NYSTCE Students with Disabilities CST [060] Exam Test

NYSTCE Students with Disabilities CST [060] Exam Test 1. Panel on Mental Retardation 2. Elementary and Secondary Edu- cation Act in 1965 3. Public Law 94-143 4. The Education for all handi - capped Children Act (EHA) 5. The Individuals with Disabilities Education Im - provement Act (IDEIA) In 1961, President Kennedy appointed a panel of experts to prepare a national plan for "combating mental retarda - tion." The Elementary and Secondary Education Act (ESEA) was a cornerstone of President Lyndon B. Johnson's "War on Poverty" (McLaughlin, 1975). ... ESEA is an exten - sive statute that funds primary and secondary education, emphasizing high standards and accountability. As man - dated in the act, funds are authorized for professional development, instructional materials, resources to support educational programs, and the promotion of parental in - volvement. (QUALITY AND EQUALITY) Public Law 94-143. Passed in 1975 and later reauthorized as IDEA. guaranteed a free appropriate public education to each child with a disability. is the federal law that govern the education of children with disabilities. 6. IDEA Individuals with Disabilities Education Act. Federal legisla - tion 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 envi- ronment cannot be modified to adequately support their educational progress. 7. Inclusion The practice of educating students with disabilities in the general education classroom so they may participate in NYSTCE Students with Disabilities CST [060] Exam Test day-to-day routines alongside students without disabilities. Inclusion treats the general education classroom as the student's primary placement. (LRE and FAPE) 8. Mainstreaming students with disabilities were included in the general education classroom only when their achievement would be near grade level without substantial support. 9. 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 chil - dren 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. 10. Free Appropriate Public Education (FAPE) part of IDEA 11. LRE Least Re - strictive Environ - ment 12. Continuum of service 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 edu - cation experience that is appropriate to his or her age and abilities at no cost to the parents. 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 edu- cation classroom to the greatest extent possible, with the fewest possible changes to day-to- 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. allows these students to participate to the greatest extent possible. NYSTCE Students with Disabilities CST [060] Exam Test 13. IEP individual - ized Education Plan 14. Individualized Family Service Plan (IFSP) 15. The Vocation Re- habilitation Act and the Ameri - cans with Dis - abilities Act (ADA) 16. The Family Ed - ucational Rights and Privacy Act (FERPA) 17. The No Child Left Behind Act (NCLB) Between the ages of 3 and 21, each student with a disabil - ity must have an IEP. It describes the child's present level of progress and learning capacity, the short - and long term educational goals for the child, and the accommodations and services which will be provided in order to achieve those goals. It is created by a team typically consisting of the child's parents, a special ed. professional, a general ed. teacher, a representative of the school, and others. The educational objectives described in the IEP must align with state curriculum standards for general education. When the student reaches 16 the IEP must contain a description of the student's goals falling graduation and the transition services needed to achieve those goals. Prior to the age of 3, each child who shows signs of developmental delay must have an IFSP. It is a written document similar to the IEP that focuses on the gmail and the child's natural environment. forbids discrimination against individuals with disabilities. helps ensure the privacy of educational records such as IEPs. increases the accountability of schools with respect to the academic progress of students with disabilities. 18. Referrals IDEA, as well as New York State regulations, specify a process for referrals. In order to determine if a child has a disability and requires special ed. services, a referral for evaluation must be made. A referral can be made by parents, school staff, or administrators. Physicians, judicial