MTLE Special Education Core Skills cheat sheet

IDEA entitles eligible students aged 3–21 to a free appropriate public education (FAPE) in the least restrictive environment (LRE); LRE presumption favors the general education classroom with supplementary aids and services.

Child Find requires states to identify, locate, and evaluate all children with suspected disabilities, including those in private schools and homeless or ward-of-the-state youth.

Evaluation timeline under IDEA: initial evaluation completed within 60 days of parental consent, unless state law sets a different timeframe; consent may be revoked at any time in writing.

Eligibility categories under IDEA include specific learning disability, autism, emotional disturbance, speech or language impairment, intellectual disability, deaf-blindness, and traumatic brain injury, among 13 total categories.

Specific learning disability determination may use RTI/MTSS data or a severe discrepancy model; states may not require use of the discrepancy model, and a student cannot be found SLD if lack of appropriate instruction in reading or math is the determinant factor.

IEP required components: present levels of academic achievement and functional performance, measurable annual goals, progress measurement, special education and related services, least restrictive environment statement, accommodations, and transition plan by age 16.

Related services include speech-language pathology, occupational therapy, physical therapy, counseling, school health services, and transportation, provided only if required for the student to benefit from special education.

Procedural safeguards include prior written notice, parental consent, independent educational evaluation (IEE) at public expense, mediation, due process hearings, and a 45-day (or state-set) resolution period.

Discipline: a student may be removed for up to 10 school days; a manifestation determination review is required within 10 school days of any decision to change placement for disciplinary reasons beyond 10 days.

Section 504 of the Rehabilitation Act prohibits discrimination based on disability in programs receiving federal funds; a 504 plan provides accommodations, not specialized instruction.

ADA Title II extends nondiscrimination to state and local government entities, including public schools, and requires effective communication and accessible facilities.

FERPA protects education records; parents may inspect records within 45 days of request, and schools may disclose directory information unless the parent opts out.

Confidentiality under IDEA: records must be kept confidential, parents may request amendment, and a records hearing may be held if the request is denied.

Universal design for learning (UDL) uses multiple means of engagement, representation, and action/expression to reduce barriers before individual accommodation is needed.

Differentiated instruction adjusts content, process, product, and environment based on readiness, interest, and learning profile; it is a general education strategy, not a substitute for IEP services.

Positive behavioral interventions and supports (PBIS) is a tiered framework; functional behavioral assessment (FBA) identifies antecedents, behaviors, and consequences to build a behavior intervention plan (BIP).

Formative assessment informs ongoing instruction; summative assessment measures mastery; progress monitoring uses curriculum-based measurement (CBM) to track growth toward IEP goals.

Accommodations change how a student accesses material (e.g., extended time, read-aloud); modifications change what is taught or expected (e.g., reduced content, alternate standards).

Transition planning begins by age 16 (or earlier if state requires) and must include measurable postsecondary goals in education/training and employment, plus, where appropriate, independent living.

Transition assessments may include interest inventories, vocational assessments, and situational assessments; age of majority transfer of rights occurs at 18 in most states.

Summary of Performance (SOP) must be provided when a student exits with a diploma or ages out, summarizing academic achievement and functional performance.

Autism spectrum disorder eligibility considers deficits in social communication and restricted/repetitive behaviors; sensory differences and need for routine are common instructional considerations.

Emotional disturbance requires one or more characteristics (e.g., inability to learn unexplained by other factors, relationship problems, inappropriate behavior, unhappiness, physical symptoms) over a long period, to a marked degree, adversely affecting performance.

Intellectual disability is characterized by significantly subaverage intellectual functioning (typically IQ about 70 or below) and deficits in adaptive behavior, manifesting during the developmental period.

Speech or language impairment includes articulation, fluency, voice, and language disorders; a language difference alone (e.g., second-language acquisition) is not a disability.

Other health impairment (OHI) includes chronic or acute health conditions such as ADHD, asthma, or epilepsy that limit strength, vitality, or alertness and adversely affect educational performance.

Deaf-blindness and multiple disabilities require consideration of combined sensory and cognitive needs; teams must address communication modes, orientation and mobility, and assistive technology.