WGU C847 Latest Update with Certified Solutions

WGU C847 Latest Update with Certified Solutions Resource Room Students who receive special education and related services in the regular classroom between 40 and 79 percent of the school day. Students are "pulled out" of the regular classroom and receive specialized instruction or services in a separate classroom for limited periods of time. Services may be individualized or offered in small groups PL 108-446 waives the 3-year IEP review requirement if both the parents and school officials agree that such a review is not necessary. 1973 PL 93-112 PL 93-112 Section 504 of the Rehabilitation Act children and Adults no age limit PL 93-112 Section 504 of the Rehabilitation Act Prohibits discrimination on the basis of a person's disability in all programs receiving federal funding 1975 PL 94-142 PL 94-142 Education for All Handicapped Children Act Education for All Handicapped Children Act Now known as IDEA; "Bill of Rights" for children with exceptionalities and their families 1986 PL 99-457 PL 99-457 IDEA PL 99-457 IDEA Infants to 5 year olds. Created "Developmentally Delayed" 1988 TECH Act TECH Technology-Related Assistance for Individuals with Disabilites Act TECH Act Defined Assistive Technology as any piece of equipment (off the shelf or modified) used to improve functional capabilities of individuals with disabilities and the services necessary to use the equipment 1990 PL 101-476 PL 101-476 IDEA PL 101-476 IDEA • Changed name of Education for All Handicapped Children Act to IDEA • Established the requirement of an Individualized Transition Plan (ITP) by age 16 • Assistive Technology provided if IEP Team determines it's needed • First-time Assistive Technology was included in IDEA 1997 PL 105-17 PL 105-17 IDEA PL 105-17 • IEP Teams must consider Assistive Technology for all students with disabilities • Students with disabilities required to participate in state- and districtwide assessments • General educators required to participate on IEP team 2004 PL 108-446 PL 108-446 Individuals with Disabilities Education Improvement Act PL 108-446 Individuals with Disabilities Education Improvement Act • Added the word "Improvement" to the title of IDEA • Parental consent is not required for the referral, but is required before the formal evaluation process can begin. • Assistive Technology provided at no cost to student • removed cochlear implants from the definition of Assistive Technology Individualised Education Program (IEP) part of an overall strategy designed to deliver services appropriate to the individual needs of pupils ages 3 and older a parent/guardian, the child's teachers, a representative from the school district, and an individual able to interpret the instructional implications of the evaluation minimum participation for writing an IEP IEP a management tool that stipulates who will be involved in providing a special education, what services will be offered, where they will be delivered, and for how long. every three years How often do we review an IEP Annual Goals for IEP the who, the behavior, the criterion, the conditions, the time frame Individualized Family Service Plan (IFSP) services to infants and toddlers who are at risk or have a disability Every six months IFSPs are reviewed how often? Regular Classroom Students who spend at least 80% of the school day in a regular or general education classroom Separate Class Students who receive special education and related services in the regular classroom for less than 40% of the school day. Commonly known as a self-contained classroom wherein pupils, usually those with more severe disabilities, receive full-time instruction or, in a modified version, participate in nonacademic aspects of school activities. Classroom is located in a typical school building Separate School Students who receive special education and related services in a public or private separate day school for students with disabilities, at public expense, for more than 50% of the school day Residential Facility Students who receive a special education in a public or private residential facility, at public expense, twenty-four hours a day Homebound/Hospital Students placed in and receiving a special education in a hospital or homebound program culture the attitudes, values, belief systems, norms, and traditions shared by a particular group of people that collectively form their heritage Multiculturalism More than one culture multicultural education (Sleeter and Grant) an umbrella concept involving issues of race, language, social class, and culture as well as disability and gender multicultural education (Gollnick and Chinn) an educational strategy wherein the cultural background of each pupil is valued, viewed positively, and used to develop effective instruction bilingual education an educational strategy whereby students whose first language is not English are instructed primarily through their native language while developing their competency and proficiency in English Transitional Programs Students are instructed in native language only until they have sufficient English. Goal is to move all students as quickly as possible to all English-only classes. This instructional model is the most common. Bilingual education legislation favors this program. Maintenance Programs They place a strong emphasis on students' native language. Goal is to maintain proficiency in first language while getting instruction in English. This is a long-term approach that places less emphasis on exiting the program. English as a Second Language (ESL) Program These programs are not categorized as "bilingual education." Students receive instruction in English outside the regular classroom. Goal is to develop English proficiency as quickly as possible. Emphasis on teaching in English. Native language is not used during instruction. Sheltered English Instruction is in English but the teacher may occasionally use native language to assist a student's understanding. Approach puts no effort into the EL student's maintaining or developing proficiency in his or her native language. English instruction is monitored and modified to encourage comprehension. Student completes English language and subject content matter lessons. Students remain in the general education classroom. Immersion Program Language and culture are not incorporated. A "sink or swim" philosophy. antagonistic and adversarial 1880 through 1970s 1880 through 1950 parents are seen as the cause of child disability 1930s through 1950s parents become the founders of parent organizations 1950's to 1960's parents begin to be the developers of educational and service programs 1950s to 1970s parents are the recipients of professionals decisions working Partnerships 1960s to present late 1960s to late 1980s parents take on the role of teaching their children 1970s to present parents begin to be political advocates for their children parent empowerment and family centered relationships mid 1970s to present mid 1970s to present parents make the educational decision regarding their children mid 1980s to present families are collaborators with school personnel Parental Reactions Primary Phase Shock, denial, grief, depression Parental Reactions Secondary Phase Ambivalence, guilt, Anger, shame, embarrassment Parental Reactions Tertiary Phase Bargaining, adaptations, reorganization, acceptance, adjustment functional curriculum instructs pupils in the life skills they require for successful daily living and prepares them for those situations and environments they will encounter upon leaving school functional curriculum community based instruction requires that instruction occur as much as possible in natural settings, using actual items rather than mere representations in simulated settings functional curriculum individualized instruction domains include self-help skills, socialization, communication, and vocational training, along with using community resources and exposure to very basic or "survival" academics. Standards-Based Curriculum Consists of traditional academic skills and life skills, depending on the needs of the student and the desires of the parents Speech Disorders articulation, fluency, voice Articulation errors in the production of speech sounds Fluency disorders difficulties with the rhythm and timing of speech Voice disorders problems with the quality or use of one's voice that result from disorders of the larynx Language Disorders morphological, syntactical, semantic, phonological, pragmatic phonological difficulty of organizing speech sounds into patterns morphological difficulties with morphological inflections modifications of nouns, verbs, and adjectives that signal different kinds of meanings syntactical difficulty acquiring the rules that govern word order and other aspects of grammar such as subject-verb agreement semantics poor vocabulary development, inappropriate use of word meanings, and or inability to comprehend word meanings pragmatic problems understanding and using language in different social contexts instructional strategies for teaching gifted learners preassess, group, match, provide, and reflect Act to Promote the Education of the Blind authorized funding for the production of Braille materials by the American Printing House for the Blind PL 45-186 Act to Promote the Education of the Blind Captioned Films Act provided funding to purchase and distribute closed-captioned films to state schools for the deaf 1879 PL 45-186 PL 85-905 Captioned Films Act 1958 PL 85-905 PL 100-407 TECH Act