OSAT Mild-Moderate Disabilities Practice Mock Questions |100% Correct|

OSAT Mild-Moderate Disabilities Practice Mock Questions |100% Correct| Assessment of All Students *Ans*Historically students receiving special education services were not included in state, district, or school-wide assessment of student performance. IDEA 97 corrected this by requiring that by July, 2000, each state must access the academic progress of students who have IEPs by including them in the standardized assessments other students task or by using an alternative assessment process. Students who need appropriate adaptations such as extended time or large print during assessments are entitled to these adaptations. Autism *Ans*A developmental disability significantly affecting verbal and non-verbal communication and social interaction, generally evident before age three, that adversely affects educational performance. Deaf-Blindness *Ans*Simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that a child cannot be accommodated in special education programs solely for children with deafness or children with blindness. Deafness *Ans*A hearing impairment which is so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects educational performance. Discipline *Ans*IDEA 97 provides that if needed, the IEP must include strategies for addressing student behavior issues. A behavior plan must be developed, if a student is suspended or placed in an alternative interim placement. If a student with disabilities brings a weapon or drugs to school, the school now has the option to place the student in an alternative placement for up to 45 days; and that placement must provide continued special education services. Due Process *Ans*Procedures which protect students with disabilities and their parents in all special education affairs. Specifically, if a disagreement regarding a student's eligibility for special education, no changes can be made in the student's services until an impartial hearing, and if necessary, the appropriate court resolves the issue. School personnel are also protected if they disagree with parents' requests for services; they also may use due process procedures to resolve the dispute. Evaluation and Eligibility *Ans*IDEA 97 clarifies that when parents consent to have their child evaluated, they are not consenting to possible future special education placement. Students cannot be made eligible for special education because of past poor instruction or because of language differences. Previous requirements that a comprehensive reevaluation occurs every three years can be modified if the family desires; already existing information can be used rather than repeated administration of standardized tests. Free and Appropriate Education (FAPE) *Ans*Students with disabilities are entitled to attend public schools and to receive the educational services they need at no cost to parents. General Education Teacher Involvement *Ans*IDEA 97 stipulates that at least one general educator must participate as a member of a student's IEP team. The IEP also must directly address the student's participation in general education and must justify placements that are not in general education. Hearing Impairment *Ans*An impairment in hearing, whether permanent or fluctuating, which adversely affects a child's educational performance but which is not included under the definition of "deafness." IDEA 97 *Ans*The second reauthorization of P.L. 94-142 provided seven significant changes which greatly affect schools, teachers, and educational and assessment practices. Those changes include: 1) General Education Teacher Involvement; 2) Evaluation and Eligibility; 3) Assessment of All Students; 4) Discipline; 5) Transition; 6) Paraprofessionals; and 7) Mediation. IDEA's Early Intervention Program *Ans*Intervention directed to the needs of children, from birth to age three, who need early intervention because they: 1) are experiencing developmental delays in one or more of the following areas: cognitive, physical, language/speech, psychosocial, or self-help skills; 2) have a physical or mental condition that has a high probability of resulting in delay, such as Down's syndrome, cerebral palsy, etc.; or 3) at the state's discretion, are at risk medically or environmentally for substantial development delays if early intervention is not provided. Individualized Education Program (IEP) *Ans*Services for students with disabilities must be tailored for each student, which is accomplished by annually developing or revising this document, to include a statement of the student's current performance levels, a set of goals and accompanying short-term benchmarks or objectives for achieving the goals. This document clearly specifies who is responsible for delivering various aspects of the student's education instruction, how progress will be evaluated, and where and how long services will be provided. Individuals with Disabilities Education Act (IDEA) *Ans*The 1990 reauthorization of P.L. 94-142 (EHA) provided more suitable person-first language and replaces the unfavorable labeling language of "the handicapped" in the title of the legislation. This law added significantly to providing education to very young children with disabilities and preparing older students for transition to post-secondary life. Two new categories of disability - autism and traumatic brain injury - were added to the already existing categories of learning disabilities, speech/language impairments, intellectual disability (mental retardation), emotional disturbance, hearing impairments, visual impairments, deaf-blindness, orthopedic impairments, multiple disabilities, and other health impairments. The reauthorization also funded projects to promote the inclusion of students with severe disabilities in general education. Intellectual Disability (formerly known as Mental Retardation) *Ans*Significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period, which adversely affects a child's educational performance. Least Restrictive Environment (LRE) *Ans*Students with disabilities must be educated in the least restrictive environment in which they can succeed with support. For most students, this environment is the general education classroom. Mediation *Ans*According to IDEA 97 and as part of due process procedural rights, each state must make mediation available to parents as an early and informal strategy for resolving disputes over a student with disabilities' identification, placement, or services. The State bears the cost of mediation, parents do not have to mediate, and mediation may not delay a possible due process hearing. Multiple Disabilities *Ans*Simultaneous impairments (combination of two or more), the combination of which causes such severe educational problems that the child cannot be accommodated in a special education program solely for one of the impairments, excluding children with deaf blindness. Nondiscriminatory Evaluation *Ans*Ins