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NYSTCE REA (060) Students With Disabilities Exam Prep (Rated A)
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NYSTCE REA (060) Students With Disabilities Exam Prep (Rated A)
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NYSTCE REA (060) Students With DisabilitiesExam Prep (Rated A)
Compulsory Educations est. - by early 20th Century
Panel of Mental Retardation - Government action created by President John F. Kennedy in 1961
Elementary & Secondary Education Act - 1965
Public Law 94-143 - Education for All Handicapped Children Act (EHA)
-passed in 1975
-reauthorized as the Individuals with Disabilities Education Act (IDEA)
Inclusion - educating SwD in the general education classroom
-allows them to participate in day-to-day routines alongside students w/o disabilities to the
greatest extend possible
-a default/normative scenario for which there may be exceptions
Mainstreaming - SwD included in the gen ed classroom only when their achievement would be near
grade level, without substantial support
Inclusion v. Mainstreaming - Inclusion treats the gen ed classroom as the student's primary
placement, with the gen ed teacher as the primary teacher; mainstreaming first requires student to
be at/near grade level
Individuals with Disabilities Education ~Improvement~ Act - IDEA, aka IDEIA; 1975
- strongest, most direct impact on special ed
-Federal gov't provides states w/funding for special education. -She states must comply
w/numerous requirements that pertain to children ranging from birth to age 21.
,Child Find Activities - -State compliance for IDEA
-used to identify & evaluate children who may have disabilities
-must be evaluated at no cost to parents
-parents must be involved in the evaluation process
-parents or school professional (ex. teacher) may request evaluation
-parental consent required
Who may request evaluation of a child? - Parents or school professional, such as a teacher
-but parental consent is required!
Free Appropriate Public Education (FAPE) - -State compliance for IDEA
-SwD entitled to same types of educational experiences as peers
-schools must provide SwD an educational experience that is appropriate to age & abilities at no
cost to parent
LRE - Least Restrictive Environment
-State compliance for IDEA
-educational experiences must be as similar as possible to peers
-remain in gen ed class to greatest extent possible & fewest possible changes to day-to-day routine
-Foundation of Inclusion
-Continuum of Services
Continuum of Services - -State compliance for IDEA
-allows students to participate to the greatest extent possible
IEP - -State compliance for IDEA
-Individualized Education Program/Plan required for each child 3 years to 21 years
-describes child's present level of progress & learning capacity
-short & long term goals
-accommodations & services needed
,IEP Post-graduation - -State compliance for IDEA
-When child is 16 years, IEP must included description of the student's goals following graduation
-includes transition services needed to achieve those goals
IFSP - -State compliance for IDEA
-Individualized Family Service- Plan (IFSP)
-focuses on the family and the child's natural environment
-prior to age 3 for each child who shows signs of developmental delay
Federal Legislation for SwD (5) - 1. IDEA
2. The Vocational Rehabilitation Act
3. Americans with Disabilities Act (ADA)
4. Family Educational Rights & Privacy Act (FERPA)
5. No Child Left Behind Act (NCLB)
The Vocational Rehabilitation Act & Americans with Disabilities Act (ADA) - forbid discrimination
against individuals with disabilities
The Family Educational Rights and Privacy Act (FERPA) - Helps ensure the privacy of educational
records such as IEPS
No Child Left Behind Act (NCLB) - -2001; requires instructional practices be predicated on
scientifically based research
-Increases the accountability of schools with respect to the academic progress of students with
disabilities
Referrals - Referral for evaluation must be made in order to determine whether a child has a
disability & requires special ed services
-can be made by parents, school staff, and/or administrators; also physicians, judicial officers,
students over 18 years
, Committee on Special Education - CSE; the multidisciplinary team that receives referrals,
responsible for:
-making arrangements for the evaluation of a student who has been referred
-determining whether student is eligible for special ed services, based on evaluation results
-developing & implementing IEP
-reviewing IEP on annual basis & modifying as needed
Committee on Preschool Special Education - CPSE; the multidisciplinary team that receives referrals
for children between ages 3 and 5
Requirements for the Assessment of Students, #1-4 - 1. School officials must notify parents prior to
assessments; parental permission needed
2. Must be conducted by interdisciplinary team, including at least 1 teacher or educational
professional who is knowledgeable about student's suspected disability
3. Must be carried out on individual basis
4. Must consist of more than one test or criterion
Requirements for the Assessment of Students, #5-8 - 5. Materials must be nondiscriminatory
w/respect to racial & cultural background; assessments must be in primary language
6. Must be empirically validated & be administered by individuals trained in their administration
7. Test protocols must be adhered to
8. For children birth-3 years, assessment must take place in "natural environments" (home, day care
center)
Procedural Safeguards - a set of rules & procedures designed to protect the rights and interests of
parents and their children with disabilities
-AKA Parents' Rights
-Required to be given when: 1. their children are evaluated/re-evaluated, 2. when parents are
invited to CSE/CPSE committee meetings, 3. when parents file a complaint, 4. when requested
Due Process/Due Process Hearings - Principles that attempt to guarantee the rights of citizens.
-allow the parents to bring their complaints before an impartial, experienced individual from
outside the school district.
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