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Exceptional Child Chapter 2 Notes

by: knaas94

Exceptional Child Chapter 2 Notes EX 390

Marketplace > Southeast Missouri State University > Psychlogy > EX 390 > Exceptional Child Chapter 2 Notes
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About this Document

These notes cover the material in chapter 2 of the text book.
Psychology and Education of the Exceptional Child
Dr. Melissa A. Graham
Class Notes
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This 4 page Class Notes was uploaded by knaas94 on Sunday February 14, 2016. The Class Notes belongs to EX 390 at Southeast Missouri State University taught by Dr. Melissa A. Graham in Spring 2016. Since its upload, it has received 33 views. For similar materials see Psychology and Education of the Exceptional Child in Psychlogy at Southeast Missouri State University.

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Date Created: 02/14/16
Chapter 2 notes The Professionals Who Work in Special Education  Special Education Teachers: the professionals who provide day­to­day instruction and  other support for students with disabilities o May work with students with only one type of disability or with students with  varying disabilities  Bilingual Special Educator: a professional who is knowledgeable about both bilingual  education and special education   Early Childhood Special Educator: professionals who work with infants, toddlers, and  young children with disabilities. Sometimes called early interventionists.  Adapted Physical Educator: a professional who can adapt exercises, games, and other  activities to be safe for students with disabilities Related Services Professionals  Speech­Language Pathologist: work with students who have special needs related to  speech or language  School Psychologist: professionals who are licensed to administer intelligence tests and  other assessments used in determining whether a student is eligible to receive services.  Also responsible for communicating this info to parents  School Counselor: professionals who work with all students, including those with  disabilities, and they generally are considered the problem solvers of a school  School Social Worker: professionals who coordinate the efforts of educators, families,  and outside agency personnel to ensure that students receive all the supports they need  School Nurse: screens children in the areas of vision and hearing, ensures that all  students’ immunization records are on file, provides routine assistance for students who  are ill, educates students about health topics, and manages the distribution of any  medications students may take  Educational Interpreter: professional who listens to the words being spoken in school and then translates them into sign language  Occupational Therapist: helps students gain independence in school and the community  by teaching functional and other living skills such as grasping a pencil, cutting with  scissors, buttoning and zipping clothes, and tying shoe laces  Physical Therapist: deals with students’ muscle strength and flexibility, mobility, posture, and positioning Others Who Work in Special Education  General Education Teacher  Paraeducator: educators who work under the direction of a teacher or another school  professional to help in the delivery of services for students with disabilities  Parents: most important people in terms of the student and the IEP team Determining Eligibility for Special Ed Services  General Education Interventions: teacher requests that the case be reviewed by a team of  professionals to help with problem solving  RTI: response to intervention, tiered approach used to determine if there is a possible  learning disability  Screening: used in states that do not have RTI, psychologist, counselor, principal, or  another professional meets with gen ed teacher to discuss the problem and reviews any  existing information to determine whether special ed might need to be considered Referral and Assessment  Multidisciplinary team convenes  Parents have rights in this process and must be kept informed  Student must be evaluated to determine strengths and explore areas in which a disability  is suspected  Any assessment instrument used must be valid and reliable and free of racial or cultural  bias Decision Making for Special Education  Team decides whether the student has a disability, whether the disability adversely  affects educational performance, and whether the student would benefit from special ed  Once they are determined to be eligible, an IEP is prepared  After the IEP is made, placement is decided Monitoring for Students with Disabilities  At least once a year, the IEP must be reviewed o Updated with progress and goals for the next year o Minor changes can be made during the year by amending  There must be a reevaluation every three years o Determines whether the student’s program and services remain appropriate or  whether they need to change Required Components of the IEP  Present level of performance  Annual goals  Short­term objectives or benchmarks  Special ed and related services  Supplementary aids and services  Assistive technology  Participation with peers who do not have disabilities  Accommodations for state and district testing  Dates and places  Transition service needs and transition services to be provided  Age of majority   Measurement of progress The Continuum of Special Education Placements  General education  Resource class  Separate class  Separate school  Residential facility Resolving Disagreements  The first strategy is to hold a resolution session which is basically just trying to talk  things out.  The next step is mediation o An impartial professional meets with each party to try to find a way for the  dispute to be resolved  If mediation fails, there is a due process hearing o Parents make a formal complaint and an impartial hearing officer is appointed by  the state to act as a judge


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