SpecialEducation

Specially designed instructionrequired to meet the unique

needs of disabled students sothey can benefit from their

education

Zero Reject

Public schools musteducate ALL

children,regardless of their

disabilities

EarlyIntervention

any interventions designed tohelp at-risk children frombirth to age 5 to reduce theeffects of potential disabilities

6 items fordiagnosis of

MentalRetardation

1. Child performs at 2.0 standard deviations below the norm.2. IQ is 70-55 mild55-40 moderate40-25 severe25 and below profound3. Adaptive behavior is consistent with academic ability.4. Reduced cognitive ability and adaptive behavior adversely affecteducational performance.5. Exclusion clause, the defect is not caused by visual, auditory ormotor defects, behavior or emotions disturbance or a language orlearning disability.6.Determination of continued need for Special Education or relatedservices.

Criteria forLearning DisabilityDiagnosis (7)

1. Basic psychological processing deficit in one or moreareas.(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 others4. LD adversely affects school functioning5. Discrepancy between achievement and ability or conclusion that discrepancy is present6. LD not caused by visual, auditory or motor deficit, BD, EDenvironmental, economic or cultural differences.7. Determination of need for SE or related services.

9 steps in Special

EducationProcess

1. Screening2. Alternative Intervention Strategies3 referral & screening review4. Develop IEP to include areas to evaluate, at least 1 observation in area ofconcern, complete within 30 days of referral, notice of evaluation orreevaluation5. Notice & Consent for Evaluation6. Evaluation, diagnosis of disability, establish current level of functioning,completed within 45 days of parents consent for evaluation,if no disabilityrecommend continuation of AIS, if disability found, continue with IEP process.7. Develop IEP must be within 45 days of initial diagnostic staffing8. LRE considerations9. Notice of consent for placement before SE services begin. If parents deny,initiate due process

FAPE

Free Appropriate Public Education - oneof 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 eachchild's unique needs

SST

Student Support Team; determineswhether students are performingsufficiently outside the norm torequire referral for evaluation forspecial education

IEP

IndividualEducationProgram

annual goals

measurable, yearly goals on an IEP stating the desired

progress for a student with a disability in academic, social,

communication, or other areas

short-term objectives

measurable, smaller steps needed to achieve an annual goal on an IEP.

IFSP

Individual FamilyService Plan

ESY

Extended School Year -related service that isrequired if the IEP teamdetermines it is needed

Inclusion

teaching children withdisabilities in theregular classroom

LRE

the educational setting that most closelyresembles a regular school program andalso meets the child's special educationneeds. For many students with disabilities,the general education classroom is the LR;however, the LRE is a relative concept andmust be determined for each individualstudent with disabilities

OT

Occupational Therapist - aprofessional who helpschildren and adults learn howto complete useful activitieslike dressingAlso used forOccupational Therapy

PT

Physical Therapist - aprofessional who helps

children and adults improvetheir muscle and movement

capability.(Physical Therapy)

PL 94-142

First federal law requiringschools to educate students

with disabilities (Education ofAll Handicapped Children Act

of 1975)

Section 504 ofrehabilitation

act

Declared a person cannot beexcluded on the basis of ahandicap alone from anyprogram or activityreceiving federal funds

IDEA

Individuals with DisabilitiesEducation Act (1990 &

2004) Reauthorization andexpansion of PL 94-142

SP

State plan forpart b of

IDEA

Due ProcessSafeguards

Disabled studentscannot be deprived of

their education without

"due process"

Accommodations

Changes in HOW the student is taught,

learns, or is assessed

What accommodations

can teachers make for

students withdisabilities?

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.

AssistiveTechnology

any item or equipmentused to improve thefunctioning of a disabledperson

Modifications

Change in WHAT the student is taught, learns, or is assessed on (often removal or alteration of curriculum).

RelatedServices

Specialized services such astransportation, counseling,

speech, physical oroccupational therapy

requiredto meet a student's IEP goals

Transition Plan

a plan required by IDEAto facilitate the transition of

disabled students from schoolto adulthood, work and

independent living

AYP

Adequate Yearly

Progress

NCLB

No Child Left BehindEmphasis on standardized testing and punitive measures for schools not making AYP.

RTI

Response to Intervention – a pyramid of increasing interventions

available to students as the schoolidentifies learning problems earlyrather than waiting until they fail.

FunctionalBehavior

Assessment

A systematic process ofgathering information to

understand why a student is

engaging in challengingbehavior

BIP

Behavior Intervention PlanUses information gathered in the FBA.

Progress monitoring

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.

ManifestationDetermination

A review of therelationship between astudent's misconduct

and his disability

Functionalcurriculum

learning activities selectedbecause they will increase astudent's independence, self direction,and enjoyment in allenvironments.

Alternativeteaching

One teacher works withmajority of classOther teacher pulls outindividual or small group ofstudents

Co-teaching

A special educator workingside-by-side with a generaleducator in a classroom,both teachers provideinstruction to the group

Stationteaching

Incorporated stations or centers in learning,Advantage: individual instructionDon't always split by ability levelVary the groupsSplit class up: half with special education teacherand half with general education teacherSwitch groups-both work with all students-don'talways stay with groupDon't let them know high vs. low group

Collaborativeteaching

general ed and special edteachers workingtogether to meet the needsof special needsstudents

Cooperativeteaching

Both SpEdT and RgEdT shareequally in the responsibility forplanning, instructing, and evaluatingall members of the regular ed. class.,The SpEdT still does most of thepaper work regarding students withIEPs.

Shared teaching

Both teachersdeliver the

lessontogether

APO

Alternativeplacementoptions

Examples ofAPO

1.Regular Ed- modified (use of para or modification ofassignments or parallel curriculum to include same subject but at a different level2. Resource- removed from regular Ed 21-59% of the day.3. Self contained - more than 60% of the day not in regular ed4. Separate school5. Home/hospital instruction6. Institution/ residential where SE services are provided.

Continuum ofservices

Regular classroom (full day) Regularclassroom with consultation, Regularclassroom with supplementaryinstruction and services, Resourceroom, Separate classroom, Separateschool, Residential school,Homebound or hospital

autism

a disorder that appears inchildhood and is marked bydeficient communication, socialinteraction, and understandingof others' states of mind

Characteristicsof Autism

Communication problems (for example, with theuse 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 tofamiliar surroundings; andRepetititive body movements or behaviors.

What are the five Autismspectrum disorders classifiedunder the umbrella categoryofficially known as PervasiveDevelopmental Disorders, orPDD?

autism;Asperger syndrome;Rett syndrome;childhood disintegrative disorder; andPervasive Developmental Disorder NotOtherwise Specified (often referred to asPDDNOS).

ADHD

Attention Deficit/Hyperactivity Disorder- characterized by attentionproblems along withimpulsivity and hyperactivity

ABA

Applied BehavioralAnalysis - systematicbehavioral training

Behaviorism

an approach topsychology thatemphasizes observablemeasurable behavior

Cognitivism

A theory of learning. The idea isthat learning is a conscious,rational process. People learnby making models, maps andframeworks in their mind. ~ isthe opposite of behaviorism.

Social/moral

how is it allplaying out?self-regulation

Adaptivebehavior

the social, and practicalskills that people need to

function in theireveryday lives.

childhooddisintegrative

disorder

Pervasive developmentaldisorder involving severeregression in language, adaptivebehavior, and motor skills aftera 2- to 4-year period of normaldevelopment.

Developmentaldelay

a term often used to encompass avariety of disabilities of infants oryoung children indicating that theyare significantly behind the norm fordevelopment in one or more areassuch as motor, cognitive, or language

Developmentaldisability

Substantial handicap of indefiniteduration with onset before the ageof 18 years; attributable to mentalretardation, autism, cerebral palsy,epilepsy, or other incurableneuropathy

IntellectualDisability

Mental Retardation -significantly sub-average

general intellectual functioning

existing concurrently withdeficits in adaptive behavior

LD

Learning Disability -individuals with average orabove average IQs who have asignificant discrepancy in theiracademic achievement

dyscalcula

a learning disabilitythat results in

difficulty in math

dysgraphia

a learning disabilitythat results indifficulty in writing

Dyslexia

a learning disabilitythat results in

difficulty readingand writing

Dysphagia

condition in whichswallowing is

difficult or painful

Rett syndrome

Neurodevelopmental disorder of childhoodcharacterized by normal early developmentfollowed by loss of purposeful use of the hands,distinctive hand movements, slowed brain andhead growth, gait abnormalities, seizures, andmental retardation; affects females almostexclusively; included in autism spectrumdisorders.

Emotionaldisturbance

behavioral or emotional responsesdiffer from what is age appropriateand they adversely affect educationalperformance in such areas as self care,relationships, adjustment,academic progress, classroombehavior

Examples ofemotional

disturbances

anxiety disorders;bipolar disorder (sometimes called manic depression);conduct disorders;eating disorders;obsessive-compulsive disorder (OCD); andpsychotic disorders.

EBD

Emotional Behavioral Disorder- students with behavior sodifferent from age and culturalnorms that they adversely effecteducational performance

OHI

Other Health Impairment - ageneral disability categoryunder IDEA that includes

cancer, diabetes and severeADD

Ecologicallearning

-Lorenz's theory-imprinting-adaptive & survivalbehaviors-survival of the fittest

EDGAR

Educationaldepartment general

administrationregulations

FERPA

FamilyEducational

Rightsand Privacy Act

APGAR Scale

A test used at birth tomeasure the newbornsfunctioning on 5 criticalareas

PLEP

Present Levels of Educational Performance. Youcan't know how far you have come if you don'tknow where you startedDescribes in language that the parent and allprofessionals can understand, where the studentis functioning so that a year from now the parentand educators can determine if progress hasbeen made.

Formativeassessment

Assessment usedthroughout teaching of alesson and/or unit to gaugestudents' understanding andinform and guide teaching

Multidisciplinaryassessment

members of an assessment team conduct theirown independent assessments of the child'sabilities that relate to their own interest areas (e.g.speech-language pathologists evaluate speech andlanguage only, physical therapists evaluate motorabilities only, etc.). In a summary meeting, eachmember of the team shares their findings andrecommends treatment. The emphasis is on theparts of the child rather than the whole child.

NondiscriminatoryAssessment

Diana vs. State Board of Education, LarryP.vs Riles, and Lau vs. Nichols alladdressed the issue of non-discriminatoryassessment. The assessment must be multidisciplinary and cannot discriminate.Children must be assessed in all areas ofsuspected disability.

Measurablegoal

a goal in which weknow how long andexactly when we havecompleted it

Criterion-Referenced

a test that compares astudent's performanceagainst a specificstandard

Norm-Referenced

a test that compares a

student's performance

against a group

GEPA

Generaleducationalprovisional

Act