Download NYSTCE CST [060] Students with Disabilities EXAM 100% ACCURATE GRADED A+ and more Exams Social structure and social organization in PDF only on Docsity!
NYSTCE CST [060] Students with Disabilities EXAM
100% ACCURATE GRADED A+
Panel on Mental Retardation In 1961, President Kennedy appointed a panel of experts to prepare a national plan for "combating mental retardation." Elementary and Secondary Education Act in 1965 The Elementary and Secondary Education Act (ESEA) was a cornerstone of President Lyndon B. Johnson's "War on Poverty" (McLaughlin, 1975). ... ESEA is an extensive statute that funds primary and secondary education, emphasizing high standards and accountability. As mandated in the act, funds are authorized for professional development, instructional materials, resources to support educational programs, and the promotion of parental involvement. (QUALITY AND EQUALITY) Public Law 94- 143 The Education for all handicapped Children Act (EHA) Public Law 94-143. Passed in 1975 and later reauthorized as IDEA. guaranteed a free appropriate public education to each child with a disability. The Individuals with Disabilities Education Improvement Act (IDEIA) is the federal law that govern the education of children with disabilities.
IDEA
Individuals with Disabilities Education Act. Federal legislation with the strongest and most direct impact on special ed. The Right to a free, appropriate public education in the least restrictive environment. It requires that students with disabilities be included in the general education classroom only removed with special services if the classroom environment cannot be modified to adequately support their educational progress. Inclusion The practice of educating students with disabilities in the general education classroom so they may participate in day-to-day routines alongside students without disabilities. Inclusion treats the general education classroom as the student's primary placement. (LRE and FAPE) Mainstreaming students with disabilities were included in the general education classroom only when their achievement would be near grade level without substantial support. Child find Through IDEA, the federal government provides states with funding for special ed but in return the states must comply pertain to children from birth to 21. States must conduct child find activities to identify and evaluate children who may have disabilities. Students who may have a disability must be evaluated, at no cost to the parents, for their eligibility for special service. Parents must be in involved in the evaluation process. Either parents or a school professional (teacher) may request an evaluation, but parental consent is required before evaluation can take place. Free Appropriate Public Education (FAPE) part of IDEA
Prior to the age of 3, each child who shows signs of developmental delay must have an IFSP. It is a written document similar to the IEP that focuses on the gmail and the child's natural environment. The Vocation Rehabilitation Act and the Americans with Disabilities Act (ADA) forbids discrimination against individuals with disabilities. The Family Educational Rights and Privacy Act (FERPA) helps ensure the privacy of educational records such as IEPs. The No Child Left Behind Act (NCLB) increases the accountability of schools with respect to the academic progress of students with disabilities. Referrals IDEA, as well as New York State regulations, specify a process for referrals. In order to determine if a child has a disability and requires special ed. services, a referral for evaluation must be made. A referral can be made by parents, school staff, or administrators. Physicians, judicial officers, and students over 18, can make a request for an initial referral too. Parents whose children have not previously received the case of an initial referral, parental consent is required in order for evaluation to proceed. CSE Committee on special education The multidisciplinary teams that receives referrals. They are in charge of making arrangements for the evaluation of a student who has been referred. They determine the basis of evaluation
results whether the student is eligible for special ed services. they are in charge of developing and implementing an IEP. They review the IEP on an annual basis and modify it as need. They develop a transition plan too. CPSE Committee on preschool Special Education For children between the ages of 3 and 5 the team is called. Procedural Safeguards consists of a set of rules and procedures designed to protect the rights and interest of parents and their children with disabilities. Schools are required to give parents an explanation of the procedural safeguards (parents' rights) when their children are evaluated or re-evaluated. Due Process Refers to the principles that attempt to guarantee the rights of citizens. Due Process hearings allow the parents to bring their complaints before an impartial, experienced individual from outside the school district. The hearing are conducted at no cost to parents, although parents are ordinarily responsible for their attorney's fees. Due process hearings can also be requested by schools, as happens sometimes, for example when parents refuse to allow a child to be evaluated for the presence of a disability. Age of Majority is the age that a person becomes a legal adult. In many states, including New York, the age of majority is 18. Once a student with a disability has reached the age of majority, the student
refers to speech sounds. Each phoneme in a language consists of a distinct sound used to distinguish spoken words in the language. For example, the word sick consists of three phonemes- /s/, /i/, /k/. The English Language contains about 45 phonemes. Semantics Arefers to the meaning of parts of words, words, sentences and larger units. Grammar refers to the rules that govern the structure of language. Can be divided into syntax and morphology Syntax pertains to rules governing the placement of words in phrases, clauses, and sentences. Morphology refers to rules governing the use of morphemes, or the smallest parts of words that contribute to meaning. Prefixes and suffixes are morphemes. Pragmatic can be defined as whatever contributes to meaning over and above the literal meaning of the words. (contextual information, differing tones of voices, figurative language, communicative contexts
Orthography refers to the system of representing oral language in writing. Rules pertain to spelling, punctuation, capitalization, and the use of hyphens. Pre-reading Long before children know how to read, they acquire skills and experiences that contribute to later reading development. They enjoy listening to and retelling stories. They realize that certain marks in their environment convey stories and other kinds of information. They acquire concepts of print (words in a picture convey stories, words are printed in an orderly and linear way). Alphabet knowledge the ability to name the letters of the alphabet and recognize these letters in print. Alphabetic principle the understanding that letters represent sound in systematic and predictable ways. phonological awareness the ability to recognize, discriminate among, and manipulate language sounds such as phonemes and syllables. Decoding sounding out of words
know some letters and letter-sound associations to decode Full- alphabetic applies alphabetic knowledge when decoding. Decodes letter by letter. Consolidated-alphabetic consolidate letter patterns. Rather than sound out the letters, children recognize that certain groups of letters function as units. (example ight and tion). Young readers can now recognize diagraphs, constant clusters, syllables, rime, onset, morphemes. Reading Difficulties Dyslexia is a learning disability that primarily affects reading. Individuals with dyslexia read at a lower level, given that their intelligence is normal. Difficulty reading familiar words, inability to decode unfamiliar words, difficulty segmenting words into phonemes, difficulty identifying or creating rhymes. Seeing letters or words in reverse. seeing letters move or blur. Dysfluency following a sequence of instruction. Poor spelling. Infants and Toddlers with Disabilities IDEA defines Infants and Toddlers with disabilities as children between birth and 3 who are experiencing developmental delays in one or more of the following areas: cognitive development, physical development, social/emotional, communication, and adaptive development. Autism
a developmental disability, generally detectable before the age of 3, that affects communication, social interaction, and learning May show language delays, unusual speech patterns, aversion to eye contact and touch, repetitive behaviors, and resistance to change in daily routines. Deaf-blindness Both hearing and visual impairments usually occurs at birth (congenital) but may be acquired through illness or injury. Deafness extreme hearing impairment. Congenital or adventitious Emotional Disturbance demonstrates characteristics over a period of time. Inability to learn that cannot be attributed to other facts, such as intellectual or sensory deficits, or health problems, an inability to build or sustain satisfactory personal relationships with others; feelings or behaviors that ordinarily inappropriate, pervasive unhappiness or depression; and and a tendency to develop physical symptoms or fears related to personal problems or problems at school. (Ex. Anxiety disorders, schizophrenia, and depression). Hearing impairment impairment in hearing that undermines educational performance but is not severe enough to be classified as deafness. Can be congenital/ adventitious. Intellectual Disability
Traumatic brain injury an acquired injury to the brain that undermines the student's educational performance. Depending on the severity of the injury, traumatic brain injury may have impairments in physical, behavioral, cognitive, social, and or emotional function. Visual impairment visual problems even after surgery or corrective lenses. Learning and instructional strategies- how do students with disabilities learn? Develop appropriate instruction and curricular modifications
- maintain an academic focus
- holding high expectations for students' academic performance and behavior
- making students accountable for their work and classroom behavior.
- creating a positive, cooperative classroom atmosphere.
- differentiating instruction accord to individual student characteristics.
- monitoring student behavior and engagement. Screening Assessment administered to all students in a particular school or grade. typically carried out in the beginning of the year. may also be carried out on an individual basis. Pre-referral assessment
administered to individual students in some states before referring them for special ed. They typically provide more info than screenings. Can be used to determine which instructional modifications will help and if so are they successful. Diagnostic Assessment Are administered to individual students who may need additional support. In some cases, diagnostic assessments are used because screening has suggested the presence of a disability (in which case the diagnostic assessment may function as a prereferral assessment) In other cases, it is used because the student has already been referred for special ed. and more info is needed. They provide more in-depth understanding of skills and instructional needs than screening do. Determines strengths and weakness. In some cases, it is also designed to identify the nature of the student's disability. May be a standardized test, but determination of an eligibility for services will consist of info gathered from many sources. Progress Monitoring conducted frequently over time, and it focuses on one specific academic area (reading fluency) or behavioral dimension (impulse control). Could be formal or informal given before or after special ed services. (curriculum- based measurement). Outcome assessment Student achievement at the end of school year or time period. Evaluation. State-mandated achievement test that students of certain grade levels must take in several areas at the end of the year. Alternative Assessments They are not standardized, norm-referenced, not MC. They tend to be defined by student expression based on behaviors, products.
allows students with disabilities to participate on equal basis with peers. They must not change the content of the test. Must not substitute knowledge or abilities the student has not obtained. Presentation Accommodations involves changes to the format of information presented in the assessment
- increased font and response bubbles
- increased spacing
- highlight key phrases in instructions
- sign language interpreter
- administration of assessment by audiotape
- tacile formats(braille) For visual or auditory impairment, difficulty processing written text, reading disability. Response Accommodation involves changes to the format by which the student provides responses to the assessment.
- use of a scribe to record response
- audiotaping student's response
- response forms with added cues
- student uses computer to record response
- allowing students to take notes before responding May be needed if a student has a physical or cognitive impairment that prevents student from using a writing implement. Setting Accommodation
involves changes to the location and or conditions of the assessment.
- preferential seating during assessment
- small group in seperate setting
- individual sperate setting
- special lighting
- minimal distraction setting. May be needed if a student has a severe attention problem, perceptual problems, or is distracting other Scheduling accommodation involves changes to the timing and scheduling of assessments.
- complete on another occasion
- complete on a particular time of day
- components are varied
- frequent breaks
- eat specific foods
- extended time may be needed if a student has a medical condition that requires distributed testing and extreme anxiety. Norm-Referenced Assessment provides results for an individual student that are understood by comparison to norms - students peer group. the individual's performance level compared to others of the same age. Are standardized- percentile ranking (multiple choice).
Content Validity refers to the extent to which an assessment measures some identifiable content. Such as curriculum standards or clearly defined behaviors. Requires expert judgment. You need to examine the content of an assessment in order to determine the extent of its alignment with the material or skills being tested. Something observable. Construct Validity the extent to which an assessment accurately measures some kind of construct, like intelligence, motivation, engagement. How well an assessment taps into an underlying construct that cannot be observed directly. Construct validity is especially important to consider when an assessment is used with students who have or may have a disability. Reliability the consistency of assessment results Test-retest reliability Results will be the same upon repeated administrations of the same assessment especially important when used to monitor the progress of students for whom this form of reliability may be diminished owing to a disability (students with attention problems or medical problems that may have flucuations in energy). Test-retest reliability may be lower than for others, results must be interpreted cautiously. Inter-rater responsibility observers agree on assessment results. Useful when assessment and responses are complex, ambiguous, or require subjective interpretation (ie. judging essays, counting the number of
disruptive behaviors, musical performance.) It is especially important in diagnosing a student with a particular disability. Equivalent form reliability alternative forms of the same assessment yield the same results. When the test has multiple forms. Eligibility for services Initital assessment must include:
- a physical exam
- a psychological evaluation
- a social history
- observations of the student in the current education settings
- other assessments as appropriate (vocational assessments) CSC determines eligibility by
- reviewing the referral
- review background information
- develop an evaluation plan indicating what test and other forms of assessment will be used to evaluate the child.
- share the evaluation plan with parents and obtain consent
- arrange for the student to be assessed
- evaluate the results of assessment, along with other info, to determine if the student has a disability, and if so what special ed and related services will he or she need.
- generate a written report of findings
