AEPA Special Education (NT601) flashcards
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32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- IDEA disability categories
- Federal law identifies 13 categories under which a child may qualify for special education, including autism, deaf-blindness, emotional disturbance, specific learning disability, and traumatic brain injury.
- Specific learning disability
- A disorder in one or more basic psychological processes involved in understanding or using language that may manifest as imperfect listening, thinking, reading, writing, spelling, or mathematical ability.
- Response to intervention
- A multi-tiered prevention framework using universal screening and increasingly intensive, research-based instruction, whose response data may be used in identifying a specific learning disability.
- Intellectual disability criteria
- Significantly subaverage intellectual functioning concurrent with deficits in adaptive behavior, both manifested during the developmental period, that adversely affect a child's educational performance.
- Emotional disturbance
- One or more of five characteristics, exhibited over a long period and to a marked degree, that adversely affects educational performance; the category excludes children who are socially maladjusted unless also emotionally disturbed.
- Other health impairment
- Limited strength, vitality, or alertness due to chronic or acute health problems such as asthma, attention deficit disorder, diabetes, epilepsy, or sickle cell anemia that adversely affects educational performance.
- Section 504 eligibility
- A student qualifies under the Rehabilitation Act when a physical or mental impairment substantially limits one or more major life activities; the result is accommodations, not an IEP.
- Deaf-blindness definition
- Concomitant hearing and vision impairments whose combination causes severe communication and other developmental and educational needs that cannot be met in programs designed solely for deaf or blind children.
- Autism category exclusion
- The autism category includes autistic disorder, pervasive developmental disorder not otherwise specified, and Asperger syndrome, but excludes children whose primary disability is emotional disturbance.
- IEP team membership
- Required members include parents, a regular education teacher when the child may be in general education, a special education teacher, an LEA representative, and someone who can interpret evaluation results.
- PLAAFP purpose
- Present levels of academic achievement and functional performance describe how the disability affects involvement and progress in the general curriculum and establish the baseline for writing measurable annual goals.
- Initial evaluation timeline
- A full and individual initial evaluation must be conducted within 60 days of receiving parental consent, unless the state establishes a different timeframe for that evaluation.
- IEP development timeline
- After a child is determined eligible, the IEP team must meet and develop the IEP within 30 days of that eligibility determination.
- Three-year reevaluation rule
- A reevaluation is required at least once every three years unless the parent and school district agree it is unnecessary; it may not occur more than once a year unless the parties agree.
- Standard score interpretation
- On a test with mean 100 and standard deviation 15, a score of 85 falls one standard deviation below the mean, corresponding to roughly the 16th percentile.
- Sole-criterion prohibition
- No single measure or assessment may be used as the sole criterion for determining whether a child has a disability or for determining an appropriate educational program.
- Transition services age
- Beginning with the first IEP in effect when the child turns 16, the IEP must include measurable postsecondary goals and transition services based on age-appropriate transition assessments.
- Progress monitoring requirement
- Each IEP must state how the child's progress toward annual goals will be measured and how the parents will be regularly informed of that progress.
- Least restrictive environment
- Students with disabilities must be educated with nondisabled peers to the maximum extent appropriate, and removed only when supplementary aids and services cannot achieve satisfactory education in regular classes.
- Supplementary aids and services
- Supports such as accommodations, modifications, assistive technology, and paraprofessional assistance provided in general education settings to enable a student's participation with nondisabled peers.
- Functional behavioral assessment
- A systematic process of identifying the antecedents, behaviors, and consequences that reveal the function a behavior serves, forming the basis for a behavior intervention plan.
- Manifestation determination review
- Held within 10 school days of a disciplinary placement change, it asks whether the conduct was caused by or substantially related to the disability or resulted from failure to implement the IEP.
- 45-school-day removal
- A child may be placed in an interim alternative educational setting for up to 45 school days regardless of manifestation when the conduct involves weapons, illegal drugs, or serious bodily injury.
- Ten-day disciplinary rule
- Removals totaling 10 cumulative school days or less in a school year generally do not constitute a change of placement requiring a manifestation determination.
- Placement continuum order
- Options range from least to most restrictive: general education class, general class with support, resource room, separate class, separate school, homebound or hospital, and residential facility.
- Antecedent-based supports
- Strategies delivered before a behavior occurs, such as posted schedules, explicit expectations, precorrection, and structured routines, that reduce the likelihood of problem behavior.
- Explicit instruction model
- A sequence of teacher modeling, guided practice with feedback, and independent practice, characterized by clear objectives and many opportunities for students to respond.
- Five reading components
- Scientifically based reading instruction addresses phonemic awareness, phonics, fluency, vocabulary, and comprehension, each of which may be a focus of specially designed instruction.
- Curriculum-based measurement
- Brief, standardized, timed probes administered frequently to index academic growth; progress data are graphed against a goal line to guide instructional decisions.
- Accommodation versus modification
- Accommodations change how a student accesses content or demonstrates learning without altering expectations; modifications change what the student is expected to learn or the performance standard.
- Universal Design for Learning
- A framework providing multiple means of engagement, representation, and action and expression so instruction is accessible to diverse learners from the start.
- Reinforcement versus punishment
- Reinforcement increases the future frequency of a behavior, whether by adding a stimulus (positive) or removing an aversive one (negative); punishment decreases behavior.