Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
National Boards-EC
Set 7- Professional Responsibilities/ Laws
| Term | Definition |
|---|---|
| IDEA | Individuals with Disabilities Act |
| 6 principles of IDEA, based on students rights and responsibilites for public schools to follow when educating students with disabilities. | Free and Appropriate Education (FAPE), Appropriate Evaluation, Least Restrictive Environment (LRE), Individualized Education Plan(IEP), Parent Participation, Procedural Safeguards |
| FAPE ensures | Schools provide special education and related services to students identified as having disabilities. |
| Procedural Safeguards ensure | Parents rights to advocate for their children with disabilities. |
| IDEA Part C ensures | Early intervention services are provided to children with special needs from birth to age 3. |
| Individualized Family Service Plans (IFSP) fall under | IDEA Part C |
| IDEA Part B ensures | Special education and related services are provided to children ages 3 to 21. |
| Individualized Education Plans fall under | IDEA Part B |
| IFSP's and IEP's are both educational documents provided under the IDEA. The major differences are | IFSP cover broader services are are often provided in children's homes. |
| The major purpose of an IEP is | to establish measurable annual goals and to list the services needed to help meet these goals. |
| Present Level of Performance (PLOP) is | Mandated by IDEA, a statement of the child's academic achievement and functional performance within the IEP. Should also state how a student's disability is affecting/not affecting progress. |
| Annual Goals Section | Mandated by IDEA, a statement of what a student is expected to learn within a 12 month period. |
| Child Find Law | Part of IDEA, states that schools are legally required to find (identify) children who have disabilities and provide special education services. |
| The Child Find Law covers | Children with disabilities from birth to age 21, who are homeschooled and private schools. Public schools do not have to agree to evaluate if school professionals do not suspect a disability. |
| 5 Steps in the IEP process | 1- Identification (via child find law) or referral, 2-evaluation, 3-determination of eligibility, 4- first IEP meeting, 5-ongoing provision of services |
| Referrals can be initiated by | teachers, special team in school district, parents or other professionals. |
| IEP Team includes | student, parents/guardians, special ed teacher, school pyschologist, administrator, related service professionals. |
| Manifestation determination is | A process defined by IDEA, that determines if disciplinary action for an EC student is needed. This determines if the child's action is part of the disability. |
| Provision of Title 3 of the Americans with Disabilities Act (ADA) | Prohibits the discrimination of people with disabilities in any public place . The places must have reasonable accommodations for people with disabilities. |
| Larry P. v. Riles | (1977) ruled that IQ tests were biased against Black students and led to unfair special education placement. California banned using IQ tests alone to identify Black students with intellectual disabilities. |
| Diana v. State Board of Education | (1970)students who are not fluent in English must be tested in their native language before being placed in special education. The court found that giving English-only IQ tests to Spanish-speaking students led to misidentification and inappropriate placem |
| Winkelman v. Parma City Board of Education | ruled that parents have their own legal rights under the Individuals with Disabilities Education Act (IDEA). This means parents can represent themselves in court in special education cases, not just their child’s attorney. |
| Honig v. Doe | (1998)schools cannot suspend or expel a student with a disability for behavior that is related to their disability. The ruling reinforced the “stay-put” rule, student remains in their current placement during disputes. Led to requirement for schools to co |
| Pennsylvania association for retarded children v. commonwealth of Penn | case that guaranteed free public education for children with intellectual disabilities. The court ruled that students could not be denied access to public schools simply because of their disability. |
| 1990 Amendments to the IDEA | IDEA replaced the Education for all Handicapped children act - changed age range (3-21), changed handicapped to disabilities |
| Individuals with Disabilities Education Improvement Act (2004) | Changes made- highly qualified teachers with certification in sped, IEP's must contain measureable goals must provide research based interventions |
| Every Sudent Succeeds Act of 2015 (Replaced No Child Left Behind | Gives states more control over education while still holding schools accountable for student achievement. It focuses on high academic standards, testing, and accountability, but allows states to decide how to improve struggling schools. ESSA emphasizes su |
| Every Student Succeeds Act of 2015 (ESSA) for ESL Students | ESSA addresses funding for ESL students to become proficient in English |
| Rehabilitation Act of 1973 (Preceded IDEA of 1975) | Protects people with disabilities relating to employment and provides students equal access to the general education curriclum (Section 504) |
| Americans with Disabilities Act of 1990 (ADA) | ADA provides equal employment (employers must provide reasonable accommodations), provides access to public places, and telecommunication access to people with disabilities (phone and internet). |
| Elementary and Secondary Education Act (ESEA) | 1965 -President Johnson-equal access to quality education, gave more funding for standards and accountability, |
| A 504 plan includes | Accommodations, related services (speechtherapy/occupational therapy and sometimes modifications. |
| 504 vs IEP | 504 plan serves as blueprint for how the student will have access to the school or learning environment and does not have to be a written document. IEP is a written document with goals and related services. |
| IDEA states, before evaluation of a student for specialeducation services, the school must obtain | Parental Consent |
| Due process | When a parent declines consent, schools can file due process if they disagree with parental decline. |
| Response to Intervention Tiers (RTI) | Tier 1- Whole class, high quality instruction, Tier 2- Targeted interventions for students who aren't progressing, Tier 3- Intensive Interventions to target specific defcits |
| Multi-Faceted Evaluation (MFE) | Snapshot of strenghts, weaknesses, history, child's ability |
| IDEA mandated specific components for goals | condition, performance, criteria, assessment and standard. |
| Goal Condition | refers to whe, where and how the disability will be addressed "By the end of this IEP" |
| Goal Performance | refers to what the student is expected to accomplish during the condition of the goal "Kim will use appropriate skills to communicate her needs" |
| Goal Criteria | outlines how well the goal will be performed "4 out of 5 trials" |
| Goal Assessment | outlines how the goals will be addressed- "measured by observations, data etc" |
| Goal Standards | goals must be connected with state standards |
| Brown v. Board of Education | racial segregation- established the principle that seperate educational facilities are inherently unequal. This decision provided legal foundation for students with disabilities. |
| Mills v. Board of Education D>C> | (1972) ruled that schools cannot deny students with disabilities a public education due to lack of funding or resources. |
Created by:
kchedden