Presentation Transcript

1. SpecialEducation

2. Specially designed instructionrequired to meet the uniqueneeds of disabled students sothey can benefit from theireducation

3. Zero Reject
4. Public schools must educate ALL children, regardless of their disabilities

5. EarlyIntervention

6. any interventions designed to help at-risk children from birth to age 5 to reduce the effects of potential disabilities
7. 6 items for diagnosis of Mental Retardation
8. 1. Child performs at 2.0 standard deviations below the norm. 2. IQ is 70-55 mild 55-40 moderate 40-25 severe 25 and below profound 3. Adaptive behavior is consistent with academic ability. 4. Reduced cognitive ability and adaptive behavior adversely affect educational performance. 5. Exclusion clause, the defect is not caused by visual, auditory or motor defects, behavior or emotions disturbance or a language or learning disability. 6.Determination of continued need for Special Education or related services.
9. Criteria for Learning Disability Diagnosis (7)
10. 1. Basic psychological processing deficit in one or more areas.(reading skills, reading comprehension, written expression, math calculation, math reasoning, listening comprehension or oral expression) 2. Behavioral characteristics identified in deficit area (s) 3. Behavioral characteristics identified by one of these procedures; behavioral observation, structured clinical task or others 4. LD adversely affects school functioning 5. Discrepancy between achievement and ability or conclusion that discrepancy is present 6. LD not caused by visual, auditory or motor deficit, BD, ED environmental, economic or cultural differences. 7. Determination of need for SE or related services.
11. 9 steps in Special Education Process
12. 1. Screening 2. Alternative Intervention Strategies 3 referral & screening review 4. Develop IEP to include areas to evaluate, at least 1 observation in area of concern, complete within 30 days of referral, notice of evaluation or reevaluation 5. Notice & Consent for Evaluation 6. Evaluation, diagnosis of disability, establish current level of functioning, completed within 45 days of parents consent for evaluation,if no disability recommend continuation of AIS, if disability found, continue with IEP process. 7. Develop IEP must be within 45 days of initial diagnostic staffing 8. LRE considerations 9. Notice of consent for placement before SE services begin. If parents deny, initiate due process
13. FAPE
14. Free Appropriate Public Education - one of the major principles of IDEA - states all children with disabilities, regardless of the type or severity of their disability, shall receive a free appropriate public education provided at public's expense - IEP must be developed to meet each child's unique needs
15. SST
16. Student Support Team; determines whether students are performing sufficiently outside the norm to require referral for evaluation for special education
17. IEP
18. Individual Education Program
19. annual goals
20. measurable, yearly goals on an IEP stating the desired progress for a student with a disability in academic, social, communication, or other areas
21. short-term objectives
22. measurable, smaller steps needed to achieve an annual goal on an IEP.
23. IFSP
24. Individual Family Service Plan
25. ESY
26. Extended School Year - related service that is required if the IEP team determines it is needed
27. Inclusion
28. teaching children with disabilities in the regular classroom
29. LRE
30. the educational setting that most closely resembles a regular school program and also meets the child's special education needs. For many students with disabilities, the general education classroom is the LR; however, the LRE is a relative concept and must be determined for each individual student with disabilities
31. OT
32. Occupational Therapist - a professional who helps children and adults learn how to complete useful activities like dressing Also used for Occupational Therapy
33. PT
34. Physical Therapist - a professional who helps children and adults improve their muscle and movement capability. (Physical Therapy)
35. PL 94-142
36. First federal law requiring schools to educate students with disabilities (Education of All Handicapped Children Act of 1975)
37. Section 504 of rehabilitation act
38. Declared a person cannot be excluded on the basis of a handicap alone from any program or activity receiving federal funds
39. IDEA
40. Individuals with Disabilities Education Act (1990 & 2004) Reauthorization and expansion of PL 94-142
41. SP
42. State plan for part b of IDEA
43. Due Process Safeguards
44. Disabled students cannot be deprived of their education without "due process"
45. Accommodations
46. Changes in HOW the student is taught, learns, or is assessed
47. What accommodations can teachers make for students with disabilities?
48. breaking tasks into smaller steps, and giving directions verbally and in writing; giving the student more time to finish schoolwork or take tests; letting the student with reading problems use instructional materials that are accessible to those with print disabilities; letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech. Learn about the different testing modifications that can really help a student with LD show what he or she has learned. Teach organizational skills, study skills, and learning strategies. These help all students but are particularly helpful to those with LD. Work with the student's parents to create an IEP tailored to meet the student's needs. Establish a positive working relationship with the student's parents. Through regular communication, exchange information about the student's progress at school.
49. Assistive Technology
50. any item or equipment used to improve the functioning of a disabled person
51. Modifications
52. Change in WHAT the student is taught, learns, or is assessed on (often removal or alteration of curriculum).
53. Related Services
54. Specialized services such as transportation, counseling, speech, physical or occupational therapy required to meet a student's IEP goals
55. Transition Plan
56. a plan required by IDEA to facilitate the transition of disabled students from school to adulthood, work and independent living
57. AYP
58. Adequate Yearly Progress
59. NCLB
60. No Child Left Behind Emphasis on standardized testing and punitive measures for schools not making AYP.
61. RTI
62. Response to Intervention – a pyramid of increasing interventions available to students as the school identifies learning problems early rather than waiting until they fail.
63. Functional Behavior Assessment
64. A systematic process of gathering information to understand why a student is engaging in challenging behavior
65. BIP
66. Behavior Intervention Plan Uses information gathered in the FBA.
67. Progress monitoring
68. brief assessments that inform teachers whether a student is making adequate progress towards meeting a grade-level benchmark, so that support can be provided if needed.
69. Manifestation Determination
70. A review of the relationship between a student's misconduct and his disability
71. Functional curriculum
72. learning activities selected because they will increase a student's independence, self direction, and enjoyment in all environments.
73. Alternative teaching
74. One teacher works with majority of class Other teacher pulls out individual or small group of students
75. Co-teaching
76. A special educator working side-by-side with a general educator in a classroom, both teachers provide instruction to the group
77. Station teaching
78. Incorporated stations or centers in learning, Advantage: individual instruction Don't always split by ability level Vary the groups Split class up: half with special education teacher and half with general education teacher Switch groups-both work with all students-don't always stay with group Don't let them know high vs. low group
79. Collaborative teaching
80. general ed and special ed teachers working together to meet the needs of special needs students
81. Cooperative teaching
82. Both SpEdT and RgEdT share equally in the responsibility for planning, instructing, and evaluating all members of the regular ed. class., The SpEdT still does most of the paper work regarding students with IEPs.
83. Shared teaching
84. Both teachers deliver the lesson together
85. APO
86. Alternative placement options
87. Examples of APO
88. 1.Regular Ed- modified (use of para or modification of assignments or parallel curriculum to include same subject but at a different level 2. Resource- removed from regular Ed 21-59% of the day. 3. Self contained - more than 60% of the day not in regular ed 4. Separate school 5. Home/hospital instruction 6. Institution/ residential where SE services are provided.
89. Continuum of services
90. Regular classroom (full day) Regular classroom with consultation, Regular classroom with supplementary instruction and services, Resource room, Separate classroom, Separate school, Residential school, Homebound or hospital
91. autism
92. a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of others' states of mind
93. Characteristics of Autism
94. Communication problems (for example, with the use or comprehension of language); Difficulty relating to people, things, and events; Playing with toys and objects in unusual ways; Difficulty adjusting to changes in routine or to familiar surroundings; and Repetititive body movements or behaviors.
95. What are the five Autism spectrum disorders classified under the umbrella category officially known as Pervasive Developmental Disorders, or PDD?
96. autism; Asperger syndrome; Rett syndrome; childhood disintegrative disorder; and Pervasive Developmental Disorder Not Otherwise Specified (often referred to as PDDNOS).
97. ADHD
98. Attention Deficit/Hyperactivity Disorder - characterized by attention problems along with impulsivity and hyperactivity
99. ABA
100. Applied Behavioral Analysis - systematic behavioral training
101. Behaviorism
102. an approach to psychology that emphasizes observable measurable behavior
103. Cognitivism
104. A theory of learning. The idea is that learning is a conscious, rational process. People learn by making models, maps and frameworks in their mind. ~ is the opposite of behaviorism.
105. Social/moral
106. how is it all playing out? self-regulation
107. Adaptive behavior
108. the social, and practical skills that people need to function in their everyday lives.
109. childhood disintegrative disorder
110. Pervasive developmental disorder involving severe regression in language, adaptive behavior, and motor skills after a 2- to 4-year period of normal development.
111. Developmental delay
112. a term often used to encompass a variety of disabilities of infants or young children indicating that they are significantly behind the norm for development in one or more areas such as motor, cognitive, or language
113. Developmental disability
114. Substantial handicap of indefinite duration with onset before the age of 18 years; attributable to mental retardation, autism, cerebral palsy, epilepsy, or other incurable neuropathy
115. Intellectual Disability
116. Mental Retardation - significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior
117. LD
118. Learning Disability - individuals with average or above average IQs who have a significant discrepancy in their academic achievement
119. dyscalcula
120. a learning disability that results in difficulty in math
121. dysgraphia
122. a learning disability that results in difficulty in writing
123. Dyslexia
124. a learning disability that results in difficulty reading and writing
125. Dysphagia
126. condition in which swallowing is difficult or painful
127. Rett syndrome
128. Neurodevelopmental disorder of childhood characterized by normal early development followed by loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, gait abnormalities, seizures, and mental retardation; affects females almost exclusively; included in autism spectrum disorders.
129. Emotional disturbance
130. behavioral or emotional responses differ from what is age appropriate and they adversely affect educational performance in such areas as self care, relationships, adjustment, academic progress, classroom behavior
131. Examples of emotional disturbances
132. anxiety disorders; bipolar disorder (sometimes called manic depression); conduct disorders; eating disorders; obsessive-compulsive disorder (OCD); and psychotic disorders.
133. EBD
134. Emotional Behavioral Disorder - students with behavior so different from age and cultural norms that they adversely effect educational performance
135. OHI
136. Other Health Impairment - a general disability category under IDEA that includes cancer, diabetes and severe ADD
137. Ecological learning
138. -Lorenz's theory -imprinting -adaptive & survival behaviors -survival of the fittest
139. EDGAR
140. Educational department general administration regulations
141. FERPA
142. Family Educational Rights and Privacy Act
143. APGAR Scale
144. A test used at birth to measure the newborns functioning on 5 critical areas
145. PLEP
146. Present Levels of Educational Performance. You can't know how far you have come if you don't know where you started Describes in language that the parent and all professionals can understand, where the student is functioning so that a year from now the parent and educators can determine if progress has been made.
147. Formative assessment
148. Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching
149. Multidisciplinary assessment
150. members of an assessment team conduct their own independent assessments of the child's abilities that relate to their own interest areas (e.g. speech-language pathologists evaluate speech and language only, physical therapists evaluate motor abilities only, etc.). In a summary meeting, each member of the team shares their findings and recommends treatment. The emphasis is on the parts of the child rather than the whole child.
151. Nondiscriminatory Assessment
152. Diana vs. State Board of Education, Larry P.vs Riles, and Lau vs. Nichols all addressed the issue of non-discriminatory assessment. The assessment must be multi disciplinary and cannot discriminate. Children must be assessed in all areas of suspected disability.
153. Measurable goal
154. a goal in which we know how long and exactly when we have completed it
155. Criterion- Referenced
156. a test that compares a student's performance against a specific standard
157. Norm- Referenced
158. a test that compares a student's performance against a group
159. GEPA
160. General educational provisional Act