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Sped 210

by: Katelyn Burkett
Katelyn Burkett
Edinboro University of Pennsylvania
GPA 3.0

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Study guide for first test
Rowand Robinson
Study Guide
50 ?





Popular in Special Education

This 5 page Study Guide was uploaded by Katelyn Burkett on Monday February 22, 2016. The Study Guide belongs to Special Education 201 at Edinboro University of Pennsylvania taught by Rowand Robinson in Spring 2016. Since its upload, it has received 17 views. For similar materials see DISABILITY IN SOCIETY (DV)(GI) in Special Education at Edinboro University of Pennsylvania.

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Date Created: 02/22/16
Incidence-# of new incidences of a disability (usually with in a year) Prevalence-Total # of individuals with particular disability currently existing in population at given time I. Successful Partnerships and Practices Multidisciplinary teams-Mandated by PL 94-142 and IDEA (2004). Multidisciplinary teams are typically formed of professionals across various disciplines that independently conduct their own evaluations. Parents may meet with each expert separately to receive information and suggestions. This type of team is not as collaborative as other types of teams. Interdisciplinary teams- members conduct their evaluations separately but the program that is developed is based on collaboration and reflects the integration of each expert's findings. Families may meet with the entire team or with a representative. Transdisciplinary teams- build on the strengths of the interdisciplinary model. All team members are committed to working collaboratively across individual discipline lines. Professionals conduct their evaluations and additionally teach their skills to the other team members. A team leader, often an educator, is chosen to serve as the primary interventionist. The transdisciplinary model provides a more coordinated and unified approach to assessment and service delivery and teams view parents as full-fledged members of the group with an equal voice in decision making. I. Federal Categories of Disability identified by Public Law (PL) 108­446 (the Individuals with  Disabilities Education Improvement Act of 2004 II. Autism, Deaf­blindness ,Developmental delay ,Emotional disturbance, Hearing impairments,  Mental retardation [Intellectual disability], Multiple disabilities, Orthopedic impairments, Other  health impairments, Specific learning disabilities, Speech or language impairments, Traumatic  brain injury, Visual impairments including blindness  Special Education court cases Brown v. Board of Education Topeka, Kansas (1954)­Segregation by race is unconstitutional; paved the  way for changes to educational practices of the time that segregated by disability. PARC (Pennsylvania Association for Retarded Children)  v. Commonwealth of Pennsylvania (1972­ States must guarantee a free public education to all children with mental retardation ages 6­21            Board of Education addressed Hendrick Hudson Central School District v. Rowley (1982)­First U.S.  Supreme Court interpretation of PL 94­142 to determine what constitutes an “appropriate” education for a child with a hearing impairment. Appropriate is found to mean reasonable but not necessarily optimal  accommodations. Daniel R.R. v. State Board of Education (1989)­Established least restrictive environment based on  whether pupil can make satisfactory progress in the general education classroom and if the student has  been integrated to the maximum extent possible. Oberti vs. Board of Education of the Borough of Clementon School District (1992)­Placement in the  general education classroom with the support of aids and services must be offered to a student prior to  considering more restrictive placements.  Placement outside the regular education classroom in order to  meet the student’s needs must be justified. Cedar Rapids Community School District v. Garret F. (1999)­Expanded concept for related services to  include intensive and continuous health care services necessary for students to attend school that are not  provided by a physician. Key Special Education Legislation PL 94­142 The Education for All handicapped Children Act (1975) Individualized Education Program (IEP)­An educational plan that is designed to meet the individual  needs of children who have disabilities that impact their educational performance. The IEP is discussed  later in this chapter. Procedural Due Process­Safeguards are provided including confidentiality of records, parents’ rights for  access, rights to an independent evaluation, parents’ right to legal counsel and an impartial hearing  regarding disagreements. Pl 99­457 Education of Handicap Act Amendments of 1986: Effected young children (pre­school age)  and their families. (IFSP) PL101­476: Individuals with disabilities act: renamed pl 94­142, Individual Transition Plan required Pl105­17: IDEA amendments act of 1997 IEP changes to support transition and inclusion Disciplinary considerations PL107­110: No Child Left Behind act 2001 PL 108­446 Individuals with Disabilities Education Improvement Act of 2004Reauthorization of IDEA;  commonly called IDEAS education services aligned with national school improvement efforts PL 101­336 (1990): Americans with Disabilities Act (ADA)­Designed to eliminate discrimination against people with disabilities in the public and private sectors. PL 110­325: The Americans with Disabilities Act Amendments of 2008 Discipline­Students who are removed from their current educational setting for more than 10 days must  still receive special education services Interim educational placements may be used for up to 45 school days for offenses involving weapons or  drugs or inflicting “serious bodily harm” IEP teams must consider whether a child’s disability contributed to their behavior and whether the school  failed to implement the IEP appropriately All students participate in state­ and district­wide assessments.  States are allowed to assess up to 1  percent of students with alternative assessments. Key Civil Rights Legislation Section 504 of the Rehabilitation Act of 1973­ employs a broader definition of eligibility than IDEA  states that no individual can be excluded, solely because of their disability, from participating in any  program or activity receiving federal funding, including schools. Schools may be required to develop plans to meet the needs of students who require accommodations.  Section 504 covers the entire lifespan not just the school years. Reauthorization of the ADA; commonly called ADAA Became effective January 2009 Broader interpretation of disability includes additional life activities (reading, concentrating, thinking) or  body functions (such as immune system or neurological functioning) Interpretation of “substantial limitation” made without considering the effects of mitigating measures like  medication or medical equipment Interindividual differences are differences between students (examples: height, sports skill, reading  ability) Intraindividual differences are differences within a student (examples: individual strengths and  weaknesses) Prereferral­Interventions are designed by a support team and implemented within the classroom to assist a struggling child.  The classroom teacher receives support in helping the child to succeed. norm-referenced assessments- A student compared to his peers via standardize testing eugenics movement-A campaign that sought to improve the quality of humankind through carefully controlled selective breeding. augmentative and alternative communication (AAC)- Symbols, aids, strategies, and techniques used as a supplement or alternative to oral language. Instructional tech.- Any apparatus or device that supports the teaching-learning process, such as computers or televisions; a tool for the delivery of instruction. a. Parental Reactions to Disability i. All families have different perceptions and feelings that influence their reactions to a child with a disability. Some families may learn of the disability shortly after birth while other families may not find out for years. ii. Stage theory has been used to describe the common stages that many families may experience as they respond to the news of their child’s disability. Families may fluctuate between stages. b. Disability and the Family i. Disability impacts the family as a system and the impact should be assessed upon the whole family and their relationships. ii. Marital relationships 1. Many marriages experience tension and stress while others experience strengthened relationships. It is likely that the success of marital relationships has much to do with personal characteristics. 2. Mothers and fathers are often impacted in different ways by a child with a disability. iii. Parent/child relationships 1. Parents may feel overwhelmed, worry about finances, and face new roles and responsibilities. Parents’ attitudes will influence the attitudes of other family members. iv. Sibling relationships 1. Sibling relationships often depend on many factors including parental attitudes and expectations, family size, sibling gender and age spacing, child-rearing practices, cultural heritage, and availability of support systems. Siblings often report both positive and negative reactions including: increased tolerance and respect for diversity, increased compassion, higher levels of empathy and altruism, in addition to resentment, jealousy, hostility, guilt, grief, fear, shame and embarrassment, and rejection. v. Grandparent relationships 1. Professionals are increasingly recognizing the importance of grandparents in the family unit. Grandparents may also experience stages of acceptance and worry about their grandchild in addition to their own child.


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