FTCE: ESE (NavaEd

FTCE: ESE (NavaEd 2023 Rated A+ Individuals with Disabilities Act (IDEA) Ans- 2004; federal law that makes available a free and appropriate public education for all children Family Educational Rights and Privacy Act (FERPA) Ans- 1974; federal law that protects the privacy of student education records Every student Succeeds Act (ESSA) Ans- 2015; federal law that advances equity by requiring that all students be taught high academic standards; mandates statewide assessment t hat measure progress No Child Left Behind (NCLB) Ans- 2002; federal law that introduced accountability to public schools; Titles 1, 2, 3, 4, 5, and 6 Title I Ans- improving academic education achievement of the disadvantaged Title II Ans- preparing, training, and recruiting high quality teachers and principals Title III Ans- language instruction for limited English proficient and immigrant students Title IV Ans- 21st century schools; federal school grants for colleges and universities Title V Ans- promoting informed parental choice and innovative programs Title IV Ans- flexibility and accountability; prohibits discrimination Race To The Top (RTTT) Ans- 2009; competition between 46 states and DC to implement college-ready reform plans; standards were created in collaboration by the states The Consent Decree Ans- 1970; addresses the rights of ELL students; grounded in the 14th Amendment; requires instruction to be delivered in a free and comprehensive manner Section 504 of the Rehabilitation Act Ans- 1973; requires school districts to provide a free appropriate education (FAPE) to each qualified student with a disability Americans with Disabilities Act Ans- 1990; civil rights law that prohibits discrimination based on disability; provides similar protections as the Civil Rights Act of 1964 autism Spectrum Disorder (ASD) Ans- developmental disability affecting verbal/nonverbal communication and social interaction which tends to have an impact on educational performance; classified as OHI deaf or hard-of-hearing Ans- severe impairment that impedes the processing of linguistic information through hearing without amplification; may have adverse effects on a student's educational performance developmentally delayed (DD) Ans- student who is delayed in one or more of the following areas: adaptive or self-help development cognitive development communication development social/emotional development physical/motor development dual-sensory impaired (DSI) Ans- simultaneous hearing and visual impairment that causes severe communication, acquisition of communication, acquisition of information, and functionality within the environment deficits emotion or behavioral disabilities (EBD) Ans- one or more of the following characteristics over a period of time to the extent that it adversely affects educational performance unexplained inability to learn inability to maintain interpersonal relationships inappropriate types of behaviors or feelings prevalent unhappiness or depression homebound or hospitalized (HH) Ans- restriction of activities over a period of time based upon medical diagnosis or psychiatric condition; confines student to home or hospital intellectual disabilities (InD) Ans- significant subaverage general intellectual functioning and deficits in adaptive behavior manifested during birth through age 19 other health impairment (OHI) Ans- having limited strength, vitality or alertness during a heightened alertness to environmental stimuli; results in limited alertness to the educational environment and due to chronic health problems these include: asthma ADD ADHD diabetes epilepsy heart condition hemophilia lead poisoning leukemia ASD rheumatic fever Tourette syndrome sickle cell anemia orthopedic impairment (OI) Ans- severe skeletal, muscular, or neuromuscular impairment resulting from congenital anomalies and impairments from other causes traumatic brain disorder (TBI) Ans- injury to the brain caused by external force; causes impairment in one or more of the following cognition language memory attention reasoning abstract thinking judgement problem-solving sensory deficits perceptual deficits psychosocial behavior decreased physical functions lack of information processing speech deficits specific learning disabilities (SLD) Ans- disorder in one or more basic psychological processes brain injury perceptual disabilities minimal brain dysfunction dyslexia developmental aphasia speech impairment (SI) Ans- disorder of speech sounds, fluency, or voice that interfere with communication which may include stuttering, impaired articulation, or voice impairment language impairment (LI) Ans- dis orders of language that interfere with communication and one or more of the basic learning processes involved in spoken languages visually impaired (VI) Ans- includes students who are blind, have low vision, no vision, visual impairment after best correction; students diagnosed with a progressive condition that will result in visual impairment or no vision after best correction Piaget's stages of cognitive development Ans- theory that states that cognitive development is a reorganization of mental processes resulting from biological maturation and natural eperience stages of Piaget's theory of cognitive development Ans- 1. sensorimotor (0-2) object permanence, separation anxiety 2. pre-operational (2-6) identify use of symbols for objects, do not have the ability to apply logical reasoning 3. concrete operational (7-12) logical reasoning about concrete objects, conservation, reversibility, serial ordering, understanding cause and effect, thinking is limited to concrete 4. formal operational (12-adult) abstract thinking, logic, deductive reasoning, comparison, classification atypical child development Ans- abnormal development of a child; due to conditions of a physical, neurological, learning, language, or behavior impairment; these conditionas impact day-to-day functioning and usually last a lifetime principles of laws governing ESE as determined by FDOE Ans- parent and student participation appropriate evaluation IEP FAPE LRE procedural safeguards parent and student participation Ans- 2012; mandated by FDOE; a team of people conduct an individual evaluation on a student's educational strengths and weaknesses individualized educational plan (IEP) Ans- written agreement outlining services the school will provide to help the ESE student meet educational needs free appropriate public education (FAPE) Ans- every student receiving ESE services has the right to a free and appropriate education; 3-21 years least restrictive environment (LRE) Ans- children with disabilities have the right to receive their education in the school and classroom they would attend if they were not disabled; students that require ESE services should only leave the classroom for that purpose procedural safeguards Ans- school and district staff must follow certain steps to make sure ESE and related services meet the unique needs of each public-school student with a disability IEP team Ans- the team that decides which special services and supports that a student needs to make progress and achieve annual goals; the individuals that make up the team are called stakeholders; child study team IEP stakeholders (members of IEP team) Ans- parents general education teacher special education teacher guidance counselor administrator any other relevant parties student (if possible) IEP goals Ans- the IEP team must work together to devise these for the individual ESE student; must be long-term and short-term; must be measurable SMART method for creating goals Ans- Specific Measurable Achievable Relevant Timely accommodation Ans- changes how the student learns; material remains the same as non-disabled peers in the classroom examples of accommodations Ans- frequent breaks assistive technology preferential seating extra time for assignments and tests instructional strategies peer support curricular adaptations collaborative teaching review and revision of IEP Ans- must occur every 12 months; method of measurement and progress must be measured; IEP must be revised as needed; a new IEP may be created if necessary transition IEP Ans- used for students age 16 or older; the purpose is to help the student transition into life after high school reevaluation IEP Ans- the school must reevaluate ESE students every three years; the determination will be made about whether the student should continue to receive services waivers for students with disabilities Ans- allows disabled students to opt out of participating in