peers Individualized modifications for state or district wide assessments•Projected date for the beginning of services•How progress towards annual goals will be measured•Method to inform parents of their child's progress toward annual goals•Transition services and activities (by age 16)
Receipt of services such as preferential seating, access to computer technology, and instructional adjustments.
Supplementary aids & services
Barriers to Self-determination
Talk about their disability2.Identify their strengths
Includes a variety of groups and centers
Two Teachers; Content May Vary
Students are taught in two groups based on instructional needs
Two Teachers; Different Content
groups consisting of committed members•Teams vary by purpose, members, duration, and meeting frequency•Effective team efforts necessitate▫Focused leadership▫Efficient procedures and rules▫Clear definition of roles▫Mutual understanding of accountability and responsibility issues▫Active communication▫Mechanism for problem-solving and conflict resolution
Teaming
passed, creating a vocational rehabilitation program for disabled civilians.
The Fess-Smith Civilian Vocational Rehabilitation Actof 1920
Both teachers teach small, mixed-ability groups
Two Teachers; Same Content
Developed and implemented by the multidisciplinary team (MDT)
The Individualized Education Program (IEP)
No federal funding provided•State and local jurisdictions have sole responsibility•IDEA funds may not be used to serve children found eligible only under Section 504
The Vocational Rehabilitation Act, Section 504
medical theoretical perspective of a disability
The perspective that started int the old times, -suggests that there should be someone caring for them -and set to find a cure for that disability, to fix them
Primary Instruction▫Instruction provided to all students by general education teachers▫Instruction is evidence-based▫General education teachers screen students at regular intervals using quick assessment tools▫Screening data are used to plan instruction▫Students with reading or math difficulties are monitored▫Teachers differentiate instruction for struggling learners
Tier 1
Approximately 80% of students succeed
Tier 1 instruction
Secondary Intervention▫Secondary intervention provided for students not making adequate progress in Tier 1▫Provided in small groups for a fixed duration of time▫Tier 2 adds to the core instruction received in Tier 1▫Tier 2 is under the domain of general education but includes collaboration with special education experts▫General education teacher continues to frequently monitor student progress
Tier 2
Approximately 15% to 20% of students
Tier 2 intervention
Families should be notified of students' participation in the RTI process by ___ _
Tier 2.
Tertiary Intervention▫Tertiary intervention provided to students who show minimum progress during Tier 2 interventions▫Students continue to receive Tier 1 instruction in addition to Tier 3 interventions▫More intense in duration and frequency than Tier 2▫Tier 3 may or may not be special education▫Tier 3 students receive explicit instruction individually or in very small groups▫Frequent progress monitoring
Tier 3
Approximately 5% to 6% of students
Tier 3 intervention
designed to help students shift from the first language to English.
Transitional bilingual
Characteristics of consultation
Triadic and indirect relationship▫Voluntariness▫Expert and directional relationship▫Problem-solving process with steps or stages▫Shared but differentiated responsibilities and accountability
Parents may seek out teachers before or after school and at school events such as open house•Avoid the temptation to resolve complex issues in an impromptu meeting•Arrange a time to discuss the parent's concerns in a more appropriate setting
Unplanned Parent Conferences
Progress monitoring is conducted with individual students to assess their response to interventions•It is conducted frequently to closely monitor student progress and assess the effectiveness of interventions•It allows instructional changes to be made quickly, if needed•The data can be used for future referral/evaluation purposes
Using Progress Monitoring to Assess Students' Response to Interventions
Universal screening of all students in reading and math is an essential RTI component•It involves administering the same test to all students at regular intervals•It helps to determine which students may be struggling and which students are on target•It establishes classroom and school-wide trends•It is highly accurate in the early grades•There are many screening tools; they are typically brief
Using Screening to Make Educational Decisions
Why Inclusive Practices Are Essential
Why Inclusive Practices Are Essential •Improving student outcomes•Respecting parent/students' rights and views•Considering complexities of inclusion•Perspectives of professionals
Students acquire BICS before _____
_____
characterized by the addition of content, concepts, themes, and perspectives without changing the curriculum's basic structure
additive approach
when students with disabilities are provided alternate assessments in place of standardized tests, what is the basis for designing these assessments
alignment with state standards
behavior interventions plans are requires in the iep of what group os students
all students with significant behavior problems
if the school district uses a prereferral team, sometimes called an intervention assistance team, what is the purpose of the team
consider alternative that may help the student
characterized by the insertion of ethnic heroes into the curriculum.
contributions
darrell's scores on his group-administered standaized achievement test indicate he is one year below grade level in reading. however, the achievement test data don't identify darrell's specific areas of reading difficulty to help his teacher make day-to day instructional decisions. which of the following will provide the helpful, specific information the teacher needs
curriculum based assessments
which of the following methods is used for measuring the level of achievement of students in terms of what they are taught in the classroom
curriculum based assessments
at the beginning of the school year, ms Lucas plans to form reading groups and provide appropriate materials for each group. She listens to each student read orally and reviews students' answers to questions about the reading. this information will help her do which of the following?
curriculum placement
Steps to follow in the social action approach:
dentify the problem or question•Collect data related to the problem or question•Conduct a value inquiry and analysis•Make decisions and establish a plan of social action
ms kim is planning her first parent-teacher conference with the parents of Liam, a student with disabilities. what should be the goal of ms Kim's initial meeting with Liam's parents
establish a two way exchange of information about Liam
"good death"
euthanasia
T/F family-centered practices should not be considered because parents do not understand the curriculum
false
T/F idea requires semi annual review of each student's iep
false
T/F individually administered diagnostic tests are usually given to students by general ed teacher
false
T/F multidisciplinary team and intervention assistance team are synonymous terms for the team that meets to problem-solve prior to the formal assessment process for special education
false
in the us, most of the students with disbailties spend most of the scholastic's day in what environment
general education classroom
who typically has the most detailed, day to day knowledge of the students academic, social, and physical needs within the classroom
general education teacher
Justins iep states that he is expectedted to increase his silent reading speed by 30 words per minute in the fourth grade. what component in an iep includes such a statement
goal
today scottie took a criterion-referenced test based on standards set by the state. what type of test did scottie take
high stakes achievement test
according to experts, what is the most crucial step of the shared problem solving process in professional collaboration
identifying the problem
Ryan was identifies recently as having a learning disability. according to idea, what provision is made for the school to document Ryan's progress systematically and address his learning needs
individualized education program
which of the following ideas most closely defines assessment
information gathering process to monitor progress
the famous court case of brown v board education, 1954, influenced thinking about discrimination against any group, including individuals with disabilities. what educational change was introduced as a direct result of the court decision in this case?
integration of diverse student groups in public schools
what is the goal of consultation
is to use the consultant's expertise to assist a consultee or group of consultees to resolve a problem.
among the categories of disability specified in idea, what disability is most common?
learning disability
IDEIA ______ parent/guardian involvement and collaboration in educational decisions
mandates
Students need opportunities to engage in ______ expressive language (speaking and writing) experiences.
meaningful
fifth grade students in the district are taking standized achievement tests next week. student score will be reported on the basis of comparison to the average for all students taking the test. what type of testing uses this form of comparison and reporting
norm referenced
second grade student Kelly has difficulty working with a pencil and using fine motor skills. what specialist is most likely to help her improve her fine motor skills
occupational therapist
in their approach to co teaching, mrs teak and ms salter takes turns with one leading the lesson while the other gathers data to help their three students with disabilities. then they switch roles on the next lesson. what approach to co teaching are they using
one teach, one observe
Opportunities for students to develop comprehensible output by____ _____ ____ are essential.
oral language practice
operate but equal
plessy
colter, a student In ms sanders second grade class, exhibits behaviors that disrupt learning for all students in the class. which of the following strategies is ms sanders most likely to use to determine whether colter needs special services
positive behavior supports
mr tam has two students in his class who is learning disabilities and he is considering approaches that will be effective for them and all other students in the class. which of the following approaches is recommend?
practices that are evidence based
Students may understand language (listening and speaking) but not be proficient in (speaking and writing).
producing the language
Dee has speech therapy three days a week at school. What component of special education provides speech and language therapy and oppuptional therapy
related services
mr. hale suspects that two of his students may have a learning disability. he has met with their parents, documented his systematic attempts to help them, and is now providing intentisive instruction. he instructs them three times a week along with four other students from other second grade classes who have similar struggles. mr hale his using which of the following
response to intervention
mr Getty wants to determine whether Mia's math skills are different enough from the skills of others in the class to require in depth assessments. what type of assessment is most likely to help him make this determination
screening
explain why and how screening is used in decisions about special education.
screening is used ton one of the evaluations that teachers can use to see how the student is doing. screening is the process of testing a student to see if they may or may not have a diisbailty. screening gives the teacher the chance to ovulate what the student may be struggling in and needs to more help on. Screening is also the first step in which a teacher takes if they think a student may have a disability. after that they may analyze the unmeet needs, collaborate with others and contact the parents.
ms. Simms, the principal, is requiring two teachers to collaborate n developing grade-level science lessons. these two teachers have taught fifth grade across the hall from one another for several years, but they have very different ideas about teaching, particularly in the area od science. Ms. Simms seems to be overlooking what basic characteristic of collaboration?
shared goal
approach incorporates all elements of the transformation approach and includes a cultural critique.
social action
who is responsible for managing and coordinating the special education services a stunt receives
special education teacher
identify and explain the guiding principle for student placement decisions (where students receive their educational service)
student placement is important factor that is discussed during the iep. parents, general education teacher, special ed teachers, and many more have to all agree on where the student may receive educational services. Because you can not pull a student many receive educational services. because you can not pull a stunt from the general education classroom if they do not need to be. that would be a result of dispassionate representation as they are being over identified for having a disability. the student needs to have inclusiveness that gives them the opportunity to be around students without disabilties whether iim be physical, social, or instructional inclusiveness. if there is an agreement to take the students out of the general classroom for any educational services it needs to be clearly documented in the IEP, for the reasons why and where at. The parents also have the right to say where the student is placed. some of the options that a student could receive educational service would be separate classroom, operate schools, resources, or even at home. The guiding principal is LRE.
the co-teaching model in. which teachers share leadership in the classroom; both are equally engaged in the instructional activities
teaming
hanges the basic core of the curriculum and focuses on viewing events, concepts, and themes from multiple diverse perspectives.
transformation approach
T/F in a norm-referenced test, the performance of one student is compared to the average performance of other students in the country who are the same age of grade level
true
T/F the iep team makes the decision about program placement for a student
true
when James was in second grade, he was identifed as a student with a disability. he began receiving special education services, including accommodations for math. which of the following procedures describes an accommodation he might have received?
working only odd numbered problems on the same math worksheet the class is doing
Multidisciplinary Team (IEP Team) Should Include:
•Parents•General education teacher•Special education teacher•Representative of the local education agency•Evaluation specialist•Student (as appropriate)•Professionals from related services •Others
Schools should:(working with families)
▫Describe the RTI process in writing▫ Provide families with a description of the intervention plan▫ Obtain families' consent▫Provide families with regular updates about progress
