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NYSTCE Students with Disabilities (060) REA Prep study guide
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NYSTCE Students with Disabilities (060) REA PrepStudy online at https://quizlet.com/_4pnkhs
1. Compulsory Educations est.: by early 20th Century
2. Panel of Mental Retardation: Government action created by President John F.
Kennedy in 1961
3. Elementary & Secondary Education Act: 1965
4. Public Law 94-143: Education for All Handicapped Children Act (EHA)
-passed in 1975
-reauthorized as the Individuals with Disabilities Education Act (IDEA)
5. Inclusion: educating SwD in the general education classroom
-allows them to participate in day-to-day routines alongside students w/o disabili-
ties to the greatest extend possible
-a default/normative scenario for which there may be exceptions
6. Mainstreaming: SwD included in the gen ed classroom only when their achieve-
ment would be near grade level, without substantial support
7. Inclusion v. Mainstreaming: Inclusion treats the gen ed classroom as the
student's primary placement, with the gen ed teacher as the primary teacher;
mainstreaming first requires student to be at/near grade level
8. Individuals with Disabilities Education ~Improvement~ Act: IDEA, aka
IDEIA; 1975
- strongest, most direct impact on special ed
-Federal gov't provides states w/funding for special education. -She states must
comply w/numerous requirements that pertain to children ranging from birth to age
21.
9. Child Find Activities: -State compliance for IDEA
-used to identify & evaluate children who may have disabilities
-must be evaluated at no cost to parents
-parents must be involved in the evaluation process
-parents or school professional (ex. teacher) may request evaluation
-parental consent required
10. Who may request evaluation of a child?: Parents or school professional,
such as a teacher
-but parental consent is required!
11. Free Appropriate Public Education (FAPE): -State compliance for IDEA
-SwD entitled to same types of educational experiences as peers
-schools must provide SwD an educational experience that is appropriate to age
& abilities at no cost to parent
, NYSTCE Students with Disabilities (060) REA Prep
Study online at https://quizlet.com/_4pnkhs
12. LRE: Least Restrictive Environment
-State compliance for IDEA
-educational experiences must be as similar as possible to peers
-remain in gen ed class to greatest extent possible & fewest possible changes to
day-to-day routine
-Foundation of Inclusion
-Continuum of Services
13. Continuum of Services: -State compliance for IDEA
-allows students to participate to the greatest extent possible
14. IEP: -State compliance for IDEA
-Individualized Education Program/Plan required for each child 3 yo to 21 yo
-describes child's present level of progress & learning capacity
-short & long term goals
-accommodations & services needed
15. IEP Post-graduation: -State compliance for IDEA
-When child is 16 yo, IEP must included description of the student's goals following
graduation
-includes transition services needed to achieve those goals
16. IFSP: -State compliance for IDEA
-Individualized Family Service- Plan (IFSP)
-focuses on the family and the child's natural environment
-prior to age 3 for each child who shows signs of developmental delay
17. Federal Legislation for SwD (5): 1. IDEA
2. The Vocational Rehabilitation Act
3. Americans with Disabilities Act (ADA)
4. Family Educational Rights & Privacy Act (FERPA)
5. No Child Left Behind Act (NCLB)
18. The Vocational Rehabilitation Act & Americans with Disabilities Act
(ADA): forbid discrimination against individuals with disabilities
19. The Family Educational Rights and Privacy Act (FERPA): Helps ensure the
privacy of educational records such as IEPS
20. No Child Left Behind Act (NCLB): -2001; requires instructional practices be
predicated on scientifically based research
-Increases the accountability of schools with respect to the academic progress of
students with disabilities
, NYSTCE Students with Disabilities (060) REA Prep
Study online at https://quizlet.com/_4pnkhs
21. Referals: Referral for evaluation must be made in order to determine whether
a child has a disability & requires special ed services
-can be made by parents, school staff, and/or administrators; also physicians,
judicial officers, students over 18 yo
22. Committee on Special Education: CSE; the multidisciplinary team that re-
ceives referrals, responsible for:
-makeing arrangements for the evaluation of a student who has been referred
-determining whether student is eligible for special ed services, based on evalua-
tion results
-developing & implementing IEP
-reviewing IEP on annual basis & modifying as needed
23. Committee on Preschool Special Education: CPSE; the multidisciplinary
team that receives referrals for children between ages 3 and 5
24. Requirements for the Assessment of Students, #1-4: 1. School officials
must notify parents prior to assessments; parental permission needed
2. Must be conducted by interdisciplinary team, including at least 1 teacher or ed-
ucational professional who is knowledgeable about student's suspected disability
3. Must be carried out on individual basis
4. Must consist of more than one test or criterion
25. Requirements for the Assessment of Students, #5-8: 5. Materials must be
nondiscriminatory w/respect to racial & cultural background; assessments must be
in primary language
6. Must be empirically validated & be administered by individuals trained in their
administrtaion
7. Test protocols must be adhered to
8. For children birth-3 yo, assessment must take place in "natural environments"
(home, day care center)
26. Procedural Safeguards: a set of rules & procedures designed to protect the
rights and interests of parents and their children with disabilities
-AKA Parents' Rights
-Required to be given when: 1. their children are evaluated/re-evaluated, 2. when
parents are invited to CSE/CPSE committee meetings, 3. when parents file a
complaint, 4. when requested
27. Due Process/Due Process Hearings: Principles that attempt to guarantee
the rights of citizens.
-allow the parents to bring their complaints before an impartial, experienced
individual from outside the school district.
, NYSTCE Students with Disabilities (060) REA Prep
Study online at https://quizlet.com/_4pnkhs
-no cost to parents, although they're responsible for attorney's fees
-can be requested by school; ex. parents refuse to allow a child to be evaluated for
the presence of a disability
28. Age of Majority: age a person becomes a legal adult; 18 yo
-at this point, student w/disability must receive notice of IEP meetings, consent to
evaluations & other IEP content, and otherwise function as their parents once did
29. Culture: shared values, beliefs, and practices that can be transmitted from one
generation to the next.
-constantly changing
-requires effective communication across cultures, requiring understanding cultur-
al differences
30. Culturally Responsive Communication: Takes into account surface differ-
ences (such as language), as well as deeper differences that may impact students
attitude & behavior
31. Culturally Responsive Strategies (4): 1. Get to know students & their fami-
lies, make personal connections
2. Recognize how cultural backgrounds may influence behavior & speech and
adapt communication whenever possible to meet individual needs & interests
3. Proactively encourage student-led discourse & student and parent involvement
4. Respond promptly & appropriately to culturally insensitive speech expressed by
students/any prejudicial/discriminatory behavior
32. Team Approach: -Required by IDEA
-the CSE or CPSE
-manages activities such as prereferral, assessment, and IEP design and imple-
mentation
33. Prereferral: helps students who are struggling in the gen ed setting before
referring them for special ed assessment
-CSE/CPSE team obtains info about the student's strengths & weakness, designs
and oversees the implementation of interventions, and evaluates the results of the
interventions to decide whether or not a referral is needed
34. Response to Intervention (RTI): -used as the prereferral process in some
states (NY)
-a school-level process that involves screening, monitoring, and responding appro-
priately to individual students based on their academic progress
-involves tiered, increasingly intensive & individualized instruction. if reaches final
tier & continues to struggle, student is referred for special ed assessment
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