Unformatted text preview:

Review for TEST # 1: LECTURE 16 categories that make up SPE population : HIGH INCIDENCE 1. Learning disability2. Mental Retardation3. Speech/Language4. Emotional/Behavior Disorder5. Other Health Impaired6. AutismLOW INCIDENCE 1. Multiple Handicaps2. Ortho Handicapped3.Hearing Impaired4. Traumatic Brain Injury5.Visually impaired6. Deaf/Blind7. Gifted/TalentedReason for special education (Preventable causes)1. Poverty- (not dealt with properly)2. At-risk- (behavior-uses survival skills)3. Neglect & Abuse- (not intended/common for both set parents to work; left alone)4. Discrimination/Intolerance5. Politics- (struck in rut, cant find common ground)5 Senses1. Sight human eye is an exceptional tool for gathering light2. Hear3. Touch4. Taste5. Smell 3. Things you need to know about sight1. 20/20 vision=20 feet away 20/100 vision=4 feet away2. Color blindness is 10 times more common in men3. All male/female babies are born colorblind at birthMajor Area’s of Human Development1. Motor-Gross Motor- Fine Motor2. Perceptual3. Conceptual4. Communications5. Social-emotional self-help.6 Basic Constructs of SPE1.Mastery-oriented approach to developmentally appropriate instruction2. Assessment plays pivotal role in special ed. Instruction3. Special educators collaborate to ensure qualify programs for students4. Special Ed instruction promotes positive independency rather then co-dependency/dependency 5.High quality special ed teachers the whole child rather fixing problems in children6. Special Ed must be protective rather then reactive Hallmarks of DI1. Students are held to high expectations2.Teachers use time flexibility3. Teachers use a range of instructional strategies4. Teachers become partners w/ their students to see what is learned and the learning environment is shaped to that one studentBenefits of Labelinga.) Increase visibility of people with special needsb.) Assist professionals in providing appropriate servicesc.) Provides effective communication across service provider’s agencies (State/Federal)d.) Relates specific exceptional category to specific learning environment e.) Determine funding needsf.) Help SPE interest groups to lobby, promote/impact legislative actions Disadvantages of Labeling:1. May be used to keep children out general education classroom2. Seldom reflects individual needs3.Focuses on negative aspect of the child4. May lead to peer group rejection5. Label may be inaccurate5 Levels of Human Needs (“Level of needs met”)1.Physiological2. Safety3. Belonging/Love4. Self esteem5. Self-Actualization Types of Collaboration1. Teaching Assistance Teams-designed to help classroom teacher’s indentify/plan interventions for academic/behavioral problems which are interfering with students success2. Collaborative/Consolation- as interactive process, which allows teachers to share expertise in solving a defined problem3. Co-teaching- 2 more individuals teaching one on one ongoing basis for least part/most school dayLECTURE 2Disability Defined under Sec 504:1. Has physical/mental disability which substantially limits one or more major life activates 2. Record of such a disability3. Is regarded of having such disability (4) Foundations for 94-1421. Law is intended to ensure that all free and appropriate education(FAPE) be made available to all individuals w/ disabilities 2. Assist states and local education agencies (LEA) in providing these educational opportunities3. Assess the effectiveness of educational efforts4. Provide individual w/ disabilities and their parents with assurance of DUE PROCCESS Difference between sec 504 & IEPSection 504: a)-Doesn’t require written plans (most school create own forms)b)-Parents have few rightsc)-School doesn’t have to invite parents to meet when having developed pland)-Just have to notify parents when 504 plans is solidifiede)-Fewer procedural safe guards to protect parent/child f)-Protects child after he/she leaves public school systemIEP:a)-Provides statement of measurable goalsb)-Provide statement on how the disability affects a child involvement/progress in general education/classroomc)-Track progress for meeting those goals d)-Provides statement saying SPE provides services, and supplemental aidse)-No later then 16 yr/younger determined appropriate post-secondary goals by IEP team that relate to training, education, employment, and independent living skills.f)-IEP doesn’t allow protection of child after he/she leaves public school systemRole Clarification: Para-educator1. Is a team member who works under the supervision of special education professional2. Supervision is sometimes collaborated between special and general education teachers for an inclusive setting3. The PE serves as part the instructional team4. The PE helps carry out the educational programs developed through the Individualized Education Plan (IEP) or 504 Plan processLECTURE 36 steps in Referral to Placement1. Screening/pre-referral2. Referral3.Evaluation Process4. Eligibility5. IEP Meeting6. PlacementPre-Referral Strategies1. Communicate w/ parents2. Review records3. Try variety of teachings strategies4. Communicate w/ past teachers5. Involve BBSST if needed6. Keep systematic records/hard copies of student work/progress7. Check own pulse on a regular basisEvaluation Process1. The EP must be administrated by qualified individuals2. The Evaluation materials must not be discriminate in the way the materials are selected or administrated3. More then one-type assessment must be employed in the evaluation process Parent Consent to Placement:1. Parents must receive a copy of “child/parent rights”2. Parents must agree to placement in writing3. In not mediation or DP hearing4. Cost & time are always a factorIndividual Educational Plan (IEP) must contain:1. Statement regarding person current educational performance level2. Statements that service, aids, accommodations were provided3. Statements allowing participation in regular school programs4. Accommodations needed to participate in appropriate assessment5. Frequency & locations of service/modifications 6. Statements measurable post-secondary goals based on age transitioning related to training, employment, independent living by 167. Info regarding transfer of rights8. Tracks how progress is measured and how parents will be informed504 Plan: Describes students  a.) Physical/mental impairmentb). Educational limitationsc.) Medical limitationsd.) 1st of other limitations that


View Full Document

UA SPE 300 - Review for TEST # 1

Documents in this Course
Load more
Download Review for TEST # 1
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Review for TEST # 1 and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Review for TEST # 1 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?