Education Law, Quiz 4

  1. Section 504 of the Rehabilitation Act
        -What year?
        -What does it do?
    • 1973
    • Guranatees basic civil rights to people w/ diabilities cannot discriminate
    • requires accomodations in schools and in society
    • Child must benefit from the smae kinds of educational experiences in the classroom as their typically developing peers to the fullest extent possible
    •     This includes modification and accommodations to the curriculum or the way it is taught
  2. PL 94-142 Education of all Handicapped Children Act (EHA)
        -What does it guarantee?
    • 1975
    • a free appropriate public ed in the least restrictive environment to all children with disabilities
  3. PL 99-457 EHA (reauthorized)
    • 1986
    • Added indants and toddlers and provided IFSP (Individualized Family Service Plan)
  4. PL 101-476 Individuals with Disabilities Ed Act (IDEA)
    • 1990
    • Changed the name to IDEA
    • added transition plans (ITPs)
    • added autism and traumatic brain injury as special ed categories
  5. PL 101-336 Americans With Disabilities Act (ADA)
    • 1990
    • Barred discriminationin employment, tansportattion, public accommodations, and telecommunications
    • implements the concept of normalization across American life
  6. PL 105-17 IDEA (Reauthorized)
    • 1997
    • added ADHD to the other health impariments category
    • added functional behavior assessments and behavior intervention plans
  7. PL 107-110 Elementary and Secondary Ed Act (ESEA)
    • 2001
    • NO CHILD LEFT BEHIND (NCLB)-Bush and Teddy Kennedy
    • Required that all schoolchildren participate in stat and district testing 
    • called for the 100 percent proficiency of all students in reading and math by 2012
  8. PL 108-446 IDEA (Reauthorized)
    • 2004
    • Modified procedures (ie evaluation, discipline, IEP, and learning disability eligibility)
  9. EI
    • Early Intervention
    • 0-3 
    • Regional centers, home where we help
  10. FAPE
    Free Appropriate Public Ed
  11. LRE
    • Least Restrictive Environment
    • to the max extent possible, children w/ disabilities are
    •     educated with nondisabled peers
    • ensures a continuum of alternative placements
    • provides for supplementary services (resouce room or
    •     itinerant instruction) in conjuction w/ general ed
    • is idividually determined and is based on evaluations of the
    •     student
    • is evaluated at least annually
    • is based on the child's IEP
    • is as close to the child's home as possible, and whenerve possible is at that child's neighborhood school
  12. IEP
    Individualized Ed Program (was once Plan)
  13. IFSP
    Individualized Family Service Plan
  14. ITP
    • Individualized Transition Plan
    • address what high school child should be able to do when graduate
  15. HQT
    NCLB requires that students must be taught core academic subjects by a Highly Qualified Teacher
  16. Title 1
    • part of the NCLB 
    • supports programs in the schools and school districts to imporve the learning of children from low-income families
  17. RTI
    • Response to Intervention (or Instruction)
    • usually a Three tiered approach
    • one major goal is to eliminate the high number of students placed in specail education (over identified)
  18. Elements of the IFSP
        -what needs to be taken into consideration
        -what is the families role
    • Family active in learning
    • Child's current level of functioning in all relevant areas
    •     -physical development
    •     -cognitive development
    •     -speech and language development
    •     -pyschosocial development
    •     -self help skills
    • the families strengths and needs, to assist thme in enhancing the development of their child
    • the major outcomes expected, including criteria, procedures and a time line, so that progress can be evaluated (progress monitoring)
    • the services necessary and a schedule for theri delivery-supports the family will need to help the child at home
    • projected dates for initiation of services
    • name of the service manager
    • a biannual review with the child's family of progress made and of any need for modifications in the IFSP
    • Statement of methods for transitioning the child to services available for children 3-5
  19. Elements of the IEP
    • Individualized Ed Program
    • a management tool designed to ensure that schoolchildren with special needs receive the special ed and related services appropriate to their needs
    •     -the student's present levels of ed performance
    •     -indications about ways in which the student's disability
    •         influences participation and progress in the general ed
    •         curriculum
    •     -statement of measurable annual goals, including academic
    •         and functional goals that enable participation in the
    •         general ed curric, as well as to meeting other ed needs
    •         resulting from the diability
    •     -specific ed services to be provided, including program
    •         modifications or support that will allow participation in
    •         the general ed curric and in extracurricular activities
    •      -explanation of the extent to which the child will not
    •         participate in general ed classes and extracurricular
    •         activities with nondisabled peers
    •     -description of accommodations in statewide or district
    •         wide assessments (if the student will not be
    •         participating, a statement of the reasons for that non
    •         participation and how the student will be assessed must
    •         be included)
    •     -projected date for initiation of services
    •     -expected frequency, location, duration of those services
    •     -at age 16, postsecondary goals in the areas of training,
    •         ed, empolyment, an independent living skills: transition
    •         services and coursework needed to help the student
    •         reach those goalsand include (at least 1 year prior to
    •         the age of majority) info on the child's rights that will
    •         transfer upon reaching the age of majority, must be
    •         updated annually
    •     -statement of how the student's progress will be measured
    •         and how parents will be informed about the progress
    •         for at least the same grade-reporting periods as apply
    •         to nondiabled peers, as well as how parents will be
    •         informed about annual porgress made on the IEP
  20. What does an IEP team consist of?
    • One general ed teacher (if student in gen ed)
    • One special ed or related service provider
    • A rep of the school district
    • Someone to interpret the instructional implications of the assessment results
    • The parents
    • Student if appropriate
    • Other people whom the school or parents invite
    • One member explains the process to the parents
    • Annual review to assure that the student is meeting goals and objectives
  21. Development of the IEP
    • Remember, specail ed is intended only for those students with disabilities
    •     -For those students with disabilities , the next step is to make decisions about appropriate ed, services and placement as indicated from the results of assessment
    •     -IEP Team sets goals and objectives
    •     -Establishes benchmarks for students taking alternate assessments
    •     -Determine what services are necessary to meet the needs of the child
  22. What MUST happen in an IEP?
    • ALL needs must be met-cannont just select a few
    • Wherether services are available does not determine
    •     whether they are included on the IEP-the district will need
    •     to find a way to provide them
    • The services that the IEP indicates must be provided
    •     become legally binding-cannont be denied w/o another
    •     meeting and approval by the family and the school district
    • The contents of the IEP should be communicated to
    • everyone who works w/ the students. for ex: mnay teachers
    •     at the high school level to not know about the IEP states
    •     therefore do not know the accommodations and
    •     modifications that should be made
  23. Continuum of LRE
    13 Major special ed categories from IDEA
    • Autism
    • deaf-blindness
    • deafness
    • emotional distrubance
    • hearing impairment
    • mental retardation
    • multiple diabilities
    • orthopedic impairment
    • other health impairment
    • specific learning disability
    • speech or language impairment
    • traumatic brain injury
    • visual impairment
Card Set
Education Law, Quiz 4
Jamie Williams