WGU-FoundofTeaching-SpecialEducation Ch2
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| Pl 94-142 The Education for All Handicapped Children Act | show 🗑
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| show | did not require services to preschool children with disabilities only small financial grants, mandated schools to id and evalutate children from birth through age 21 suspected of evidencing a disability not through census but child count of actual # of ch
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| Public Law 99-457 (1986 Amendments to Pl 94-142) | show 🗑
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| show | Handicapped Infants and Toddlers Program, a new provision aimed at children from birth-age 2 w/ developmental delays/disabilities (voluntary)coordinated, interagency
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| show | a multidisciplinary assessment and a written individualized family service plan (IFSP)
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| show | every 6 months
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| show | 1 year
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| and IFSP must be developed within how many days after referal? | show 🗑
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| Public Law 101-476 (1990 Amendments to PL 94-142) | show 🗑
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| what is an ITP? | show 🗑
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| show | social work and rehabilitation counseling
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| Public Law 101-476 id'd 2 distinct disability categories | show 🗑
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| show | states immunity from lawsuits for violating IDEA
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| show | forbids discrimination against persons w/ disabilities in public and private sector
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| show | to provide clear, strong, consistant, and enforceable standards prohibiting discrimination against individuals w/ disabilities w/out respect for their age, nature or extend of disaability
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| show | restructed IDEA into 4 parts, revises some definitions and revvamps some key components
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| show | see study notes
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| show | annual testing in grades 3-8, includes special ed.
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| interindividual differences | show 🗑
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| intraindividual differences | show 🗑
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| show | occurs prior to initiating a referral for possible spec. ed. services
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| show | first step toward receiving special ed., written request to evaluate a student
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| child-find efforts | show 🗑
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| show | refers to the process of gaterhing information for the purpose of making decisions
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| multidisciplinary team | show 🗑
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| show | standardized test and are linked to interindividual differences
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| criterion-referenced tests | show 🗑
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| IEP must be developed at a minimum by whom? | show 🗑
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| least restrictive environment | show 🗑
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| show | social and instructional integration of students with disabilities into educational programs whose primary purpose is to serve typically developing individuals.
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| show | call for shared responsibility b/t teacher and special ed.
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| full inclusion | show 🗑
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| show | statement of students present levels of educational performance including how pupils disability affects his or her involvement in the general education curriculum 2) statement of annual goals and short-term goals/objectives/benchmarks that address student
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| show | 30, a placement recommendation is formulated
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| show | a management tool that stipulates who will be involved in providing a specialeducation, what services will be offered, where they will be delivered, and for how long and gauges how sucessfully goals have been met
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| What is the purpose of a nondiscriminatory evaluation, and why is it necessary for a student to receive a nondiscriminatory evaluation before he/she receives special education services? | show 🗑
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| show | Nondiscriminatory Evaluation, Screening, Prerefferal, formal referral, assessment, Eligibility and implementation, Evaluation,
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| Describe the role of the referring teacher along the beginning stages of the nondiscriminatory evaluation process. | show 🗑
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| What are the implications of including the prereferral stage in the nondiscriminatory evaluation process? | show 🗑
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| show | work with parents, edit teaching ways of planned curriculum, meet with SSST
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| show | screening by school and district staff, observing the student or gathering information from the referring teacher and other sources such as the parents, or other school personnel to determine the nature of the student's difficulties by school psychologist
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| What are the responsibilities of the evaluation team with regard to eligibility and implementation for special education services? | show 🗑
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| Why should the evaluation team be sensitive to the parents´ feelings during the nondiscriminatory evaluation process? | show 🗑
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| What is the significance of cultural and linguistic bias in assessment and the implications for referring students for special education? | show 🗑
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| What are some strategies that can be used to ensure that an evaluation/assessment truly reflects a student´s ability level and not cultural/linguistic bias | show 🗑
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| show | purpose of giving parents due process rights is tri-fold: (a) to allow them input into their child's education; (b) to help them understand and question what the schools are doing with their child; and (c) to give them the opportunity to challenge the act
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| What is the mediation process, and why might this be a viable option for parents to use as an alternative to a due process hearing? | show 🗑
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| What is the significance of the protection of evaluation procedures (PEP) to a student´s educational program? | show 🗑
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| What is the purpose of developing an individualized education program (IEP) and individualized family services plan (IFSP)? List some of the required elements in the IEP/IFSP. | show 🗑
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| Who are the some of the members on the IEP team, and why is it so important to have the student´s parents as members of this team? | show 🗑
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| What is the goal of the IEP conference, and what are some expected outcomes from the meeting? | show 🗑
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| Define and briefly explain the four principles of effective instruction (according to Ysseldyke and Algozzine´s model), and discuss why they are applicable if you are teaching students with or without disabilities | show 🗑
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| show | well-established routines and procedures.The physical space is organized to facilitate learning. Transitions between activities are short. Few interruptions break the flow of classroom activities. The classroom has an academic, task-oriented focus. Suffic
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| What are the different types of evaluation, and why is evaluation such a necessary and significant part of instruction | show 🗑
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| What is the definition of collaboration, and why is collaboration becoming increasingly necessary in education? What are some strategies that can be used to enhance collaboration between educational professionals? | show 🗑
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