TEXES Special Ed. EC-12

6%

2%

individualized family service plan ( for students birth to 2 yr. 11 mo.)

process of breaking a learning task into smaller elements & sequencing from simplest to most complex

gradually reducing the physical or verbal or gestural prompts required by learner

components in a response chain taught in their natural order

Consist of physical assisting the learners through a learning task, can use totally control to light tap

behavior is followed by removal of aversive event

behavior is followed by positive event (smile, approval, privileges, money, etc.)

behavior is not followed by positive event associated with previous occurrence.

Zero reject, Due process, LRE, FAPE with IEP, parent participation, nondiscriminatory evaluation

5 out of every 100 children

inattention/problems with attention, very active, impulsivity

inattentive hyperactive-impulsive combined.

create program to fit needs, help child manage behavior medication if parent/doctor feel helpful

students with "limited strength, vitality or alertness that is due to chornic or acute health problems.

It is an impairment in hearing, fluctuating or permanent, that adversely affects a child performance.

It is defined as a hearing impairment so severe that child is impaired in processing language with or w/or amplification.

It is 1.3 % of all students with disabilities.

Schools must provide bilingual education or instruction in native language

This was concerned with IQ testing of young black children that resulted in over-representation is sped.

Supreme Ct. rules if medical services (cath) were needed and didn't need Dr., then school was to provide

This referred to bias free evaluations, not using culturally biased assessment, testing must be in native language.

One of more problems in speaking, physical disabilities, thinking, memory, social/behavioral domains

What is TBI? injury to the brain caused by the head being hit or shaken violently (not born with it).

Two things assessed: intellectual functioning and adaptive behavior skills, both 2 SD below mean

3 out of 100 people have MR 1 out of every 10 in sped are MR.

genetic conditions, problems during pregnancy, problems at birth, health problems

Students requiring extensive support in more than one major life activity, 3 or more disabilities

Problems in communication, physical mobility, memory, trouble generalizing skills, need for support in major life activities. traditionally labelled as severe or profound MR,

process of determining the cause or function of behavior before developing an intervention

technology used to assist individuals with physical, cognitive and speech disabilities to accessing environments such as school or home

American with Disabilities Act prohibits discrimination on basis of disability

a reading disorder whereby individuals reverse words and letters

annually identify and locate all children with disabilities in one geographic area

individual plan to help student transition from school to work by age 16

prohibits schools from excluding any student with disability from a free and appropriate public education

includes partially sighted, low visions, legally blind and totally blind (Braille)

under age of 18, 22.2 per 100,

social, motor,and social developmental delays

need for technology, modifications in content, orientation & mobility, visual aides, early intevention

Education for all Handicapped Children Act-1975 mandated FAPE, ensured due process, IEP and LRE

required vocational education for students with disabilities be provided

mandated (IDEA 1990) assistive technology and transition services, added AU and TBI

a condition caused by injury to the parts of the brain that control our ability to use our muscles and bodies; falls under "Orthopedic Impairment" which adversely affects a child's educational performance,

vision/hearing screenings, catheterization, tube feedings, nebulizer treatments, medication.

proposed a visual-auditory-kinesthetic-tactile method of teaching reading & writing

reading proponent who stated phonics is not for everyone

a highly-structure multisensory teaching method used for group instruction of student with learning disabilities

1) disability and 2) a need for specialized instruction only provided in special education

emergent PreK-K; initial reading (1st and 2nd); transitional reading (2nd -4th); basic literacy (4th-6th); refinement (6th -7th)

model, reading orally, Choral rdg, tape assisted reading, echo reading, partner reading, reading theatre

speed at which student read or words per minute

process where there's an event, children write a story, and reread it and sequence it

method stressing sound blending

large chart where students first write "what they Know", "what they want to Learn" and then "what I learned"

prewriting; drafting; revising (here you share it); editing (correcting it); publishing

observations, checklists, anecdotal record, interviews, interest inventories, conferences

method which includes survey, questions, read, recite and review reading passage

literal (recall details) inferential (cause/effect, predict); evaluative ( critical thinking, attitudes)

he proposed a cascade of services

he questioned special education efficacy

involves teaching a student material hat can be used in every day life in a variety of settings.

a student's undeveloped potential or ability

substantial changes in level, content or performance criteria, test formats, and alternate assessments

instructional settings that range from mainstream-resource-selfcontainedhospital class

IEP objectives should reflect the TEKS as closely as possible

provides related service to VI students to help them ambulate and navigate their environments

coordinated set of activities for a student with a disability desgined with an outcome-based process, promotes movement from school to post school services

up to 10% of students, with soft neurological signs, poor organization skills, great memorizer, social ineptness, kinesthetic learner

is not effective because where exceptionality is concern, there are different degrees of severity

a process that provides an individual with instruction and practice to develop or strengthen skills which are nonexistent or weak

inability to follow instructions, seeming distracted or confuse, asking for information to bve repeated, mispronunciation of words.

impulsive, moody, forgetful, and restless to the point of disruption, umpredicatble and unable to follow through with tasks.

condition that requires individualized instruction, additional educational support or services and encompasses physical, mental and/or emotional conditions

given to parent when child is first referred for evaluation, re-evaluated and notified of IEP meeting

no qualified handciappped individuals should be excluded from participation in, be denied benefits of, or be subjected to discrimination under any program or activity receiving federal funds.

IDEA has very specific guideline regarding the # of consecutive days and the accumulative days a child with a disability can be removed.

the variability from the mean, find difference of each score from the mean, square each difference, average the squares and take square root

a discrepancy ( or significant difference) between a student's ability (measure on IQ tests) and academic achievement; a factor (not total issue) in the diagnosis of a learning disability

refers to the ability of the measurement to measrue what it claims or purports to measure

referring to the repeatability and accuracy of a measurement

enables them to interact with studernts who do not have disabilities with appropriate aids and supports

used by hearing impaired, to reduce uncertainty that is sometimes associated with lip reading.

a form of dispute resolution mandated by IDEA

requires states to identify, locate and evaluate all children with disabilities who are in need of early intervention and special education services between the ages of birth to 21

a congenital anomaly of the central nervous system where the head circumference is >3 standard deviations below the mean for age and sex

recurrent episodes of depression, mania and/or mised sysmptoms with unusual, extreme changes in mood, energy and behavior

genetic causes account for 60% of severe mental retardation

Down's Syndrome and Fragile X syndrome

Fetal Alcohol syndrome

conceptual deficits, memory deficits, behavior deficits,visual perceptive and auditory perceptive deficits, and spatial/body awareness deficits

causes strabismus (crossed eyes); amblyopia (lazy eye), myopia (near-sightedness) glaucoma or retinal detachment

parent, administrator, regular ed teacher, special ed teacher, related service providers

individual plan written in long form to help student transition from school to work by age 16

an opening in one or more of the vertebrate bones of the spinal column without apparent damage to the spinal cord.it's a birth defect, casing around spinal cord fails to close

40% of all Americans, this seems high, but there are various levels of severity

poor muscle tone, slanting eyes with epicanthal folds, hyperflexibility, low-set ears, small head, broad feet. 1/3 have heart defects, lowered resistance to infections

sound is measured in loudness or intensity (decibels, DB) or in frequency (hertz, Hz)

conductive (caused by disease or obstructions) or sensorineural (loss at inner ear or nerve) or mixed (both)

inability to build or maintain interpersonal relationship, depression, learning inability not explained by health, sensory or IQ factors.

include changes in the presentation format, the response format, the test setting or the test timing.

involves changes that enable a student with a disability to function as normally as possible.

a behavior management technique that consists of stating the cost for a specific misbehavior before it occurs, implementing the penalty every time the misbehavior occurs and comgining this with a reward to teach or strengthen the desired behavior.

to decrease inappropriate behavior by ignoring it and providing reinforcement for positive behavior

practice of learning theory that involves understanding what leads to new skills

connects academic and vocational learning

part of federal law that outlines services for birth to 3 students with disabilities, early intervening services

parent training; counseling; occupational therapy, physical therapy, special transportation, audiological services, psychological services

1

TAKS, TAKS Accommodated, TAKS M, TAKS ALT

TAKS M= 2% of all students grade 3-8 & 10 on day of testing TAKS ALT= 1% TAKS testing is Texas State testing mandated by law for grades 3-8, 10th and exit level

high functioning student with autism, on autism spectrum disorder continuum

disability with orthopedic impairment, difficulty with movement, bone/muscle disorders, eligibility determine by physician who lists functional implications as they affect school functioning

eligibility determined by physician, such as epilepsy, severe asthma, spinal bifida, hemophelia, that needs school health services and the disability has functional implications that affect school

DSM IV diagnosis, child with autistic like behaviors, major concern is lack of communication

rules from State Board of Education, outlining services, settings, etc. of special education program in Texas, each state has their own set of state rules, these mandates begin with TEC (Texas Education Code)

strabismus (cross-eyed), nystabmus (involuntary rapid movement of the eye, usually side to side) and amblyopia (lazy eye) are all types of visual impairments

types of visual diagnoses under visual impairment, such as diabetic retinopathy, retinitis pigmentosa, and macular degeneration

types of visual impairments, myopia(nearsightedness),hyperopia (farsightedness) and astigmatism (blurred vision due to irregularities in eye surfaces)

blurred vision due to cloudiness in the lens

loss of vision due to pressure build-up of fluid in the eye, even young children may have this condition

For each of the handicapps, try to review the IDEA federal definition (begins with CFR), then SBOE rules,

under Other health impairment, occurs with other neurological conditions or could be independent

formerly known as grand mal seizures, characterized by a loss of consciousness and contractions of the muscles, child usually loses bladder control and becomes very drowsy when the seizure ends.

formerly known as petit mal seizures, characterized by periods of inattention or daydraming which may be acompanied by slight repetitive muscle movements

Mild= 50-55 to 70 IQ Moderate= 35-40 to 50-55 Severe= 20-25 to 35-40 Profound= below 20 or 25

range of services for special education in public schools, ranging from least restrictive to most restrictive, districts/schools must have a full continuum of services, they cannot say "we don't do resource,"

setting used for handicapped students who require services for 50% or less time of the regular school day

setting generally is used for mildly or moderately handicapped students who require services for 50% or more of the regular school day

setting generally is used for students who may not be capable of attending more than two regular education classes.

arrangement is offered to students who are in a self-contained program at a separate campus operated by the school district, district must show that services could not be provided on the child's home campus

instructional arrangement is for providing special education and related services to students from more than one school district

instructional arrangement is for providing instruction to students who are placed on-the-job for a minimum of two hours daily, but they can work full time once trained in the job

instructional arrangement is provided for students in a facility not operated by a school district, such as a sheltered workshop

arrangement is for providing of special education and related services to students who are served at home or in hospitals, setting for a minimum of 4 weeks and doctor must complete forms

arrangement is for providing special education instruction in a hospital facility or residential care and treatment facility not operated by the school district

instructional arrangement is for providing speech therapy services

instructional arrangement is for providing special education services to students through contractual agreements, like Goodwill services, etc.

setting is designed to teach the student vocational skills through on-the-job work placements for handicapped students Prompting stimuli that are presented to the learner

along with the learning task in order to increase chances that the correct response will be made Can be: physical prompts=hand on hand verbal prompts= oral directions gestural prompts= physical actions do not involve touching, like touching the table, pointing

professional that conducts audiograms on students to determine hearing acuity in a soundproof booth, more than the nurse's hearing screens with beeps

good grooming good table manners good eating behaviors planning dressing appropriately for occasion

staying calm and relaxed listing possible solutions alternative to aggression following directions choosing the best solution taking responsibility staying out of trouble

on-task behavior attending to teacher or speaker following directions classroom survival trying one's best politeness to the teacher problem solving

anxiety, shyness, withdrawn, emotions/behaviors of emotionally disturbed student directed toward self, involves mental and emotional conflicts, dimensions not mutually exclusive, you can have both internalizing and externalizing behaviors

behavior of ED student directed outward, like tantrums, lying, aggression, etc. striking out against others

steals in company with others, is loyal to delinquent friends, is truant from school with others, has "bad" companions, freely admits disrespect for moral values and laws.

is self-conscious, is easily embarrassed, is hypersensitive, feelings are easily hurt, is generally fearful, is depressed, is always sad

student expresses far-fetched ideas, has repetitive speech, shows bizarre behavior, not in touch with reality, under emotionally disturbed classification

language severely impaired, but depends on severity, social skills immature, motor skills not affected, cognitive skills within normal limits on nonverbal measures of intelligence,

either congenital or acquired (like from meningitis, encephalitis) Prenatal diseases include otosclerosis, rubella, etc. Acquired causes include postnatal infections, and physical trauma.

a set of legal procedures to ensure fair educational decisons

temporary relief provided the primary care giver on a weekly or monthly basis, for parents with severely handicapped students who need a break/vacation OR services of a trained individual to relieve the primary care giver of the child with handicaps on a temporary basis, like weekend or for vacation

services to help children adapt to regular classroom before they are singled out for special education programs, now called "response to intervention"

represents the student as a parent would in all matters of identification, evaluation, placement and provision of FAPE, this is required when a minor child's parents are unknown or cannot be found or when the state is the managing conservator of the student, school districts decides when one is needs and assigns one to student, and trains them.

a process used when school and parent disagrees so an impartial third party mediator meets with both side, reviews documents/plans/settings to work out solutions amenable to both sides

for special ed purposes, a student becomes a legal adult when he or she reaches 18 years of age, unless a court has declared the student incompetent

a formal legal procedure used to solve disagreements concerning the education of students in special education, there's an impartial hearing officer who makes decisions which are binding about issues at hand

individualized instructions programs for eligible students in SE that are offered beyond the regular 175 day school year.

thorough individual evaluation with tests appropriate to the child's cultural background, before placement into special ed program

model that implies a phsycial condition or disease within the person

practice of assuring that all students with disabilities participate with other students in all aspects of school

teacher consultant who serves the needs of several schools, such as a HI teacher that goes to many schools, or a VI teacher

disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills, originates before 18, it is not a mental or medical condition

1. limitations in present functioning considered with community environments 2. valid assessment considers cultural and linguistic diversity 3. limitations coexist with strengths 4.when describing limits also develop a profile of needed supports 5. with appropriate supports over time, the life functioning of MR person will improve

child and family come to center for training; a program implemented primarily in a school or center, not in student's home

an instructional procedure in which all students in the class are involved in tutoring and being tutored by classmates on specific skills as directed by teacher

teaching approach in which the teacher places student with heterogeneous abilties together to work on assignments

way of determining whether a student has a learning disability; increasingly intensive levels of instructional intervention are delivered, and if the student does not achieve, he/she is determined to have a learning disability or is referred for special ed evaluation

teams made up of a variety of professionals, in regular and sp education, who work with regular class teachers to come up with strategies for teaching difficult-to-teach children, designed to influence regular educators to take ownership of these students and to minimize inappropriate referrals to special ed

an approach in which a special educator and a regular ed teacher collaborate to come up with teaching strategies for students with disabilities, relationship based on the premises of shared responsibility and equal authority.

special educator working side-by-side with a general educator in a classroom, both teachers providing instruction to the group

term used by activists who fault the unequal treatment of individuals with disabilities, term is parallel to the term "racism", coined by those who fault unequal treatment based on race

patterned after the civil rights movement of the 1960s, this is a loosely organized effort to advocate for the rights of people with disabilities thru lobbying legislators, they view people with disabilities as an oppressed minority

method of integrating people with disabilities who cannot work independently into competitive employment; includes use of employement specialist, or job coach, who helps the person with a disability function on the job

person who assists adult workers with disabilities, providing vocational assessment, instruction, overall planning, and interaction assistance with employers, family and related government and service agencies

determination that a student's misbehavior is or is not a manifestation of a disability

stresses that the individual's behavior is best understood in the context of the family and the family's behavior is best understood in the context of other social systems

a legal term that gives a person the authority to make decisions for ntoehr person, can be full, limited or temporary; applies in cases of parents who have children who have severe cognitive disabilities, especially after they reach 18

action that is taken on behalf of oneself or others; a method parents of students with disabilities can use to obtain needed or improved services

a federally funded program which provides legal services (lawyer or advocate) to work with parents to get services from public schools for students with disabilities

condition in which the bottom of the X chromosome in the 23rd pair of chromosomes is pinched off; can result in physical anomalies as well as MR, more often in males than females, thought to be the most common hereditary cause of MR

condition resulting from deletion of materials in the 7th pair of chromosomes; results in mild to moderate MR, heart defects, and elfin facial features, affected people often display good language and social skills, while having severe deficits in reading, writing and math.

abnormalities that are most subtle than those of FASm caused by themother drinking alcohol during pregnancy

deprivation of oxygen, can cause brain injury, before or after birth

venereal disease that can cause MR ina child, during latter stages of fetal development

viral disease that can cause cold sores, if it affects the genitals and contracted by mother to be in later stages of gestation, it can cause mental subnormality in the child

age level in which a person performs on an IQ test, used in comparison to chronological age, i.e. he's 7 but has the mind of a 3 year old, mental age of 36 months

motivational terms referring to a condition wherein a person believes that no matter how hard he/she tries failure will result

ability to remember information, while also performing other cognitive operations

refers generally to a person's ability to regulate his or her own behavior; an area of difficulty for person who are MR

a person's awareness of what strategies are needed to peroform a task, the ability to plan how to use the strategies and the evaluation of how well they are working

a facility that provides a structured environment for persons with disabilities in which they can learn skills, can be either a transitional placement or a permanent arrangement

neuroimaging technique whereby radio waves are used to produce cross-sectional images of the brain; used to pinpoint areas of brain that are dysfunctional or damaged.

term used to refer to individuals who have a cluster of disabilities in social interaction, math, visual-spatial tasks and tactual tasks

behaviors of distractibility, forced responsiveness to stimuli, and hyperactivity; based on the work of Alfred Strauss and Heinz Werner with children with MR

educational techniques that involve having students keep track of their own behavior;; for which they then receive consequences, i.e. reinforcement

most commonly prescribed psychostimulant for ADHD, generic name is methylphenidate

psychostimulant for ADHD; its effects are longer acting than those of Ritalin

nonstimulant medication for ADHD affects the neurotransmitter, norephinephrine

a disorder of mood or emotional tone characterized by depression or elation

urinary incontinence, wetting oneself

bowel incontinence; soiling oneself

hesitation, repetitions and other disruptions of normal speech flow

deafness that is present at birth, can be caused by genetic factors, injuries during fetal development or by injuries occurring at birth

a method of measuring the middle ear's response to pressure and sound

technique involving electroencephalograph measurement of changing in brain wave activity in response to sounds

an individual trained in audiology, the science dealing with hearing impairments, their detection and remediation

surgical procedure that allows people who are deaf to hear some environmental sounds,

person who has visual acuity of 20/200 or less in the better eye even with correction or has a field of vision so narrow that its widest diameter subtends an angular distance no greater than 20 degrees

an appraisal of an individual's use of vision in everyday situations

often recommended for people with low vision can be close vision or distance vision, ie.s monocular telescope, hand heldmagnifiers

a computerized device that converts print into speech for persons with visual impairments, place book over scanner, then it reads material out loud with electronic voice.

inherited syndrome resulting in hearing loss and retinitus pigmentosa, a progressive condition characterized by problems seeing in low light and tunnel vision, 3 types

any repetitive stereotyped activity that seems only to provide sensory feedback

behaving causing injury or mutilation of oneself, such as head banging, self biting, usually in individuals with severe and multiple disabilities

s= abnormal curvature of the spine

p- a device designed to replace, paritally or completely, a part of the body

o- a device designed to restore a lost function of the body (crutch, brace)

professionals working cooperatively to provide educational services

general ed and special education teachers teaching together in the same room, for all of or part of the school day

a function or office in each state's department of education that helps refer and identify children with disabilities

an interpretation (not law) that states that the least restrictive environment for all children with disabilities is the general ed classroom

rather than having students with disabilities leave the general ed class for special ed or for related services, delivering those services to them in the general ed classroom

pull out programming, students attend a regular class most of the day but goes to sped class several hours per day or for blocks of time each week

teachers who teach students or consult with other in more than one setting or more than one school.

general ed and special ed teachers working together to meet the needs of special needs students

a special teacher who teaches in the child's home or hospital when the child must be absent from school due to health problems

IDEA guarantees students with disabilities and their parents the right to FAPE, LRE, and a process to resolve disagreements and disputes beginning with mediation and ending with civil action.

separate schools some residential, for students with a particular disability

a separate school, not within a district, like Goodwill that serves a particular population and age

statements of actual instructional intent usually for a three to four month period of time for individuals with severe disabilities.

statements of yearly program intent, not liable if not met, but must show progress or else amend goals

ability to perform a response over time without reteaching

ability to perform a newly learned response to a certain criterion

the rate at which a newly acquired response is performed

simple movements that usually occur in and across different situations (smiling, eye contact, touching, holding, lifting)

behaviors that last a substantial time (how long can a student work at a particular job or activity?)

a chain of related behaviors required to complete a task (folding laundry, playing the pinball machine)

contain several complete acts in a chain, initiated by a natural cue, and are finished when the student experiences the natural consequence that serves as a reinforcer for the entire event

a stimulus that immediately follows a response and increases the likelihood that the response will be repeated

any teacher behavior that cause the student to know how to do a behavior correctly, they increase the probability of correct responding

any procedure that causes the behavior to occur correctly when a student either does not respond or gives an incorrect response

a stimulus that immediately follows a response and decreases the likelihood that the response will be repeated.

ability to perform the behavior in untrained situations,i.e. the child ties his shoes in the class, and also can do it in PE, or at lunch or at home.

Unoccupied behaviors= no apparent play behaviors, enjoyment derived from watching anything that occurs around them for short periods, explores hands, toes, feet, fingers, etc. follows an adult visually and motorically

on-looker behavior= content to play near and watching others play, may interact, but does not seek to participate with others

solitary=plays with toys alone, play is not dependent on nor involved with the play of others around him

parallel play= enjoys being near other children playing along and beside them, very much involved in own play

associative play= enjoys a common activity with others, borrows and loans toys, follows one another around, some imitation occurring, follows no organization or goal, acts as he/she wishes, mild attempts to control who may join play group.

cooperative play= child joins activities or group of children in organized efforts, games, etc. there is a sense of belonging, division of labor, assignment of roles, a leader and followers, some arbitrary rules about admitting other to play group.

characterized by the body parts or limbs affected: monoplegia (one limb); paraplegia (legs involved); hemiplegia (one side of the body affected); double hemiplegia (both sides affected); triplegia (three limbs involved); quadriplegia (all four limbs involved); and diplegia (legs involved more than arms). effects may be minimal or quite severe

types of motor impairment: spasticity (the most common); athetosis, ataxia, rigidity; tremor; atonia and mixed

condition resulting in motor problems, physical weakness, and lack of coordination, due to damage or defects of central nervous system

an inherited condition in which the muscles degenerate and are replaced by fatty tissue; most common form, Duchenne, is progressive, affects mainly males, and is almost always fatal.

characterized by inflammation of the joints, children experience a great deal of pain; may need help writing or alternatives to writing all assignments by hand

hereditary disorder in which the pancreas is unable to produce enough insulin to remain in balance with the glucose (sugar) in the body, insulin is taken daily, diet is monitored.

falls, accidents, sports injuries, child abuse, prenatal or postnatal disease or infections, hereditary conditions, and congenital abmormalities among the causes

most have no delay is oral language development except if neurological (CP); same as cognitive, within normal range unless neurological involvement; social development affected due to absences, limitations, stigma; motor area MOST affected, may need special equipment; affective development should be close to normal unless neurological involvement

seldom possible to determine; possible causes include maturational delays, neurological damage or abnormality; inherited abnormalities; environmental factors such as diet, pollution, additives to food, drinking water, stree, and intoxicants

for special ed purposes, a student becomes a legal adult when he or she reaches 18 years of age, unless a court has declared student incompetent. adult student assumes all rights of parents (even if MR) if no court declaration. parents can continue to attend with student permission

contains the rules of the federal government, all agencies receiving funds under a federal law must follow these rules, this includes all local school districts accredited by the agency.

individualized instructional progremas for eligible students in sped that are offered beyond the regular 175 day school year. ARDC must agree EYS is needed because child has regressed and skills cannot be recouped within 6-8 weeks (reasonable period of time)

parent's written permission is required before the school tests for sped the first time and to place your child in sped, written consent also needed to release confidential information from educational records, consent is voluntary and can be revoked in writing at any time.

the completion of all required parts of an educational program, sped student may graduate under IEP provisions or by completing the same program required of reg ed students, or by aging out

school must let parents know in writing about any actions or proposed actions the school plans to make, in the parents' native language, in writing if possible, but if not possible then by other means (orally or with interpreter)

passed in 1981, a well-balanced must be provided to every student, includes 13 subject areas for K thru 12th, essential knowledge that is mandated is in Ch. 75

contains all rules for all state agencies in TX, Title 19 includes all rules concerning education. passed by the State Board of Education

Woodcock Johnson Achievement Test Brigance Diagnostic Inventory of Basic Skills Peabody Individual Achievement Test Wide Range Achievement Test III Wechsler Individual Achievement Test II

Wechsler Intelligence Scale for Children IV Woodcock Johnson Psycho-educational Battery Stanford-Binet

Behavior Rating Profile Devereux Rating Scales Walker Problem Behavior Identification Checklist

Diagnostic Reading Scales Gray Oral Reading Test Woodcock Reading Mastery Tests

Key Math Diagnostic Arithmetic Test Stanford Diagnostic Mathematics Test

Vineland Scales AAMD Adaptive Behavior Scale Adaptive Behavior Inventory for Children

Oral Written Language Scales (OWLS) Clinical Evaluation of Language Functions (CELF) Test of Language Development (TOLD) Carrow Elicited Language Inventory

Picture Story Language Test Test of Written Spelling Test of Written Language (TOWL) Gates-Russell Spelling Diagnostic Test

if parent disagrees with all or part of district's assessment, they may ask the school to provide an independent edu. evaluation.... done by a qualified professional not employed by the school. school must either a) pay for it or b) request for a hearing to show that its assessment is appropriate and not responsible for another one; schools can have specific procedures (qualifications of examiners, location of testing, list of potential examiners to choose from, amount limit, etc.) Independent Educational Evaluation (cont.) Parents can always obtain at their own expense an independent assessment, the ARD committee must consider the info but doesn't necessarily agree with all of it, but must review it and can consider it when making decision about child's program

ARDC's first task is to review the assessment and any other relevant info about handicapping condition/eligibility criteria

ARDC's second task- is there an educational need that REQUIRES special education specialized services., If there is a need, then an IEP is developed, parent strongly encouraged to be involved in developing IEP (so don't come with one totally done to ARD)

ARDC must meet within 30 calendar days after the assessment report is completed for students referred for the first time, if 30th day falls in summer, then ARD before first day of classes in fall

Meetings scheduled by school at least once a year to review progress, but parent may request ARD at any time to discuss concerns over placement, IEP goals,etc. but parent can confer with SE personnel before asking for formal meeting. BUT any change in IEP must be made by ARDC.

parent must receive written notice of meeting at least five BUSINESS days before meeting, unless parent agrees otherwise. Notice must tell parents purpose, time, location, who will attend and what services may be discussed or proposed.

ARD meeting must be held at a time and place convenient for both parent and school. If parent can't attend, other means such as phone, letter or personal conferences to give parent opportunity to participate before or during the meeting. If no parent can attend, school may conduct w/o parent.

Meeting (with parent) must have an interpreter present at ARDC meeting if the parent is hearing impaired or has native language other than English.

Parent can bring other persons to ARDC meeting to help or represent them (parent must sign consent for them to be there where confidential topics are discussed.)

Parents of VI or hearing impaired students must be given information about Texas State School for the Blind or Texas State School for the Deaf.

Parent can audio tape any ARD meeting after first informing all members attending that a recording is being made. Usually if parent records, school should also make recording of their own

Parent can indicate on the IEP document, agreement or disagreement with the decisions made by the committee.

If initial ard, parent must give consent for the child to be placed in special education. If parent refuses consent to place, the school can request due process hearing.

1) anticipatory set 2) give lesson objective and purpose 3) instruction input 4) modeling 5) checking for understanding 6) guided practice 7) independent practice

Restraint limited to use of such reasonable force as necessary for an emergency which is defined as "a situation in which a student's behavior poses a threat of imminent, serious physical harm to self or others, or imminent property destruction (not tearing a paper, but throwing a computer, shattering a window, etc.)

personnel called upon to restrain in an emergency and who HAS NOT received prior training, has 30 school days following restraint to get the training

Beginning April 2003, each school must have a core team of personnel trained in use of restraint, and the team must include a campus administrator or designee and regular ed or special ed who might likely use restraint

When restraint is used, campus administrator must be notified verbally or in writing, parent also should ber verbally notified on day of restraint

Written notification about restraint must be placed in mail to parent, placed in student's sped eligibility folder (available to ARDC)

name of student; staff name who restrained; date, time, location, nature of restraint, activity preceding restraint; behavior that prompted restraint; attempts made before restraint; information about how you contacted parent. this information is entered into state's PEIMS system and collected by state agency, written notification should be given to campus's PEIMS clerk to enter periodically

holding child's hand; adaptive equipment; seat belts; prescribed adaptive behavior or techniques with autistic or self-abusive behaviors

cannot physically carry or forcefully place child in time out; must use positive intervention/techniques also; must be in child's IEP or BIP to use timeout; cannot put child in time out behind locked door; should not block door of time out room to prevent leaving,

You must document the use of time out and address in IEP or ARDC meeting, for example what is sequence of events, does it include use of timeout, for how long, where, etc.

Training for time out is the same as regulation for restraint, there must be training. May want to look this up further

A change of placement occurs if: removal is for more than 10 consecutive schools days or child is subject to a series of removals that constitute a pattern because they add up to more than 10 school days IN A SCHOOL YEAR

After a child with a disability has been removed from placement for more than 10 school days in same school year, then the child must receive sped services for any days of removal subsequent to this, basically if child goes to ISS or alternative school, he/she should continue to receive sped services outlined in his/her ARD/IEP document.

In summary, 10 consecutive or 10 cumulative days in a school year....you may not exceed 10 days without having an ARD meeting... you cannot buy 10 more days at the ARD

In the ard after child has been removed 10 days,the FBA is reviewed; if there's not one, one must be developed; Also review the BIP, if there's not one ARD must complete one in meeting

Were child's IEP appropriate and implemented? Did the child's disability impair his ability to understand the impact and consequences of the behavior? Does the disability impair the ability of the child to control the behavior being addressed? If the behavior is not a manifestation of the disability, then the student may receive the same discipline as any other student.

1. Basic Demographic information (anmes, address, #s) 2. Information from Educational Records 3. Information from Classroom Teacher 4. Nurse's health screening 5. Information from parent about developmental, medical history, family hisitory, sociological info, behavior, etc. 6. If child is LEP, copy of home language survey and all LPAC tests/scores/information. Forms that are in a referral packet for special education (cont.) 7. Class observation-done by independent observer 8. Referral meeting minutes- where is was finally decided to test and signatures 9. Copies of all previous tried interventions (response to intervention attempts) results, scores, minutes from STAT teams, etc. 10. Consent to test from parent 11. Notice of Assessment- telling parent what tests will be given (not names but

1. Nurse's health screening 2. Demographic info 3. Parent information 4. notice of assessment 5. consent for assessment 6. Receipt for Procedural safeguards 7. Notice for Release/Consent to request confidential information 8. Any ECI/birth to 3 services or their records

a method of teaching deaf students that combines finger spelling, sings, speech reading, speech, and auditory amplification; also called combined or simultaneous method

a chart, consisting of rows of letters in graduated sizes, that is used to determine visual acuity. A variation used with younger children and people who do not know the letter names consists of capital Es pointing in different directions, not really useful with cognitively impaired students

is responsible or described the discovery learning, student centered learning, may wish to look up in methods books or goggle

a hearing condition that reduces the intensity of the sound vibrations reaching the auditory nerve in the inner ear, the kind of loss that is a result of repeated, untreated middle ear infections or damage to ear drum, on the ear level, whereas the sensorineural hearing loss is beyond the inner ear level

pinpointing atypical behavior, explaining it, and distinguishing it from similar problems of other children with handicaps, evaluating a student to rule in certain conditions and rule out others

an individualized functional curriculum for teaching students with severe handicapps to perform vocational, domestic, recreational and day to day life skills (approximating independent living skills) in a natural environmental, i.e. can he sort clothes, wash clothes in washing machine, fold

them, do shopping with a list, take care of his/her hygiene needs, etc. ecological model a perception of exceptionality, that examines the individual/student in complex interaction in his own environment and contends that behavior problems should be handled by modifying factors in the ecology to allow for more constructive, productive interactions between the individual and the environment,i.e. teaching behaviors to ride a public bus, coaching work skills in a community butcher shop, etc.

students who are not as dependent on the teacher, other students and the learning environment, in psychobabble it means a student who can focus (despite distractions, music, traffic) and complete a task

students who learn best with lots of teacher and peer interaction and who rely heavily on the learning environment, in psychobabble it means a student who is distracted by numerous things in environment and must have absolute quiet/order to complete task.

a remedial reading program that stresses sound blending and kinesthetic experiences

a process (genetic testing)by which a picture of chromosomal patterns is prepared to identify chromosomal abnormality (such as is needed to diagnosis fragile X, and other syndromes caused by chromosomal abnormalities) medical model a view of disabilities or exceptionality that implies a physical condition or disease within the patient, can also mean a perception of a service: for example, the medical model of speech therapy

medical model of speech therapy could include all types of skills needed by student to function in whole environment (swallowing, keeping oral mechanism clean, answering phone, etc.) whereas the school model of speech would include those skills necessary for student to have access to his/her educational program, more like what's needed for educational performance.

a technique of interviewing a student, directly following an outburst or situation, in which the student discusses the event with the teacher or counselor and generates alternatives he/she could have done instead to solve problem

a vision impairment that can be mostly corrected with the help of visual aids (prescriptive glasses, magnifiers, assistive technology, etc.)

a single gene defect, usually diagnosed at birth or soon after, that can produce severe mental retardation because of the infant's ability to break down pheylalanine, which is accumulated at high levels in the blood and thus results in serious damage to the developing brain

the production of sound by the vibration of the vocal cords, i.e. "s" is unvoiced, by "m" the vocal cords vibrate, children learn by putting fingers on throat to see if motor (vocal cords) is running, "d" is voiced, "t" is not, "r" is voiced, "sh" is not

diagnosed by speech therapist, falls under speech impairment if severe, a variation from accepted normal ranges in voice quality, pitch or loudness, i.e. some call it the "coach" voice, loud, constant hoarseness, gravelly, etc.

a speech (oral language) disorder of fluency and speech timing; can include the student repeating or prolonging (blocking) sounds, syllables, or words, may show tension, extraneous movements (like eye movement, etc.) developmentally appropriate in normal language development about 2 1/2 to 3, but not normal after that stage, usually best to have speech therapist consulted with school age

a pattern of deviant behavior displayed by students who are hostile, aggressive (usually verbally and physically), and have few guilt of remorse feelings but who are socialized (and survivors) within their group, i.e. a gang. For example, fighting is unacceptable in school, but very acceptable within peer group or neighborhood.

method of teaching deaf students that combines the oral method and finger spelling

method of teaching deaf/hard of hearing students that combines finger spelling, signs ASL, speech reading, speech and auditory amplification (FM system, hearing aids), also called "combined or simultaneous method."

loss of hearing after spontaneous speech and language have developed, i.e. child is gifted and seven, has encephalitis and loses all hearing, that's postlingual deafness.

a human trait controlled by the action of many genes operating together (2007)

complete loss of voice

movement of the mouth and tongue that shapes sounds (and really air) into speech, includes also teeth, lips, i.e. saying wittle for little is an articulation error,another example, top teeth on bottom lips, and air movement and vocal cords vibrating to make a "v" phoneme/sound.

method of teaching deaf students that involves auditory training and makes extensive use of sound amplification to that develop listening and speech skills; also called acoupedic method, aural method, and unisensory method

a form of cerebral palsy marked by a lack of whole balance in the coordination of muscles

classroom management approach (Canter) based on establishing clear limits and expectations, insisting on acceptable student behavior and delivering appropriate consequences when rules are broken.

students who meet one or more criteria of federal/state, they are not currently identified as disabled, but who are considered at greater than usual risk or chance to have learning difficulties. (can include students involved with CPS, who failed readiness tests, who failed state tests, etc.)Usually there are state criteria, but district can use it or develop their own.