FTCE Exceptional Education K-12- Competency 1
Multiple Disabilities
Combination of disabilities that are so severe the student cannot benefit from programs that are designed for just one disability.
Speech/Language Impairment
Communication disorders that affect student education performance.
Normed Referenced Tests
Compare test scores of students from a certain age group.
Program Modifications
Consist of changes made to the general education experience that will benefit educational progress of a particular student with disabilities.
Supports for School Personel
Consist of training material and resources available to teachers.
Free Appropriate Public Education (FAPE)
Provides children with disabilities education that is appropriate and at no cost. Provides same education as peers without disabilities.
Council for Exceptional Children
Provides information pertaining to education of students with disabilities, special education legislation, advocacy, careers,and professional development.
The National Dissemination Center for Children with Disabilities
Provides the full text of IDEA and information about the law and other legislation that relate to students with disabilities about characteristics and management of specific disabilities and about research based practices.
Emotional Disturbance
Refers to a condition that reflects one of the following characteristics over an extended period of time. 1. An inability to learn that cannot be attributed to other factors. 2. An inability to build/sustain personal relationships. 3. Feelings/behaviors that are inappropriate. 4. Unhappiness/depression 5. Tendency to develop physical symptoms/fears related to school or personal problems.
Deafness
Refers to extreme hearing impairment that effects student educational performance.
The assessment team will
Review referral Review background information Develop evaluation plan indicating what types of assessments/tests will be used Share plan with parents and obtain consent Administer assessment/test Evaluate results Determine if student has disability Determine special education/services needed Generate report Meet with parents to determine eligibility
IEP Meeting
School staff must take responsibility for planning first meeting to create IEP and following meetings. Must review IEP once a year and whenever school/parent request.
Related Services
Services students with disabilities need to benefit from special education.
Deaf-Blindness
Simultaneous visual and hearing impairments that are so sever, students do not benefit from programs designed for only deaf or blind.
Least Restrictive Environment (LRE)
Student Educational Experience must be similar to children without disabilities.
SETT Framework
Students Environment Tasks and Tools (SETT) are four areas of inquiry that guide teams seeking to identify supports and services for students with disabilities.
Vocational Rehabilitation Act and Americans with Disabilities Act forbid
discrimination against people with disabilities.
Intelligence Disorder
is a significant limitation in intellectual functioning.
ADHD
is present in someone who exhibits inattention, excessive activity or impulsive.
Mediation
is provided to parents who have complaints/cannot agree with IEP team.
Childcare Services Program
is responsible for administration of childcare licensing and training in Florida
Itinerant Teachers
travel between two or more school sites to provide services to students.
Procedural Safeguards
A set of rules and procedures designed to protects the rights and interests of parents and their children. Parents must receive notice in advance of any evaluation, services, or activities with the child. Parental consent is required prior to any action with the child.
Family Resource Specialist
A source for families served through the local Early Steps and is a community link to support family centered efforts and activities.
Individual Education Plan (IEP)
-Between the ages of 3-21 each student with a disability must have an IEP. -Written document created by team -Educational objectives described must be aligned with state curriculum standards. -At age 16, IEP must include student goals after graduation and services needed.
Transition Services include
-Help with identifying and applying to college or vocational school -Seeking employment -Finding a place to live
Test/Assessment Criteria for Evaluation
-Must not be racially/culturally biased -Must be administered in native language -Must be technically sound -Must be administered by a trained individual
Due Process
-Occurs after mediation is unsuccessful -The rights and responsibilities that IDEA gives to parents, children, schools. -Parents may disagree with assessment team to whether their child has a disability, nature of the disability, disagree with school placement of child. -Allows parents to bring their complaints in front of an impartial, experienced individual.
Individual Family Service Plan (IFSP)
-Prior to age 3, each child that shows a sign of having a disability. or developmental delay must have an IFSP. -Focuses on family and natural environment. -Document that includes information on child's current level of functioning. Statement of goals and how they will be met. -Describes services that will be provided by representatives of one or more agencies to the family.
IEP Content
-Summary of child's current level of functioning and educational performance. -Scores on tests and assignments -Statement of annual goals:must be measurable and something the child can accomplish -Short term objectives: must be measurable and relate towards annual goals. -List of services needed to reach goals -Description for timing a special education/related services. Indicate when services begin, frequency, and duration. -Explanation concerning extent of participation with non-disabled children. -Statement of child's participation in standardized tests. -Description of how progress will be monitored.
IDEA Key Information
-The Federal government provides funding for special education -States must conduct Child Find activities that identify and evaluate children with disabilities. -Children are evaluated at no cost. -Parents must be involved and provide consent. -Parents/Prof. may request evaluation.
Accommodations
Changes that are made in how students with disabilities access information and demonstrate performance.
Response Accommodation
Changes the format in which students respond to classroom tasks such as assignments and tests.
IDEA was Introduced in
1975
IDEA was updated in
1997 and 2004
Manifestation Determination Meeting
A meeting to determine whether a student's misbehavior is result of their disability.
Setting Accommodation
Changes to the location/condition of educational environment.
Attends to students with Autism
ASD specialist, behavior specialist, and paraprofessional
Scheduling Accommodation
Changes to the timing and scheduling of classroom tasks such as activities and tests.
Presentation Accommodations
Changes to the way information is presented in the classroom.
IDEA requires parents be given an explanation of of procedural safeguards when
Children are evaluated Invited to IEP meetings When parents file a complaint When parents request procedural safeguards
Traumatic Brain Injury
Acquired injury to the brain that undermines student educational performance. May have impairments in physical, emotional, cognitive, behavior, depending on nature of disability.
Learning Centers
Allows students to work in groups or alone as they engage in activities without assistance of the classroom teacher. Students are more actively engaged in learning, increase proficiency skills, apply knowledge and skills to real life situations.
Hearing Impairment
An impairment in hearing that undermines the students educational performance, but not severe enough to be classified as deafness. Classified only after corrections are unsuccessful.
IEP Meetings
At least once a year annual goals are reviewed in IEP. 3 year evaluation is performed where students are reassessed to determine if needs have changed. Quarterly evaluation is a formal communication of student's learning progress.
Eligibility for Special Education
Based on results of evaluation conducted by assessment team. Children who are considered eligible are reevaluated every three years. A child is eligible for special education when evaluation team concludes the child has 1 of 13 types of disabilities and their educational performance is affected by the disability.
Autism
Developmental disability that is detectable before age 3. Affects communication, social interaction, and learning. May show language delays, unusual speech patterns, aversion to eye contact and touch, repetitive behavior, resistance to change and daily routines.
Voluntary Pre-Kindergarten Program
Enacted in 2004 Designed to prepare 4 year old children for Kindergarten
The Family Educational Rights and Privacy Act (FERPA)
Ensures privacy of educational records Parents must be informed of this requirement and give consent for information to be shared. Parents have access to all information Contents of IEP are kept confidential except when school staff needs to be aware of contents
Pre-referral
Prior to referral for evaluation the following must take place: -Two or more conferences pertaining to the student -Review of anecdotal records -Screen for sensory deficits -Review educational records -Review attendance records -Implement two or more general interventions along with pre and post intervention measures to evaluate effectiveness -If team indicates that general education interventions are not successful, special education referral is developed.
Specific Learning Disability
Problems with ability to comprehend or produce information.
Exception to IDEA statewide testing requirement includes a small number of students who take the
Florida Alternate Assessment
Supports for infants and toddlers
From birth to 3yrs of age, IDEA requires early intervention services be provided in natural settings such as the home or child care center.
Intellectual Disability
General Intelligence ability that is significantly below average combined with limitations in adaptive behavior.
Other Health Impairments
Health issues affecting strength, energy, alertness that affects student educational performance.
Infants and Toddlers with Disabilities
IDEA defines infants and toddlers with disabilities as children from birth-3yrs who are experiencing developmental delays in cognitive, physical, social, emotional, communicative, or adaptive development. Also includes children birth-3yrs who have a condition that is highly likely to produce delays.
Children with an IEP must attend
IEP Transition Meetings
Within 30 days of determining a child is eligible for special education an
IEP team meets to create an IEP.
Emotional Disorder
Includes social, behavioral, and academic challenges.
IDEA 2004 and NCLB include provisions for increasing ___________________ of students with disabilties
Inclusion
No Child Left Behind (NCLB)
Increases accountability of schools academic progress of students with disabilities.
Age of Majority
Is the age when a person becomes a legal adult, 18. A year before 18, IEP must indicate that the student has been informed of the rights that will transfer to them at the age of majority.
Uncharacteristic pattern of language development signals a
Language Disorder
The U.S. Department of Education
Maintains a website exclusively devoted to IDEA
Curriculum Based Assessment
Measures student level of achievement as it relates to what is taught in classroom. Results guide instruction. It is an accurate indicator of student access to general education curriculum.
Orthopedic Impairment
Musculo-skeletal problems that influence student education performance.
School Readiness Program
Offers financial assistance for childcare through a variety of services.
The U.S. Department of Education Office of Special Education and Rehabilitation Services
Offers programs, resources, and services that promote inclusion, equality, and opportunities.
Transition IEPs
Once the child is 14, IEP must indicate what courses the child must take to meet post-graduate goals Once the child is 16, IEP must indicate transition services needed, address who outside of the school will support transition.
IEP Team includes
Parents Special Ed. Professional Child's general education teacher LEA representative who is knowledgeable about resources A professional to explain test results Anyone that the school/parents feel would help Child
Evaluation
Parents/School Professional request child to be evaluated. Parental consent is required Purpose of evaluation is to determine eligibility for special education. IDEA requires a team approach. Must be planned and carried out by an assessment team consisting of one professional qualified to conduct individual, diagnostic assessments of children and general education teacher, and parents.
Inclusion
Practice of educating students with disabilities in the general education classroom.
Transition Planning: The Free and Appropriate Education requirement of IDEA was extended in 2004 to include:
Preparation of educational training, employment opportunities, and independent living. -Intended to help prepare students with disabilities for life beyond school. -IEP team is required to take responsibility for planning transition services.
IDEA/IDEIA
The Individuals with Disabilities Education Improvement Act is the federal law that governs education of children with disabilities.
American Educational Research Association
The largest scientific and professional organization that supports research pertaining to children with disabilities.
Criterion Referenced Testing
Uses an objective standard or achievement level by performing tasks at various levels of difficulty.
After Early Steps Program
VPK would be the next step
Visual Impairment
Visual problems that influence student educational performance only after corrections have been attempted.
Individual Education Services
are provided for school aged children
Vocational Services
are provided in secondary educational settings
Hospital Homebound Services
are provided in the home for students who cannot attend school for medical reasons
Supplemental aids and services
services students need to participate in general education.