OAE Special Education (043) flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

IDEA disability categories

Thirteen categories under IDEA that make a child eligible for special education, including autism, deaf-blindness, emotional disturbance, intellectual disability, specific learning disability, and other health impairment.

Specific learning disability

A disorder in one or more basic psychological processes involved in understanding or using language that may manifest in impaired listening, thinking, reading, writing, spelling, or math.

Emotional disturbance criteria

One or more of five characteristics exhibited over a long period and to a marked degree: inability to learn, relationship problems, inappropriate behavior, unhappiness or depression, and physical symptoms or fears.

Other health impairment

A category covering limited strength, vitality, or alertness due to chronic or acute health problems such as asthma, ADHD, diabetes, epilepsy, or sickle cell anemia that adversely affects educational performance.

Intellectual disability definition

Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior, manifested during the developmental period, that adversely affects the child's educational performance.

Twice-exceptional students

Students who are gifted and also have a disability; strengths may mask the disability, or the disability may mask giftedness, so comprehensive assessment of both areas is needed.

Child Find

The IDEA requirement that districts identify, locate, and evaluate all children with disabilities residing in the jurisdiction who need special education and related services.

Initial evaluation timeline

Under IDEA, an initial evaluation must be completed within 60 days of receiving parental consent, unless the state has established its own timeframe.

Assessment nondiscrimination

Assessments must be selected and administered so as not to be racially or culturally discriminatory and must be administered in the child's native language or mode of communication.

RTI and evaluation requests

Response to intervention cannot be used to delay or deny a parent's request for an initial evaluation; the district must respond in writing within state timelines.

Reevaluation requirement

A reevaluation must occur at least every three years unless the parent and district agree that it is unnecessary, and must include review of existing evaluation data.

Prior written notice

A written notice the district must provide to parents before proposing or refusing to initiate or change identification, evaluation, placement, or provision of FAPE.

IEP team composition

The parent, a regular education teacher if the child may be in general education, a special education teacher, a district representative qualified to supervise services, an interpreter of evaluations, and the child when appropriate.

PLAAFP

Present levels of academic achievement and functional performance; the IEP section describing the child's current strengths, needs, and how the disability affects involvement in general education.

Least restrictive environment

The IDEA requirement that children with disabilities be educated with nondisabled peers to the maximum extent appropriate, with removal only when education cannot be achieved satisfactorily with supports.

Transition planning age

Transition services and measurable postsecondary goals must be included in the IEP no later than the first IEP in effect when the student turns 16, though some states require age 14.

Extended school year

Services provided beyond the normal school year based on IEP team determination using regression and recoupment data or critical-point-of-instruction data, not disability category alone.

IEP amendment without meeting

An IEP may be amended without a full team meeting if the parent and district agree in writing, though the parent may request a meeting and the team must be informed.

Explicit instruction

A structured teaching sequence of modeling, guided practice with corrective feedback, and independent practice to mastery, effective for students with learning disabilities.

CRA sequence

A math instructional sequence moving from concrete manipulatives to representational drawings to abstract symbols, supporting students with learning and intellectual disabilities.

Universal Design for Learning

A framework providing multiple means of representation, engagement, and action and expression so that instruction is accessible to all learners from the outset.

Assistive technology consideration

The IEP team must consider whether the student needs assistive technology devices or services at every IEP meeting and document that consideration occurred.

Curriculum-based measurement

Brief, standardized probes administered frequently to monitor student progress and adjust intervention intensity within multi-tiered systems of support.

Accommodation versus modification

Accommodations change how a student accesses content without altering expectations; modifications change what the student is expected to learn or demonstrate.

Functional behavioral assessment

A process to identify antecedents, behaviors, and consequences that maintain problem behavior, used to develop a behavior intervention plan included in the IEP.

Manifestation determination review

A review required when discipline constitutes a change of placement exceeding 10 school days, determining whether the behavior was caused by or directly related to the disability.

Interim alternative setting

A removal of up to 45 school days permitted regardless of manifestation for weapons, drugs, or serious bodily injury, during which services must continue.

PBIS tiers

A three-tier framework: Tier 1 universal supports for all students, Tier 2 targeted interventions, and Tier 3 intensive individualized interventions for students with significant needs.

FERPA records access

A federal law giving parents the right to inspect and review their child's education records within 45 days of a request and to seek amendment of inaccurate records.

Independent educational evaluation

An evaluation conducted by a qualified examiner not employed by the district; parents may obtain one at public expense when they disagree with the district's evaluation.

Co-teaching models

Approaches including one teach/one observe, one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching for shared instruction.

Section 504 plan

An accommodation plan under the Rehabilitation Act providing equal access for students with disabilities who do not require special education services under IDEA.