Notes 9-23-15 RP & SE 300
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RP & SE 300
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This 3 page Class Notes was uploaded by Mackenzie Traub on Sunday September 27, 2015. The Class Notes belongs to RP & SE 300 at University of Wisconsin - Madison taught by Aydin Bal in Fall 2015. Since its upload, it has received 30 views. For similar materials see Individuals with Disabilities in Humanities and Social Sciences at University of Wisconsin - Madison.
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Date Created: 09/27/15
Rehab Psych and Special Education 300 Notes Week 3 1 Individuals with Disabilities Education Act IDEA o The quotBill of Rightsquot for children with disabilities 0 6 principles repeat from last weeks notes 1 Free appropriate public education FAPE All students regardless of intellectual ability cannot be excluded or rejected from the public education system 2 Least Restrictive Environment LRE Students are included in their highest possible environment with classmates who do not have disabilities 3 Individualized Education Program IEP An educational plan that helps meet the needs of children with disabilities 4 Procedural Due Process Confidentiality of records parents rights to legal counseling and access right to an independent evaluation 5 Nondiscriminatory Assessment A child has to be evaluated by a multidisciplinary team in every area where they may have a disability Tests must not be racially culturally or linguistically biased 6 Parental Participation Parents are equal partners and allowed to participate in the decision making process for their kid s education 2 Referral and Assessment in Special Education 0 Prereferral nterventions are designed by a team and implemented within the classroom to assist a struggling child 0 Referral A child is formally referred for assessment 0 Assessment Parenta permission is obtained Evauation is conducted by a multidisciplinary team to determine if a disability is present 3 Individualized Education Program IEP An IEP is created by a team that includes A parent or guardian A student when appropriate The child s teachers including a general education and special education teacher A representative from the school district An individual able to interpret the instructional implications of the assessments conducted Other professionals as appropriate An IEP must be reviewed as least once a year but can be reviewed for frequently if the parent asks for a review 4 Individualized Family Service Plan IFSP 0 An IFSP supports infants and toddlers with disabilities and their families 0 They are developed based on assessments by professionals and family input 0 Goals are developed to re ect the family s priorities and needs 0 They are reviewed every 6 months 5 Multitier System of School Wide Support 0 Response to intervention RTI Tier 1 Standardsbased classroom learning All students receive high quality standardsbased culturally responsive differentiated instruction based on the curriculum 0 Tier 2 Supplemental Strategic Instruction Targeted students receive strategically selected supplemental lessons matched to skillspeci c areas of need in addition to standardsbased instruction 0 Tier 3 Intensive Skillspeci c Instruction and Learning Targeted students receive intensive explicit skill instruction focused on the speci c areas 0 Tier 4 Specialized Instruction Referral for expected disability or alternative placement 6 Academic VS Behavioral Instruction 0 Universal Interventions for all students Academic Preventive and proactive Behavioral All settings as well as preventive and proactive Secondarylnterventions Academic High efficiency rapid response for some students Behavioral High efficiency rapid response for some students at risk 0 Tertiary Interventions for individualized students Academic Assessmentbased high intensity Behavioral Assessmentbased intense durable procedures 7 Current Trends and Issues 0 Classes in highpoverty schools are 77 more likely to be assigned to an outoffield teacher than are classes in low poverty schools 0 Schools with majority EuropeanAmerican students are 60 less likely to be assigned to an outof eld teacher than are non EuropeanAmerican students 0 Teachers with master s degrees are less likely to teach in a high minority lowincome school than they are to teach in a low minority highincome school
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