Scribd
Upload
151 views

060 Students With Disabilities Study Guide

This document provides an overview of key topics covered on the Students with Disabilities study guide: 1) It outlines federal laws and policies related to special education such as IDEA, NCLB, and theories of humanism learning. Collaboration between teachers, related service providers, and parents is emphasized. 2) Knowledge of specific disabilities, diagnoses, characteristics and needs of students with disabilities are addressed. Effective strategies like one-on-one reading intervention are highlighted. 3) Assessment, individualized education plans, referrals and individual program planning are summarized. Diagnostic assessments, IEPs, and parental consent are discussed.

Uploaded by

Brittany Stenz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
151 views

060 Students With Disabilities Study Guide

This document provides an overview of key topics covered on the Students with Disabilities study guide: 1) It outlines federal laws and policies related to special education such as IDEA, NCLB, and theories of humanism learning. Collaboration between teachers, related service providers, and parents is emphasized. 2) Knowledge of specific disabilities, diagnoses, characteristics and needs of students with disabilities are addressed. Effective strategies like one-on-one reading intervention are highlighted. 3) Assessment, individualized education plans, referrals and individual program planning are summarized. Diagnostic assessments, IEPs, and parental consent are discussed.

Uploaded by

Brittany Stenz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

060 Students with Disabilities Study Guide

0001 Foundations of Special Education (11 – 10%)


 Knowledge of federal laws, regulations, policies, and ethical guidelines
 Varied role of special educator in schools and how to collaborate with
administrators, service providers, other teachers, students, and parents
Laws, Regulations, Policies, Theories:
 Education for All Handicapped Children Act of 1975 established children with
disabilities must be provided FAPE (Free Appropriate Public Education)
 Elementary & Secondary Education Act in 1965 – high standards and
accountability, funds were authorized for professional development, instructional
materials, resources & parent involvement (QUALITY & EQUAILTY)
 Elementary and Secondary Act of 2001 – implemented to close student
achievement gaps for all students.
 Child Find provisions on IDEA – purpose is to ensure districts have a process in
place for identifying and evaluating every child from birth – 21 suspected of
having a disability.
 IDEA of 1990 provided same opportunities for students with disabilities and
without. Right to a free, appropriate education in LRE
 IDEA of 2004 established the child find process (to identify students with
disabilities at a young age)
 No Child Left Behind Act (NCLB) – increases accountability of schools with
respect to academic progress of SWD
 Humanism Learning Theory – does not define inherent goodness
Collaboration
 KEY!!! To successful collaboration = communication
o Progress monitoring – including observations and data collection – is a
critical component of effective BIP.
 Related service provider (RSP) – works outside the school but supports students
in special education
0002 Knowledge of Students with Disabilities (11 – 10%)
 Most effective strategy to improving reading fluency one-on-one intervention
 4 y/o students should be expected to cut with scissors for fine motor skills
 Students w/ disabilities often require unique learning approaches to be
responsive to abilities, needså, and interests of students.
Diagnoses
 Parents often suspect a disability before the school does.
 Intellectual disability – primarily characterized by a significant limitation in both
intellectual functioning and adaptive behavior.
 ADHD – almost ½ of students with ADHD have a learning disability too.
 Down Syndrome – also suffer from heart conditions
 Multiple Disabilities – speech issues are common, mobility challenges are
common (b/c one disability is usually physical)
o least common to have loss of vision/hearing

0003 Assessment and Individual Program Planning (23 – 20%)


 Diagnostic Assessments – used to determine the instructional level that students
are at
 Independent Educational Evaluation (IEE) – test is administered by someone
who works outside of the school district
 Developmental Assessment – most effectively used as a norm-referenced scale
 SLP (specific learning disability) – should be administered achievement test to
determine continued eligibility.
 SWD respond well to multisensory teaching methods that involve active learning
 Individualized Family Service Plan (IFSP)
 Referrals – for a diagnosis & special education services to occur a referral
evaluation must be made, parents whose kids have not previously received the
case of an initial referral, parental consent is required for evaluation to proceed
0004 Strategies for Planning and Managing the Learning Environment and for Providing
Behavioral Interventions (11 – 10%)
 BIP’s should be updated AT LEAST once a year at the annual IEP meeting
 IDEA says – a manifestation determination must be held after 10 days of
suspensions for students receiving special education services
o Determines if the behavior has a relationship to the disability
 Goal of BIP is to increase behaviors (certain behaviors students aren’t exhibiting
yet)
 Behavior Rating Scales – can be used to incorporate functional skills in his
lessons (used to determine what they are capable of accomplishing)
o Used to obtain judgements of student behaviors in standardized formats,
to screen students for information on specific behaviors, & to monitor
progress of student behavior concerns
 Dispute – Resolution Processes – stakeholders or parents can file complaint with
DOE, asking for mediation, and filing due process (can NOT remove student
from school)
 Positive Behavioral Intervention & Support (PBIS) – focuses on positive student
behavior but does not punish for negative behaviors

0005 Instructional Planning and Delivery to Promote Students’ Success in the General
Curriculum (23 – 20%)
 Maintaining knowledge – practicing the skill over time (weekly, monthly)
 Active Teaching/Learning – supported by cluster seating
 Reading strategies: breaking reading assignments into manageable parts and to
use self-questioning to monitor comprehension
 Concrete-Representational-Abstract (CRA) teaching sequence – for math
EXAMPLE: manipulating 3-D shapes to understand volume, drawing pictures of
shapes, then solve volume problems using numbers and formulas.
o Supports learning foundational concepts before the “rules”
 Optical character recognition devices – handheld device to scans printed
materials and turns it into an digital form audio file.
 Mainstreaming – SWD included in GE classes only when their achievement
would be near grade level without substantial support

0006 Strategies for Teaching Communication Skills, Social Skills, & Functional Living
Skills (11 – 10%)
 Meeting with a team of staff for placements can ensure a smooth transition for
students with disabilities in future employment
 EXAMPLE of Independent living skill goal for HS student with SLP – living with a
roommate in an apartment
 Role-playing is a safe supportive way to practice new skills, they transfer into
community based authentic instruction.

0007 Analysis, Synthesis, and Application (short response – 20%)


 Will always ask to describe one area of need related to academics, and one
other need in a different area, recommend one research or evidence based
strategy for each

Strategy ideas:
Math – breaking up numbers into place value, step by step for word problems.
- Breaking down into manageable parts
- Role playing for functional skills

You might also like