edci 2700/ kristin gansle/ lsu/ spring 2015/ exam 1

who are exceptional children
physical and/or learning attributes that differ from the norm which requires an iep
define impairment
reduced function or loss of a particular body part or organ
define disability
impairment limits a person’s ability to perform certain tasks in the same way most people do
define handicap
disabilities encountered when interacting with the environment
define at risk
someone not currently having a disability but has a greater chance of developing one
how many exceptional children are there 0-21 in age
about 6 million
what percentage of children are in sped
two major sped categories
learning disabilities and language or speech impairments (make up 60% of sped students)
why do we label and classify children as exceptional
some believe labels have negative effects
what was happening before the 1970’s
public schools could lawfully deny enrollment to children with disabilities
brown v board 1954
education must be made available to all children on equal terms
all children with intellectual disabilities are entitled to a free appropriate public education because regular classrooms are preferable
individual with disabilities education act
zero reject
all children have a right to education regardless of severity of disability
nondiscriminatory identification and evaluation
nonbiased evaluation to determine if sped is necessary
free appropriate public education
education at public expense which develops and implements and IEP for each child
least restrictive environment
placed in a general classroom to the maximum extent appropriate
procedural safeguards
procedures to protect rights of children and parents
parent participation and shared decision making
schools must collaborate with parents and students on the implemented sped services
3 levels of sped
preventative, remedial, compensatory
7 components of an IEP
1. present level of educational performance
2. measurable annual goals
3. how the child’s progress will be measured and when reports are provided
4. sped services to be provided
5. why they are not will nondisabled children
6. individual accommodations to measure achievement
7. breakdown of when, where, how often, and for how long services will be provided
sequence of events to identify and educate children with special needs (6)
-preferral intervention
-response to intervention
-multifactored evaluation
-determine least restrictive environment
-review IEP and sped services
three modes of collaboration
coordination, consultation, and teaming
3 models for teamine
multidisciplinary, interdisciplinary, and transdisciplinary
who must attend an IEP planning team (7)
-gen ed teacher
-sped teacher
-school representative
-sometimes child
-interpreter of evaluation results
-others invited by school and parents
what happens to an iep at age 16
it must include the child’s transition from school to adult life
what is the LRE
setting closest to the gen ed classroom that meets the child’s needs
what is inclusion
integrating children into the gen ed classroom

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