Quiz Questions
Define Special Education
According to federal law, special education means "specially designed instruction, at no cost to the parent, to meet the unique needs of a child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and instruction in physical education."
What is an IEP?
An IEP stands for individualized education program and it is a written plan, developed collaboratively by school personnel and a student's parents or guardian. The IEP outlines the student's current level of development, their annual learning goals, special education services, accommodations, modifications, and related services, as well as a method for monitoring and reporting the student's progress toward achieving her goals.
Procedural Safeguard Guide should be provided
Annually
How often must an IEP meeting be held
Annually (once a year)
Who must comply with IDEA
Any school that accepts federal funds -Public Schools
Who is covered under IDEA
Anyone from birth to their 22nd birthday
Who is covered under ADA
Anyone with a disability
How often is a re-evaluation held
At least every three years
What do most people remember about the Smith v Robinson case
Attonery Fees
IEP Substantive Requirements
"what": considers an IEP educationally meaningful. It ensures the content of the IEP is sufficient to enable the student to progress. That the students' progress is monitored and that changes are made if the students' progress is not appropriate. -PLAAFP statements -Measurable annual goals -Description of special education and related services and supplementary services -Method for measuring and reporting progress
IEP Procedural Requirements
"when and how": considers an IEP technically sounds. It ensures that the IEP process is followed and that it contains all of the required information. -Involve parents -Conduct a thorough, individualized evaluation -Adhere to required timelines -Ensure attendance at IEP meeting by all team members -Include components and content in the IEP -Implement the Special Education services as written in the IEP
Which four areas must postsecondary goals include?
-Adult living -Education -Training -Employment
According to IDEA what additional IEP considerations are mandatory for students over 16?
-Be based upon completed, age-appropriate, transition assessments. -Include coordinated, measurable, annual, postsecondary goals (this is an outcome, not a process, that will occur after your child leaves high school - after graduation -Include transition services (including courses of study) needed to assist your child in reaching those goals. -Transition planning for students must address the use and availability of appropriate opportunities to assist the student in developing decision-making skills and supports and services that foster the student's independence and self-determination, including a supported decision-making agreement.
Tier Three
-Can include formal assessment for special education -Individualized intensive intervention -5% served -May be delivered by special education teacher, specialist
A complete goal statement includes
-Condition (what is being applied) -Criteria (e.g. 8/10; 50%) -Behavior (what is the child doing) -Timeframe (when will the goal be achieved)
What should be included in a PLAAFP statement for functional performances?
-Current Performance -Strength and Weaknesses -How the child's disability affects their progress in general education -Goals
5 Major Provisions of ADA
-Employment -Public Services -Public accommodations and services operated by private entities -Telecommunications -Miscellaneous provisions
Additional Provsions of IDEA
-Extended services to infants, toddlers, and preschoolers (IFSPs) *early intervention* -Transition planning for students with disabilities 16 and older (ITPs) -Added Autism and TBI *newest added in 1990* -Added ADHD to OHI *was a large augment* -Added FBA and BIP *added in 1990* -Established RTI as an option *2004* -Disciplining students with disabilities
Common Substantive Errors
-Failing to conduct a complete and individualized evaluation of a student's needs -Failing to include all the student educational needs in the PLAAFP -Failing to write challenging, ambitious and measurable IEP goals -Failing to provide special education services that address all of a student's educational needs -Placing students for reasons unreacted to their individual needs -Failing to adhere to the continuum of alternative placements -Failing to monitor students' progress
Common Procedural Errors
-Failure to involve parents -Predetermining a student's placement/services -Determining placement before programming -Failure to assemble an appropriate IEP team -Failure to include required components in a student's IEP
6 Major Provisions of IDEA
-Free Appropriate Public Education/Zero Reject: Services must be provided to ALL student with disabilities no costs to students or their families -Nondiscriminatory Identification and Evaluation: Schools must used nonbiased, multi-factored methods of evaluation -Least Restrictive Environment: Must be educated with children without disabilities to the maximum extent appropriate -Individualized Education Program: An IEP must be developed for each student with a disability -Parent (Family) Participation: Schools must collaborate with parents/families -Procedural Safeguards: Parents' and children's rights protected
Discuss who is responsible for implementation of RTI within each tier.
-In tier 1 the service provider is the classroom teacher -In tier 2 the service provider is an individual who has been trained in the appropriate instruction such as the classroom teacher, instruction specialist, special education teacher, supervised paraprofessional, tutor, or trained volunteer -In tier 3 the service provider is special education personnel or specialist with specific expertise and knowledge of more intensive interventions.
IEP Content Requirements
-PLAAFP -Challenging, ambitious, and measurable goals -Description of special education and related services and supplementary services -Method for measuring and reporting progress -Explanation of the extent the student will not be educated w/non-disabled student in the general education setting -Statement of student's participation in and state and district-wide assessments -The date of service initiation, frequency, duration, and location
Tier One
-Quality research-based core instruction is provided to all students -Universal Screening -80% served -Screening/Progress monitoring -Primary Intervention -May be done by the gen ed teacher
Formal steps to the IEP process
-Referral: the student is referred for formal testing -Evaluation: an individualized assessment of the student in both academic and functional performance -Eligibility Determination -IEP Development -IEP Implementation -Annual Review -Re-evaluation
13 Categories in Federal Law
-Specific learning disability -Speech and/or language impairments -Intellectual disability -Emotional disturbance -Other health impairments -Autism -Multiple disabilities -Deaf and hard of hearing -Orthopedic impairments (Physical) -Developmental delay -Blindness and low vision -Traumatic brain injury -Deaf-blindness
Tier Two
-Targeted small group instruction -May be delivered by a reading specialist, paraprofessional, gen ed teacher, or others -15-20%served -Secondary Intervention -Early Detection
Define disability
-a physical or mental impairment that substantially limits one or more major life activity (e.g., walking, talking working, self-care) -a record of such an impairment (e.g., a person who no longer has heart disease but who is discriminated against because of that history) -being regarded as having such an impairment (e.g., a person with significant facial disfiguration from a burn who is not limited in a major life activity)
In Texas, transition planning must begin by the age of _____.
14
According to federal law(IDEA), transition planning must begin by the time the student is ____.
16
IDEA legislation was passed in
1975;1990
ADA legislation was passed in
1990
What is the time frame from initial evaluation request to IEP implementation
60 Days
Identify four additional considerations when developing an IEP
Behavioral interventions Assistive technology devices and services Communication needs Language needs
________ ended the separate but equal schools and paved the way for legislation that established FAPE for students with disabilities.
Brown v. Board of Education
Write an academic objective.
By the end of the first six weeks using decodable texts Amy, a 3rd grade student will read and pronounce 50 frequently used words.
Write a functional objective.
By the end of the grading period given an agreed upon list of common classroom situations that trigger angry responses and instruction in one behavior management technique Sara, a 10th grade student will utilize the behavior technique to reduce removal as evidenced by remaining in the classroom 70% of the day at least 3 days per week.
Write a functional goal.
By the end of the school year given counseling with explicit instruction in 2 types of anger management techniques Sara a 10th grade student will utilize anger management techniques to reduce removal from the classroom as evidenced by remaining in classroom 90% of the day at least 4 days per week.
Write an academic goal.
By the end of the school year using oral practice within a 3rd grade passage Amy will read 70 wpm with fewer than 10 errors.
A child who is 2 years old might qualify for services from
ECI: Early Childhood Intervention
Necessary requirements for post-secondary goals
Education/training Employment Independent living (Optional)
How often should IFSP be reviewed
Every 6 months
Who must comply with ADA
Everyone
Once an EL student is identified as having a disability, he/she no longer needs specialized ESL or bilingual instruction
False
Students with significant cognitive disabilities may have IEPs that include only functional goals
False Incorrect No
Individuals with Disabilities Act (IDEA)
Federal law that outlines the special education law, policies, and procedural requirements that states must follow.
Define and describe FIE.
Full Individual Evaluation: The student is evaluated using a variety of assessment tools and strategies to gather relevant functional, academic and developmental information, including information provided by the parent.
The difference between a procedural violation and substantive violation on the IEP.
If the IEP process is not followed and does not contain all the required information it is a procedural violation "how and when". If the IEP does not contain the right content and is not sufficient to enable a child's progress it is a substantive violation "what".
Define and describe IEE.
Independent Educational Evaluation: If a parent disagrees with an evaluation provided by the school, they have the right to request that the child be evaluated at public expense.
What does IFSP stand for and what does it do?
Individual Family Service Plan is a plan developed for early intervention for children born with disabilities that involve the entire family.
Define and describe IEP
Individualized Education Program: A written plan for each child with a disability that is developed reviewed and revised by the ARD committee of which parents are active members.
What is an ITP?
Individualized Transition Plan
Define ITP
Individualized Transition Plan is a statement included in a high schools' students IEP, outlining the transition services required for coordination and delivery of services as the student nears adulthood.
Which case focused on clean intermittent catheterization as a related service
Irving Independent School District v Tatro
Components of the FIE
Language Physical Sociological Emotional/Behavioral Cognitive/Intellectual Adaptive Behavior Educational/Developmental Assistive Technology
Americans with Disabilities Act (ADA)
Legislation passed in 1990 that prohibits discrimination against people with disabilities. Under this Act, discrimination against a disabled person is illegal in employment, transportation, public accommodations, communications and government activities.
Recommendations
Most important part of the evaluation, includes instructional strategies, accommodations, and medications based on cognitive strengths and weaknesses, achievement data, FBA, and Research
Eligibility for ADA
Must have a condition, or a record of condition, or perceived to have a condition
Eligibility for IDEA
Must met one of the 13 disabilities and have a educational need
Can IEPs, for children with significant cognitive disabilities include only functional goals
No
Would a student with dyslexia qualify for STAAR Alt 2
No, STAAR Alt 2 requires a significant disability to be eligilible
Define the difference between a goal and an objective.
Objectives are short-term "benchmarks" or "milestones" that can be used to measure a child's progress toward the bigger target (the goal) Goals are the target for what your child will learn in a school year.
Characteristics of Special Education
Pacing Intensity Relentlessness Structure Reinforcement Pupil-teacher ratio Curriculum Monitoring/assessing Collaboration
Components of an IFSP include
Present level of development (PLAAFP) Goals (for child & family) Services Progress Monitoring Setting/Placement Service Initiation
Explain the difference between procedural requirements and substantive requirements for developing IEPs.
Procedural requirements focus on the when and how, ensuring the IEP process is followed and that it contains all required information whereas the substantive requirements focus on the what, ensuing the content of the IEP is beneficial to the students' progress and that the student progress is monitored and changes are made when necessary. Ensures the IEP is educationally meaning fun.
Section 504 Major Principles
Protection from Discrimination Physical Accessibility Program Accessibility Reasonable Accommodations Comparable Facilities Extracurricular Activities Evaluation and Placement Procedures Procedural Safeguards
Define RTI
Response to Intervention integrates assessments and interventions within a multi-level prevention system to maximize student achievement and to reduce behavioral problems. RTI provides all students with the best opportunities to succeed in school by identifying students with learning or behavioral problems and ensuring that they receive appropriate instruction and related.
List three main areas of accommodation and modification
Scheduling, setting, materials
Related Service Professionals
School psychologists Physical and occupational therapists Speech/language pathologists Social workers School guidance counselors Art, music, and recreational therapists Paraeducators
Requirements to qualify for STAAR ALT 2
Significant cognitive disability require specialized supports intensive individualized instruction participate through pre-requisite skills
Identify four strategies in the autism supplement required in Texas
Staff to student ratio Positive Behavior strategies Transition services (developmental services such as going to the grocery store) Social Skills
What does STAAR stand for?
State of Texas Assessment of Academic Readiness
All students who have an IEP must be considered for assistive technology services
True
When a child is not performing on grade level, can the goals and objectives be written for a younger child regardless of whether they are age-appropriate
Yes
Can students use commendations on the STAAR exam
Yes, if its in their IEP
The ITP is currently______the IEP.
a part of
Define Child Find
a service for identifying children who're suspected of having an educational disability and who may be eligible for special education and related services
What is the difference between accommodation and a modification
accommodations is the how and the modification is the what
Related Services use
allied health professionals to meet the child's unique learning needs. (PT/OT/SLP)
IEP Implementation Requirements
considers an IEP to be providing a FAPE. The instructional services and supports outlines in the IEP are provided as agreed upon in the IEP process and when the IEP changes are made they are completed with parental involvement
Define Litigation
help educators to more specifically understand how and to what extent they must do it=lawsuits
Define legislation
tells educators what they must do= laws
Define and describe ARD
• Admission, Review, Dismissal: Decides whether or not the student has an eligible disability and determines what special education and related services will be provided then develops an IEP.
13 disabilities under IDEA
1) Auditory impairment 2) Autism 3) VI 4) LD 5)Deaf-Blindness 6) Emotional disturbance 7) ID 8) Multiple disabilities 9) ECI 10) Orthopedic impairment 11) OHI 12) Speech/Language impairment 13) Traumatic Brain injury
Reasons why it is important to consider cultural variables in instructional planning and intervention.
1. Because instructional planning and interventions include parents and students and what is culturally appropriate for an instructor may not be the same for a family 2. To avoid conflict with students and parents
Two individuals who can initiate a referral
1. General Education Teacher 2. Administrator
Two criteria that must be met for a child to be eligible for services under IDEA?
1. Must meet one of the 13 disabilities 2. Must have an educational need
Two areas that should be considered in planning a transition from high school to adulthood.
1. Transportation 2. Daily lifestyle
How soon after the FIE is completed must an ARD meeting be held?
30 Calendar Days
How soon after the referral must the FIE be completed?
45 Schools Days
Who is responsible for writing IEP goals
ARD Committee/Team Parent, Student, Special Educator, and School Personnel's
What must a well written goal include
Condition Criteria Behavior Timeframe
A well written goal must include
Condition, Criteria, Behaviors, and Timeframe
What did Diana v. State Board of Education and Larry P. Riles have in common?
Discrimination on the bases of language or culture.
Describe the three-tiered model
The Three-tiered model- - Tier 1: class/school wide interventions (Primary Prevention) Students receive effective, (evidence based instruction) research-validated instruction in the general education setting. Student progress is monitored on a weekly basis. (Screening and progress monitoring) 80% - Tier 2: targeted intervention (Secondary Prevention) Students whose progress is less than desired receive different or additional support from the classroom teacher or another educational professional. Student progress continues to be monitored. (Detects problems early) 15-20% - Tier 3: intensive individualized intervention (Tertiary Preventions) Students whose progress is still insufficient in response to Tier 2 instruction may receive even more intensive instruction, which can be provided in a variety of ways. 5% (Primary level: high quality core instruction that meets the needs of most students; Secondary level: small group instruction, evidence-based intervention(s) of moderate intensity that addresses the learning or behavioral challenges of most at-risk students; Tertiary level: individualized intervention(s) of increased intensity for students who show minimal response to secondary prevention)
What two requirements must be met for a child to be found eligible to receive special education services?
The child must meet one of the 13 disabilities under federal law and have an educational need.
What is missing from this goal statement? By May 2015, Ginger will increase her reading fluency
The condition and criteria
Explain the importance of monitoring a student's progress toward meeting his or her IEP goals and reporting that progress to parents.
The importance of monitoring a student's progress toward meeting his/her IEP goals is that progress monitoring is a reliable and valid representation of the student's development as well as a guide to show the effectiveness of instruction. Reporting the students' progress to the parents is just as important because they as well get to see their student's development.
What purpose does the IEP serve?
The purpose of an IEP is to provide the student the best possible chance to succeed in the classroom with specialized instruction and supports for specialized instruction developed by the school and parent/guardians.
Explain the way in which the TEKS and the PreKindergarten Standards impact the development of the PLAAFP statements and related services
They provide what a student should be learning and should be able to do according to their grade level and a PLAAFP statement requires students current performance, strengths, weaknesses therefore for you would need to know what the student's standards for their grade level are to be able to cover in a PLAAFP statement
