IDEA+Exam

Lara Sokolowski IDEA Exam March 21, 2011

1. What are the six major provisions of the Individuals with Disabilities Education Act (IDEA)? Zero reject-No child with a disability can be rejected Nondiscriminatory Testing Free and Appropriate Education Least Restrictive Environment Due Process Parent participation

2. What are the four key additions to IDEA? Transition Services Early Childhood Education Assessments Early Intervening Services

3. What do these acronyms mean? FAPE-Free Appropriate Public Education IDEA-Individuals with Disabilities Education Act IEP-Individualized Education Program LRE-Least Restrictive Environment

4. Define the following terms. Child with a disability: A child that has been determined as having one of the thirteen conditions covered by the IDEA. (see number 7) Special Education: Specifically designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability. Related Services - Give at least two examples: Transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education. Two examples are speech –language pathology and physical or occupational therapy. Transition Services - Give at least: two examples of services: A coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, that is focused in improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities and is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests. Two examples are the development of employment and other post-school adult living objectives and the acquisition of daily living skills.

5. What are the top 10 basics of special education? Child is identified as possibly needing special education and related services Child is evaluated Eligibility is decided Child is found eligible for services IEP meeting is scheduled IEP meeting is held and the IEP is written Services are provided Progress is measured and reported to parents IEP is reviewed Child is reevaluated 6. What ages are covered with IDEA? Birth to 21

7. List the 13 handicapping conditions covered by IDEA. Autism Deaf-blindness Deafness Emotional Disturbance Hearing Impairment Mental retardation Multiple disabilities Orthopedic impairment Other health impairment Specific learning disability Speech or language impairment Traumatic brain injury Visual impairment

8. The seven levels of the continuum of services: General education classroom General education classroom with consultative services General education classroom with instruction, co-teaching, or other services General education classroom with resource room services Full-time special education classroom Special school Special facilities, nonpublic school (day or residential)

Most students with disabilities are served in the public school with their nondisabled peers in Levels 1 through 5. In other words, most students with disabilities are served in their local public schools.

9. Use active listening techniques:

Nonverbal and verbal actions Informing the speaker that his or her views are important to you.

Find common goals:

Restate and summarize conversations to identify common goals. Turn conversations into productive problem solving toward goal attainment.

Brainstorm possible solutions:

Suggestions for solutions are compiled by participants without passing judgment. All parties become more invested in goal setting.

10. The seven key members of the IEP Team: Parent Child with disability Special Education teacher Regular Education teacher Public Agency Someone with knowledge/expertise (invited) Individual who can interpret (Ex. psych.)

11. Nine components that must be included in IEP: Student’s current level of educational functioning Statement of long-term annual goals Statement of short-term objectives related to disability and educational needs Statement of special and related services, program modifications, and academic and nonacademic activities Statement explaining participation with children without disabilities Statement of individual modifications in assessment or alternative assessment measures Initiation dates of service delivery, duration, and frequency of services Statement of transition services for students 14 years and older, including interagency responsibilities, and informing children of their rights beginning a year before they reach age of 14 Statement of how annual goals will be measured, parents will be informed, and progress will be monitored

12. The benefits of Early Intervening Services: Ensures that all students receive high-quality instruction in the general education classroom Promotes immediate intervention as soon as students’ reading problems are revealed Prevents substantial reading difficulties from developing Reduces inappropriate referrals and placements in special education for students with learning disabilities

13. Early Intervening Services are for children: -Who are not currently receiving special education and related services under IDEA (could include students who were previously eligible for special education but who are not identified as needing it now) -Who may need additional support, academically or behaviorally

14. The state must adopt criteria for determining if a child has a specific learning disability. It must permit use of a process based on the child's response to scientific, research-based intervention, and may permit use of other alternative research-based procedures for determining whether a child has LD. Thus, IDEA 2004 gives LEAs the option of including a child’s response to scientific, research-based intervention as part of process used to determine LD. Because of the department's current rule, relating to specific learning disabilities is not consistent with the federal requirements, the rule will be recreated to align with the U.S. Code. The proposed rules will allow a three-year period during which a school district is permitted but not required to continue to use the significant discrepancy formula in identifying children with SLD.After that time, IEP teams must use data from a child’s response to intervention.

15. What are typically the basic components of all RtI approaches? Describe the levels of assistance provided at each level of assistance. a. Universal screening: Every student is assessed using a brief screening tool b. Tier 1: Class or school wide interventions-Tier 1 includes all students, whether or not they’re struggling. Usually provide in the general classroom. c. Tier 2: Targeted Interventions (Secondary Prevention): Students receiving Tier 2 instruction require more focused instruction than the typical classroom instruction. It usually happens through additional instruction to the services provided in the core program through small group instruction or through replacement instruction. d. Tier 3: Intensive, Individualized Interventions: Students receive more intensive, individualized instruction or are provided with special education services.

16. List two rights parents have related to their child’s school records. Parents have the rights to inspect and review all educational records. Parents have the right to receive an explanation or interpretation of anything found in the record.

17. What is a procedural safeguards notice? When must it be provided to parents? A procedural safeguard is a comprehensive written explanation of your legal rights under federal and State laws to be involved and make sure that your child receives a free appropriate public education and it should be provided at least once a year or when your child is referred for services.

18. List three items that could possibly be included in procedural safeguards notices? State complaint procedures What’s required in a private school placement at public expense Procedures for students subject to placement in an alternative educational setting. An example may be discipline procedures.

19. List the eight areas that are evaluated: Health Vision Hearing Social and emotional status General intelligence Academic performance Communicative status Motor abilities

20. List and define the three UDL principles? Representation Principle: Presenting information and course content in multiple formats so that all students can access it Action and Expression: Allowing students alternatives to express or demonstrate their learning Engagement: Stimulating students' interests and motivation for learning in a variety of way