CH. 1 & 2

• exceptional: inclusive term often referring to individuals who differ from societal or community standards of normalcy (physically, behavioral, cognitively, socially, etc)
• disability: a functional limitation a person has that interferes with the person's physical or cognitive abilities
• handicap: a condition imposed on a person with disabilities by society, the physical envionment, or attitudes
• identification of exceptionality doesn't automatically require special education
• a disability has to impact functional living
• developmental delay: a term referring to children ages 3 to 9 who perform significantly below developmental norms (don't need a diagnosis)
• at risk -> an infant or child who has a high probability of exhibiting delays in development or developing a disability
• special education -> is a customized instructional program designed to meet the unique needs of an individual learner
• related services -> integral part of special education program if student requires them; provided by professionals who may work with students with disabilities
• prevalence -> refers to the total number in a given category during a particular period of time

  incidence -> a rate of inception; number of new cases appearing in the population within a specific time period
• education for all handicapped children act of 1975

  • called the "bill of rights" for children with "legislative heart of special education" and the "parent law"
  • free appropriate public education (FAPE)
  • least restrictive environment (LRE) disabilities
  • individualized education program (IEP) was implanted
  • procedural due process
  • nondiscriminatory assessment
  • parental participation
• FAPE says:

  regardless of the severity of the disability, the child will receive an education that is free and appropriate

  *appropriate does NOT mean optimal
• LRE:

  • student will be educated to the max extent possible with children that dont have disabilities
  • students may need a more restrictive setting to meet their unique needs
  • ex. having an aid
  • is not a place, but a CONCEPT
• benefits of LRE:

  • more access to socialization
  • brings more awareness
• with regard to education, identification of exceptionality doesn't automatically require special education services
• A person may have paralysis of the leg muscles that limits their ability to move.

  This is an example of what?

  disability
• A building that doesn't have a ramp to enter or leave it.

  This is an example of what?

  handicap
• Yester-years

  • it took a long time for society to acknowledge that people with disabilities are still people
• • PT/OT
  • audiology
  • speech pathologist
  • social work
  • social work

  These are all examples of what?

  related services
• How are services delivered?

  Federal Categories of Disability identified by Public Law (PL)
• Name the 1st and 2nd highest disabilities under the Federal Categories of Disability?

  1. specific learning disabilities
  2. intellectual disability
• PL 94-142

  The Education for All Handicapped Children Act of 1975

  -Called the “Bill of Rights” for children with “legislative heart of special education,”

  and the “Parent’s Law.”

  • Free Appropriate Public Education (FAPE)

  • Least Restrictive Environment (LRE) disabilities, the

  • Individualized Education Program (IEP)

  • Procedural Due Process

  • Nondiscriminatory Assessment

  • Parental Participation
• PL 94-142:

  FAPE states regardless of the severity of the disability, the child will receive an education that is free and appropriate + can't be rejected

  *appropriate doesnt mean optimal
• PL 94-142:

  LRE states that the child will be educated to the maximum extent possible with children that dont have disabilities

  *students may need a more restrictive setting to meet their unique needs

  *it's not a place, but a CONCEPT
• Benefits of LRE:

  • more access to socialization
  • brings more awareness to people who dont have or know about disabilities
• PL 94-142:

  IEP is a special education program for the student

  • it's a written document that stipulates who will be involved in providing special education, what services will be offered, where they will be delivered, and for how long
  • parents/guardians, teachers, representative from school district, and expert (interpreting the implications of assessments conducted) must be there to create an IEP
• t/f: schools are liable if goals are not met for an IEP.

  false
• t/f: Schools are liable if they do not provide the services stated in the IEP

  true
• how often should an IEP be reviewed?

  once a year
• when should a child be reassessed for an IEP?

  every 3 years
• when is it appropriate for a child to be apart of the meeting for their IEp?

  12 years old
• PL 94-142:

  procedural due process

  • confidentiality, parents right to access, right to independent evaluations, parents right to legal council
  • is a safe guard to make sure family is heard
• PL 94-142:

  nondiscriminatory assessment

  • must be evaluated by a multidisciplinary team, tests can't be racially bias
• PL 94-142:

  parental participation

  • parents are looked as equal partners
  • want parents involved
• PL 99-457 Educated of the Handicapped act amendments of 1986

  • affected education and services for young children with special needs and their families
  • individualized family service plan (IFSP)
• PL 99-457:

  • IFSP focuses on the family's goals
  • supports infants and toddlers with disabilities and their families
  • developed based on assessments by professionals and family input
  • goals developed to reflect the family's priorities and needs
• how often does an IFSP need to be reviewed?

  every 6 months; can be discharged if improvements are made
• PL 101-476 INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA)

  • the new name for PL 94-142
  • individual transition plan (ITP) required by age 16
  • expanded related services
  • added autism and traumatic brain injury as distinct disability categories
  • states held accountable to implement law
• PL 105-17 IDEA ACT AMENDMENTS OF 1997

  • Transition planning commences at age 14
  • IEP changes to support inclusion and Gen Ed teacher included in IEP development
  • Related services expanded to include orientation and mobility services
  • Mediation procedures developed
  • Expanded category of developmental delay
  • Evaluation and reevaluation requirements changed
  • Performance goals/accountability emphasized
• PL 107-110 NO CHILDREN LEFT BEHIND ACT OF 2001

  • reauthorization of the elementary and secondary education act
  • annual testing for all students
  • public access to school's performance on tests
  • provides for parental choice in schools that dont meet annual progress goals
  • showed highly qualified status for teachers

  led to:

  • many students w/ special education rejected due to teachers not wanting to be seen as not doing good