School Methods Exam 1

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School Methods Exam 1
2012-10-23 23:30:02

School Methods Exam 1
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  1. Which two states were the first to offer education about speech?
    Iowa and Wisconsin
  2. STEM Disciples
    • Science
    • Technology
    • Engineering
    • Math
  3. The 21st century has brought about a shift from ______ to _____ _____
    manufacturer to service industry
  4. School-based SLP responsibilities
    • Prevention
    • Assessment
    • Intervention
    • Program Design
    • Data Collection and Analysis 
    • Compliance 
  5. Transitional grades
    • 4th- independent readers
    • 7th- switching classes, taking notes, seveal assignments
    • 10th-competent independent writers
  6. First state to offer free and appropriate public education
    Massachusets- 1837
  7. FAPE
    free appropriate public education
  8. Child labor laws prevented...
    children from working in factories so they could go to school
  9. 1910 saw the recognition of...
    hadicapping conditions...but no enforced laws
  10. WWI and WWII  impacted schools beacause...
    • no funds to pay teachers
    • women working in factories
  11. What happened with many handicapped children in the 1940's?
    institutionalized or stayed at home instead of recieving an education
  12. ARC
    Association for Retarded Children
  13. Two critical events for education in the 1950's
    • Rosa Parks
    • Ruby Bridges
  14. Brown v. The Board of Education
    seperate is not equal
  15. first black student in white school
    Ruby Bridges
  16. POCD
    Parents of Children with Disabilities
  17. ESEA
    • Elementary and Secondary Education Act- 1965
    • offered federal funds (grants) for districts to use to boost/support students struggling with reading or math
  18. This federal law offered federal funds (grants) for districts to use to boost/support students struggling with reading or math.  Funds went unclaimed.
    Elementary and Secondary Education Act
  19. The first educationally-related Federal
    Bureau of Education for the Handicapped
  20. EHA
    • -education of handicapped act
    • -first version of IDEA
    • -identified minimum requirements for states to follow in order to receive federal funds.
    • -participation was voluntary
  21. Bureauof Education for the Handicapped changed their name to ___________________ because _______________
    • The US Dept of Education
    • It no longer included the term "handicapped" so it was more accepted
  22. OSERS
    Office of Special Education and Rehabilitative Services
  23. Office of Special Education and Rehabilitative Services (OSERS) 3 major programs:
    • 1.OSEP: Office of Special Education
    • Programs

    • 2.RSA: Rehabilitation Services
    • Administration

    • 3.NIDRR: National Institute of Disability
    • Rehabilitation Research
  24. PARC stands for ______ ________ _______ _____ and wanted ____________in PARC v. Commonwealth of PA.
    PARC won!
    PA Association for Retarded Children (parents)

    • 1.Free education
    • 2. Appropriate education in which parent and child had say and input
    • -After losing, PA had to go door to door to find children not being educated
  25. -1973
    -Protects employees from discrimination based on their disability. Employer must make reasonable accommodation but not suffer undue hardship.
    -Cannot exclude or deny individuals with disabilities an equal opportunity to receive program benefits or services for which they are otherwise entitled to or qualified for.
    The Rehabilitation Act- Section 504
  26. FERPA
    Family Educational Rights and Privacy Act

    • -Written to protect ALL students
    • -specifies parental rights to documents and information
    • -Specifies what can and cannot be shared with students, parents, other teachers
    • Education for all Handicapped Children Act- 1974
    • -IEP
    • -Parental involvement 
    • -Mandated services
    • -Identification of ALL children with disabilities
    • -Evaluation required
    • -least restrictive environment
  28. EAHCA revisions/extensions- 1986
    • birth to 3
    • 3 to 5
    • additional disorders added
    • recognition of quality providers
    • created IFSP
  29. IDEA
    Individuals with Disabilities Education Act

    • PL 101-476  IDEA
    • Person-first language
    • Added two new categories (Autism and TBI)

    • PL 105-17 Revisions 
    • Transition services
    • More school responsibilities (often not wanted)

    • P.L. 108-446 IDEA of 2004 
    • Qualitypersonnel
    • Eligibility criteria
  30. revision of Elementary and Secondary Education Act
    No Child Left Behind
  31. No Child Left Behind- 2001
    • district power to manage curriculum/funding
    • expanded parental voice with financial power
    • accountability for funds provided
    • expectation of progress
    • curriculum must be based on scientific research
  32. PL 91-230 
    Education of the Handicapped Act (EHA)
  33. PL 93-112
    The Rehabilitation Act
  34. PL 93-380
    • Family Educational Rights and Privacy Act
    • (FERPA)
  35. PL 94-142
    Education For All Handicapped Children Act (EHC) 
  36. PL108-446 
    Individuals with Disabilities Education Improvement Act of 2004
  37. EHA 1974 --> EHA 1986
  38. EAHCA--->IDEA 1990 ---> IDEA 1997 ---> IDEA 2004
  39. CCSS
    Common Core State Standards
  40. CCSS seek to ensure what?
    • consistency across states
    • same content knowledge
    • student success on HS graduation with common knowledge/skills ready for college and employment
  41. start with standards and create goals to bring the child up to standards
  42. create the goals for the child then identify which standards are the best match
    standard refereces
  43. standard aligned system
    student achievmet- standards, assessment, curriculum framework, instruction, materials & resources, safe & supportive schools
  44. How many standards are there?
  45. standards
    • 1.First number- Subject Area
    • 2. Second number- Standard Area
    • 3.Third number- Grade Level
    • 4.Letter-Organizing Category
  46. establish what all students need to know and be able to accomplish at each grade level.
  47. key measurements within each standard used as targets to assure student learning
  48. identified and span content areas and grade designations. They are declarative statements of enduring understanding for all students at all grades/courses
    Big Ideas
  49. provides a list of the content necessary for student to achieve the competencies for their grade or course.
  50. provides a list of culminating demonstrations for the entire grade or course. They are what a student should be able to do to demonstrate mastery.
  51. SDI
    • Specifically Designed Instruction
    • includes what the student needs according to your assessment and clinical judgment
    • what when and where
  52. •Seek to make an overall judgment of progress at the end of a defined period of instruction
    •Occur at the end of a school level, grade, or course
    •Are administered at certain grades for
    purposes of state or local accountability
    •Considered high-stakes assessments
    •Results are often used in conjunction
    with No Child Left Behind (NCLB) and Adequate Yearly Progress (AYP)
    •Designed to produce clear data on the
    student's accomplishments at key points in his or her
    academic career
    •Examples of summative assessment: PSSA,Terra Nova
    sum of your knowledge
  53. •Assessments are _____when the information is used to…
    –adapt instructional practices
    –meet individual student needs
    –provide individual students corrective feedback
    –"reach" set goals and targets
    •Monitor student gains toward reaching goals
    •Are developed to meet the individual needs of their students and attainment of their goals 
    feedback & ongoing
    SOAP note
    formative assessment
  54. answer the question what
    What standards have the students achieved? 
    What standards have not yet been met? 
    What standards are not being addressed? 
    • an efficient measure for  predicting success on state achievement tests, as well as for screening students for possible placement in remediation programs
    •assessments provide accountability at the classroom level
    •Examples: screenings
    Benchmark Assessments
  55. •The question that is answered is why? 
    Determine the why - by breaking benchmarks down into fundamental skills and analyzing patterns of achievement across multiple measures
    Why are there errors?
    • suggest instructional strategies that will help individual students and enables the teacher to adjust the curriculum
    •Example: Goldmann Fristoe
    Diagnostic assessment
  56. RTII
    • Response to instruction and intervention
    • •A comprehensive, multi-tiered intervention standards-aligned strategy to enable early identification and intervention for students at academic or behavioral risk. 
  57. RTII tier
    • few students- intervention
    • some students- intervention
    • all students- foundation
  58. 6 components of IDEA
    • Identification/Parental Permission
    • Evaluation
    • Program Planning
    • Placement
    • Funding
    • Procedural Safeguards
  59. asks three Yes/No questions:
    Does this child need to be assessed? 
    Does the concern justify the time and the expense of assessment?
    Does the concern appear to be a cultural difference or a developmental disorder?
    • Principle #1
    • Identification/Parental Permission
  60. It MUST:
    involve and include the child;
    be tailored to the child, NOT a dx. label;
    be done by a multidisciplinary team created for this particular child based on his/her evaluation needs.
    Principle #2: Evaluation
  61. asks the questions: 
    What are the unique characteristics of this student/child?
    Based on these unique characteristics, what are the specific
    needsof this student/child?

    writing IEP

    Individualize the plan by specifying all necessary:
    Educational service
    Related services and
    Modifications and accommodation
    Parents participate but professionals make treatment decisions.
    Principle# 3:  Program Planning
  62. asks these questions
    Is there any reason that this child cannot be instructed in the regular education classroom?
    If so, could this child be instructed in the regular education classroom if additional support i.e., accommodations or modifications, were provided?

    If curriculum modifications still do not allow this child to be instructed in the regular education classroom, which alternative placement would be least restrictive

    Goal—max growth/learning for child.
    Principle #4: Placement
  63. NO exceptions to a FREE appropriate
    public education.  This includes:

    special education
    related service -something required in order for the student to benefit from special education (example: visual aids,* hearing aid, transportation, etc.)
    will not determine amount of service provided
    Principle # 5: Funding (FAPE)
  64. notices to parents
    parental rights
    student rights
    parental consent
    control over records
    • Principle #6:
    • Procedural Safeguards  “Due Process” of the law
  65. parents are to receive invitation to IEP meeting this many days before meeting
    10 days
  66. number of days to write IEP
    60 days
  67. who must be present in an IEP meeting?
    • parents
    • child >14
    • regular ed teacher
    • special ed teacher or related
    • representative of school district- funding
  68. NOREP
    Notice of Recommended Educational Placement