Presentation Transcript

1. IECE Praxis II-0023EDUCATIONAL AND SERVICE REQUIREMENTS FOR CHILDREN WITH A RANGE OF ABILITIES AND SPECIAL NEEDS

   Louisville Education Center November 16, 2011 Nancy Newberry
2. IECE PRAXIS IICONTENT CATEGORIES Growth and Development 20% Education & Service Requirements 16% Play and Learning Environment 30% Collaboration with Families and Colleagues 12% Professionalism and Growth 10%
3. IECE PRAXIS IICONTENT CATEGORIES Growth and Development Education & Service Requirements Approximately 19-20 Questions Play and Learning Environment Collaboration with Families and Colleagues Professionalism and Growth
4. Content Area # 2:EDUCATIONAL AND SERVICE REQUIREMENTS FOR CHILDREN WITH A RANGE OF ABILITIES AND SPECIAL NEEDS Identify characteristics of young children with a range of abilities and special needs Develop and implement an Individualized Family Service Plan (IFSP) and an Individualized Education Plan (IEP) Study Topics
5. Study Topics Interpret major laws and court cases related to special education, including IDEA Plan and implement the interdisciplinary process of service delivery systems Design the appropriate use of assistive and adaptive technology to address individual needs
6. Major Legislation 1954: Brown v. Board of Education 1975 EAHCA : PL 94-142 1986: PL 99-457 addressed infants and preschoolers 1990 IDEA (reauthorized 1997 and 2004) 1990 Americans with Disability Act-ADA 1973: Section 504 of the Rehabilitation Act, 2002: No Child Left Behind Act –NCLB- Board v Rowley- first Supreme Court sped case 1982-FAPE
7. IDEA 2004-Regulations in place September 2011 for Part C IDEA 2004-Regulations in place 2006 for Part B and then additional ones in 2008
8. IDEA Part C 0 through age 2 Developmental Delay IFSP Family’s resources, priorities & concerns Services provided in natural environments 6 month review Transition at years to next setting Due Process Part B 3-21 years of age Categorical definitions ARC meetings IEP FAPE LRE Related Services Annual review Due Process RTI Response To Intervention
9. Under the IDEA, “infants and toddlers with disabilities” are defined as children from birth to the third birthday who need early intervention services because they are experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: cognitive development. physical development, including vision and hearing. communication development. social or emotional development. adaptive development; or …who have a diagnosed physical or mental condition that has a high probability of resulting in developmental delay. The term may also include, if a state chooses, children from birth through age two who are at risk of having substantial developmental delays if early intervention services are not provided.” (34 Code of Federal Regulations §303.16)
10. Child with a disabilitymeans a child evaluated in accordance with §§300.304 through 300.311 as having… autism deaf-blindness deafness emotional disturbance hearing impairment mental retardation multiple disabilities orthopedic impairment other health impairment specific learning disability speech or language impairment traumatic brain injury or visual impairment (including blindness) …and who, by reason thereof, needs special education and related services.
11. D evelopmental Delay? Defined by the State Measured by appropriate diagnostic instruments and procedures, in 1 or more of these areas: physical development cognitive development communication development social or emotional development or adaptive development Definition includes that all-important “by reason thereof ”
12. *(or any subset of that age range) C hild with a Disability Under §300.8(b), a State may adopt a definition of “child with a disability” that includes: Children aged 3 through 9* who are experiencing “developmental delays”
13. In Kentucky… Developmental Delay designation may be used until the 9th birthday when a categorical designation from the evaluation is made.
14. TheIFSP must include the following: the child’s present development levels and needs the resources, priorities, and concerns of parents, and other family members closely involved with the child the major results or outcomes expected to be achieved the specific services the child will be receiving where in the natural environment (e.g., home, community) the services will be provided (if the services will not be provided in the natural environment, the IFSP must include a statement justifying why not)
15. The IFSP must include the following: continued when and where child will receive services the number of days or sessions the will receive each service and how long each session will last whether the service will be provided on a one-on-one or group basis who will pay for the services the name of the service coordinator overseeing the implementation of the IFSP the steps to be taken to support the child’s transition out of early intervention and into another program when the time comes Reviewed 6 months and annual update
16. Section 504 of the Rehabilitation Act of 1973 civil rights law prohibiting discrimination on the basis of disabling conditions plans to reasonably accommodate compared to those provided their peers Flexibility in procedures Fewer procedural requirements Covers the lifespan providing safeguards
17. Practice Questions Which of the following placements for a child with multiple special needs is most consistent with the concept of inclusion? A setting that maximizes contact with other children with special needs and that reduces exposure to mainstreamed environments A traditional early childhood program in which children with special needs do not receive special services The same educational program, with support services that other children of the same age receiving An alternative education setting providing each child with a trained paraprofessional who works one-on-one with the child
18. Practice Questions Which of the following placements for a child with multiple special needs is most consistent with the concept of inclusion? A setting that maximizes contact with other children with special needs and that reduces exposure to mainstreamed environments A traditional early childhood program in which children with special needs do not receive special services The same educational program, with support services that other children of the same age receiving An alternative education setting providing each child with a trained paraprofessional who works one-on-one with the child
19. Practice questions Which of the following best describes the most appropriate role of the family in early intervention? To be trained to deliver early intervention services eventually To be equal partners and collaborators with professionals in early intervention To be involved in determining the individuals who will provide the early intervention services To understand what early intervention is and why the child will benefit from it
20. Practice questions Which of the following best describes the most appropriate role of the family in early intervention? To be trained to deliver early intervention services eventually To be equal partners and collaborators with professionals in early intervention To be involved in determining the individuals who will provide the early intervention services To understand what early intervention is and why the child will benefit from it
21. Practice questions When parents ask in writing to review their child’s school records, the agency or provider mainlining the records must comply with the request within no more than 14 calendar days 21 calendar days 31 calendar days 45 calendar days
22. Practice questions When parents ask in writing to review their child’s school records, the agency or provider mainlining the records must comply with the request within no more than 14 calendar days 21 calendar days 31 calendar days 45 calendar days
23. Using the “scratch offs” to respond to sample TEST questions When the question is displayed Scratch off the silver overlay to see if you are correct
24. 1. Which of the following steps typically occurs first in identify a preschool child with a disability? Child Find Screening Diagnosing Evaluating
25. The most effective time to start education for children on the autism spectrum disorder is from: 4 to 7 years old 8 to 11 years old 12 to 15 years old Birth to 3 years old
26. 3. According to the individuals with disabilities education act (IDEA), preschool children may have a developmental delay in all of the following EXCEPT: moral development physical development cognitive development communication development
27. 4. Infants and toddler with disabilities who require specialized instruction are served under which of the following programs? IEP 504 Plan IFSP I&RS
28. 5. Which of the following is primarily responsible for determining the testing and classroom accommodations that should be included in a child’s IEP? The child’s IEP team, working collaboratively The child’s parent and pediatrician The child’s special education teacher The child’s IEP case manager
29. 6. As a way of providing instruction to children who are not achieving an LEA uses a three tiered instructional approach. Tier I provides classroom instruction for all children identified as under- achieving, tier II provides focused instruction for children who are not successful in tier I, and tier III provides intensive intervention for children who aren’t successful in tiers I and II. That model is best described as: CBI (Community Based Instruction) FAPE (Free Appropriate Public Education) CBM (Curriculum-Based Measurement) RTI (Response to Intervention)
30. 7. Least restrictive environment (LRE) is most closely associated with which of the following? Gifted Education Constructivism Home Schooling Inclusion
31. 8.Which of the following is the most appropriate setting to educate 3 to 5 year old children with identified with disabilities? Separate Classroom Resource Room Regular Classroom Separate School
32. 9. A child with a 504 plan receives services under which major law? Rehabilitation Act of 1973 Individuals with Disabilities Education Act Elementary and Secondary Education Act Education for all Handicapped Children Act
33. Questions ?