Term
| 5 people who make up an IEP team |
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Definition
1. Parents
2. Special ed teacher
3. General ed teacher
4. Representative of ed agency who is
a) qualified to provide or
supervise special ed
b) knowledgeable about gen ed
curriculum
c) knowledgeable about the
availability of resources in the
school
5. Person who can interpret evaluation results
George's list:
1. PArents
2. Gen Ed teacher
3. Special Ed teacher
4. Rep of LEA who can assess results
5. Related service members who are needed |
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Term
| Do all five people have to be present at every IEP meeting for it to be valid? |
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Definition
No. Need to document why they weren't there though
Parents have to consent for them to be absent
(e.g. not discussing something in their area - only changing speech therapy, gen ed teacher doesn't have to be there) |
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Term
| What do you do if something comes up in the meeting and the appropriate people are not there to make those decisions? |
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Definition
| Stop and call a new meeting where the people who have authority to make that decision will be there. |
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Term
| Is the IEP enforceable by law? |
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Definition
| Yes. It is a contract. School board members can't change it after its agreed on. |
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Term
| Can you bring a completed IEP to a meeting? |
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Definition
| NO. It's ok to bring a draft but the parents are supposed to understand that it is only a draft and is to be used for discussion |
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Term
How long do you have to complete an assmt once you have parental consent?
How long to complete IEP once assmt is completed? |
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Definition
60 days
30 days
It is ok to combine the assmt results conference and IEP meetings together to save time |
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Term
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Definition
1. Present level of academic achievement and functional performance
2. Measurable annual goals (benchmarks, prog monitoring)
3. SpEd services and supplementary services
4. When they will not participate in GenEd
5. Participation in state assmt (how)
6. Transition plan when relevant |
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Term
| When is a transition plan required by fed law? |
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Definition
| 16. some states do earlier |
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Term
| Are IEPs generally specific about how they will meet the goals listed? |
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Definition
| No. This can be a bad and good thing - don't want to be too narrow where it has to be redone all the time, but want to have some parameters to lead to good instruction |
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Term
| What's the big requirement for an IEP to be good? (for the student) |
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Definition
| Should be reasonably calculated to provide substantive benefit to the student |
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Term
| FAPE trumps LRE, true or false? |
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Definition
True.
If kid has to be in a more restricted environment to achieve FAPE you need to put them there. |
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Term
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Definition
including the kid in general ed classrooms.
Not as big of a conversation anymore
- At a time kids were excluded almost all day and mainstreaming was a movement to get kids more included – over time became less important as the amount of isolation became less to begin with |
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Term
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Definition
philosophical position that SPED should never be a place – all sped students should be in a gen ed classroom all the time.
Rejected by the courts as a rule – have held that it is wrong – any kind of absolutism forecloses choices and so this is the problem with inclusion |
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Term
| Where is the presumed LRE? |
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Definition
Regular school of attendance (in school zone) in their general ed classroom.
Can be changed based on student needs |
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Term
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Definition
Place you go and generally can go for up to about 2 hrs/day and the rest of learning is in genEd.
Considered supplemental instruction (even if go for a full subject every day).
MOST COMMON SPED KIDS - LD, MMR
- schools get more money for resource kids |
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Term
| What is a self-contained classroom? |
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Definition
Generally involves SpEd taking over more than two subjects...usually happens in middle school as they are experiencing more and more struggle with curriculum
- Often get their core subjects here and go to genEd for lunch, pe, art etc
This has much more social stigma than resources - no longer have a gen ed homebase. |
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Term
| Is it legal for a self-contained classroom to have kids that never integrate with the genEd at all? |
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Definition
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Term
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Definition
| Put the kid somewhere else. More extreme than resource or self-contained class |
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Term
| SpEd students do not have the right to be in a context in which they disrupt the education (FAPE) of other students - True or False? |
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Definition
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Term
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Definition
1. Can I bring the services to the child?
2. If the alternative placement appropriate (have you kept them in genEd to the maximum extent possible?) |
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Term
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Definition
1. The educational benfits of the genEd classroom with supplementary aids and services as compare with educational benefits of the special classroom
2. NONACADEMIC benefits of interaction with students without disabilities
3. The effect of the student's presence on the teacher and on other students in the class
4. The cost of mainstreaming |
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Term
| What was unique about the Rachel test from Daniel test? |
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Definition
Considered nonacademic benefits
First time accepted cost as a consideration |
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Term
| What is the extra "fifth element" that is not attached to a specific case but is important for LRE and FAPE considerations? |
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Definition
A special needs child's right to FAPE does not trump his peers right to a FAPE.
- if the child is disruptive outside of what is normal for a gen ed and reasonable accommodations can't correct it then he is disrupting other kids FAPE and can be moved |
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Term
| Kavale and Forness - Meta-analyses on SpEd |
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Definition
- On the whole meta-analyses say kids who go to SPED don’t get better. The more a kid is in gen Ed the likelier a good outcome is.
o Threat to this interpretation/research is there are systematic differences in the kids that influence their placement – could be differences in the kid that influence their outcomes regardless of gen Ed contact generally speaking though this is still true in the ones that have controlled for it |
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Term
| Meta-analyses - things that work |
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Definition
Progress monitoring
Direct instruction
Mnemonic strategies
Moderate positive relationship for ADHD stimuluants (for kids that need them) |
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Term
| 9 Elements of effective teaching (Kavale and Forness) |
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Definition
1. Effective management
2. Positive school environment
3. Appropriate instructional match
4. Clear goals, explicit communication of expectations, and clear lessons
5. Students receive good instructional support
6. Sufficient time allocated to instruction
7. Opportunity to respond is high
8. Teachers actively monitor student progress and understanding
9. Student performance is evaluated appropriately and frequently |
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