Panel on Mental Retardation - In 1961, President Kennedy appointed a panel of experts to prepare a national plan for "combating mental retardation." Elementary and Secondary Education Act in 1965 - The Elementary and Secondary Education Act (ESEA) w

Panel on Mental Retardation - In 1961, President Kennedy appointed a panel of experts to prepare a national plan for "combating mental retardation." Elementary and Secondary Education Act in 1965 - The Elementary and Secondary Education Act (ESEA) was a cornerstone of President Lyndon B. Johnson's "War on Poverty" (McLaughlin, 1975). ... ESEA is an extensive statute that funds primary and secondary education, emphasizing high standards and accountability. As mandated in the act, funds are authorized for professional development, instructional materials, resources to support educational programs, and the promotion of parental involvement. (QUALITY AND EQUALITY) Public Law 94-143 - The Education for all handicapped Children Act (EHA) - Public Law 94-143. Passed in 1975 and later reauthorized as IDEA. guaranteed a free appropriate public education to each child with a disability. The Individuals with Disabilities Education Improvement Act (IDEIA) - is the federal law that govern the education of children with disabilities. IDEA - Individuals with Disabilities Education Act. Federal legislation with the strongest and most direct impact on special ed. The Right to a free, appropriate public education in the least restrictive environment. It requires that students with disabilities be included in the general education classroom only removed with special services if the classroom environment cannot be modified to adequately support their educational progress. Inclusion - The practice of educating students with disabilities in the general education classroom so they may participate in day-to-day routines alongside students without disabilities. Inclusion treats the general education classroom as the student's primary placement. (LRE and FAPE) Mainstreaming - students with disabilities were included in the general education classroom only when their achievement would be near grade level without substantial support. Child find - Through IDEA, the federal government provides states with funding for special ed but in return the states must comply pertain to children from birth to 21. States must conduct child find activities to identify and evaluate children who may have disabilities. Students who may have a disability must be evaluated, at no cost to the parents, for their eligibility for special service. Parents must be in involved in the evaluation process. Either parents or a school professional (teacher) may request an evaluation, but parental consent is required before evaluation can take place. Free Appropriate Public Education (FAPE) part of IDEA - students with disabilities are entitled to the same types of educational experiences as their peers without disabilities. Schools must provide each child with a disability an education experience that is appropriate to his or her age and abilities at no cost to the parents. LRE Least Restrictive Environment - Students with disabilities are to be educated in the least restrictive environment, meaning that their educational experiences must be as similar as possible to those of children who do not have a disability. The goal of LRE is for students with disabilities to remain in the general education classroom to the greatest extent possible, with the fewest possible changes to dayto- day routines, and to be removed from regular classes and provided with special services only when the severity of their disability requires doing so in order for them to be educated appropriately. Mr. Graham is a specialist who works with students who have special needs. You observe Mr. Graham and he is working with a group of students on the tasks of cutting with scissors, holding a pencil, and writing sentences using the same hand without switching to another hand. Mr. Graham is the A. special education teacher B. physical therapist C. occupational therapist D. motor planning specialist (C) Mr. Graham is the occupational therapist. Some students with disabilities have fine motor issues. He is working on these skills including crossing midline. Which is an example of an unmet need that can be addressed prior to the referral process? A. conducting a formal assessment to pinpoint the student's reading capabilities B. creating an IEP with goals for the student C. selecting related services that the student will receive D. providing assistance to help the student increase his attendance rate (D) (A), (B), and (C) are actions that take place after the referral process and are not unmet needs. Helping the student improve attendance is a need that should be addressed prior to asking if the difficulty in school is related to a disability. Which of the following is the best example of a chronic behavioral pattern that is problematic? A. Taylor throws chairs to express her anger concerning her parent's divorce B. Sal gets into fights when he is attacked C. Kelly cannot verbally sound out digraphs when reading aloud D. Shawn is sometimes late to school because he misses the buses (C) Kelly's behavior is chronic and problematic because it impedes reading. The behaviors of Taylor, Sal, and Shawn are in response to a specific event and are not chronic. The first step in addressing an identified unmet need is to A. refer the student for special education B. set up counseling C. contact the family or guardian D. meet with the principal (C) Meeting with the family or guardian is the first step because you can gain information concerning the need. Choice (A) and (B) would not be a first step. Meeting with the principal is a step that would happen prior to addressing the need. It would happen while in the process of identifying the need. The multidisciplinary team is creating Jenna's IEP. In regards to placement in general education, the team must A. place Jenna in a general education class B. justify her placement if she is not participating in general education C. explain her placement to the Board of Education D. report her placement in special education to the Board of Cooperative Educational Service (B) As part of the IEP process, a justification statement must be made that explains the considerations of the students to participate in regular education. If a decision is made that the student will not participate in general education, the rationale must appear on the document. Lisa is a new student in your class. She has an IEP. You are planning instruction but need to know what Lisa is expected to achieve by the end of the year. Which section of the IEP best articulates this information? A. The Present Levels of Performance B. The Annual Goals C. The Short-Term Objectives D. The Evaluation Scores (B) The annual goals and objectives state the projected learning which will be achieved by the end of the school year. On Sheldon's IEP, it states that Sheldon will attend a two-year college with the purpose of taking courses in child day care. Where on the IEP should this information be documented? A. Present Levels of Performance