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Bundle of WGU D002 question and answer 2022/2023
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D002 unit 3 question and answers 2022/2023 rated A+
What is the CEC? The council for Exceptional Children What is OSEP? Office of Special Education Programs What is the mission of OSEP? To l... [Show More] ead the nation's efforts to improve outcomes for children with disabilities, birth through 21, and their families, ensuring access to fair, equitable, and high-quality education and services. What is the mission of the CEC? To define what a new teacher must know and be able to do to begin teaching. What is stage 1 of CEC? Learner Development and Individual Learning Differences: Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. What is stage two of cec? Learning Environments: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well being, positive social interactions, and self-determination. What is stage three of cec? Curricular Content Knowledge: Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. What is stage four of cec? Assessment: Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions. What is stage five of cec? Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. What is stage six of cec? Professional Learning and Ethical Practice: Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession. How should professional development be designed and implemented? Teachers should take ownership of their own professional development. Portfolio Assessment Writing samples may be collected over time to show the development of writing skills. performance assessment Knowledge or skills are evaluated by having students perform an experiment, demonstrate a skill, or develop a product to show their understanding. Curriculum-Based Assessment Students' performance is compared to that of classroom or school peers, not to a national sample, as is the case for most norm-referenced tests. Differentiated Instruction The what and how of instruction is tailored to the student learning needs and preferences. Universal Design for Learning (UDL) Learning activities provide multiple means of representation or modes of presentation (e.g., auditory, visual, varying levels of complexity, and multiple means of action and expression). What are the four ethical principles of National Association of School Psychologists? 1. Respect for the dignity of persons 2. Professional competence and responsibility (responsible caring and beneficence) 3. Honesty and integrity in professional relationships 4. Responsibility to schools, families, communities, one's profession, and society. What is FERPA (Family Education Rights and Privacy Act of 1974)? a federal statute designed to ensure that parents have access to their children's educational records and to protect the privacy rights of parents and children by requiring parental consent before private information about a student record can be shared with others. The Family Educational Rights and Privacy Act (FERPA) provides rights and protections for students concerning access and accuracy of school records. There are ways for parents or students over 18 years of age to amend or correct educational records they think are incorrect. true Schools cannot share personal information about students and educational records without written parental consent, except in which situation? Other school personnel that have a justifiable need to review student records What is LRE? Least Restrictive Environment School districts can bill the parents' private health insurance to cover the cost of related services (such as occupational therapy) deemed necessary in the IEP. true In order to show that a fair appropriate public education (FAPE) is being provided, the Student must make some educational progress In the Rowley decision, the Supreme Court said that the "intent of IDEA was to open the door to children with special needs on appropriate terms, not to guarantee a particular level of education." true What is the correct definition of reasonably calculated? The IEP team will use their expert judgement informed by the child's progress, the child's potential for growth, and the views of the child's parents. The Supreme Court reject the "merely more than de minimis" standard. The standard is no longer considered "good" law. true The decision in the Endrew case stated that the expectations for a child's progress must be appropriate based on that child's circumstances. true does IDEA addresses age-appropriate placements as a consideration for LRE? false does IDEA requires full inclusion for students with special needs? False does IDEA addresses LRE for academic programming and not extracurricular activities and non-academics? false A middle school student is administered a test according to school policy and in compliance with the student's IEP. Afterward, the science teacher instructs the special educator to retest the student without the IEP accommodations because the science teacher thinks the IEP serves as a crutch for the student. Which teacher action aligns with the CEC Code of Ethics? Tell the science teacher that the test cannot be retaken because the student's IEP allows for certain accommodations and the current test with those accommodations stands. You have been hired as a secondary teacher and are highly qualified in math but you do not have an endorsement in special education. Your principal has shared that you will be temporarily assisting in a self-contained classroom for a few weeks due to staffing issues. The principal also shares that after a few weeks of this assignment, there will be consideration for next steps but does not specify further. What response would align with special education professional standards and practices? Inform the principal that this personnel structure does not represent an accurate fit of your experience and education, and that you need confirmation from other administrators for this assignment before work begins. The administrator calls a staff meeting one week before the statewide assessment period. The administrator informs everyone at the meeting that students who seem to struggle with multiple-choice items can be given simple clue prompts but not the obvious answer. Which action can a teacher take that supports professional ethics? Report the meeting and information to an administrator and human resources because the suggestion constitutes violation of multiple rules and laws. Across the hall are two teachers whom you work with closely and are also good friends. The three of you are discussing the dread of "IEP season" and how creating new goals and performance levels is tedious work. One of the teachers suggests everyone get together at their home over the weekend to complete all the IEPs at once and support each other. What is the next step in response to this collaboration? Remind the teacher that IEPs should not be taken outside of the school and revising IEPs is a legal and confidential process that should not include other teachers. After completing the year as a new teacher, you are pleased to find out that many of your students have positive praise for you. As class rosters are being completed for the upcoming new year, you discover students assigned to you next year have behavioral and emotional challenges. You ask the principal for clarification. The principal explains that she collaborated with the special education teacher and determined that you would be the appropriate fit based on student needs, teaching styles, and learning styles. As a new teacher, you feel that you are not qualified due to lack of experience or formal training working with students with emotional and behavioral challenges. What response aligns with standards of the profession? Discuss with the principal that you do not have the education, training, and professional capacity to work with students with disabilities. A popular software program designed for struggling readers is used often at your school. You notice teachers ask students without reading difficulties to sit next to the struggling readers and help them answer questions correctly. What response or action should you take? Bring the problem to the attention of your superior or principal. This is a misuse of specially designed services for specific students to improve reading. [Show Less]
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D002 WGU question and answers 2022/2023
Part B of IDEA serves student's of what ages? 3-21 What is the least restrictive environment? Students with disabilities should spend as much time... [Show More] as possible with peers who do not receive SPED Who is included in the FAPE ruling under IDEA? All school age kids with disabilities What is child find A legal requirement that schools identify and evaluate children with disabilities, regardless of the severity of the disability. which law eliminates barriers that would prevent students from full participation in programs or services offered to the general school population? Section 504, Rehabilitation Act of 1973 Which law states that procedural safeguards and due process require written notification? IDEA Which court case ruling led to the IDEA principle of "zero reject?" Mills V Board of Education of DC Which case ensures a student's right to FAPE, regardless of native language? Diana V. California State Board of Education Which significant ruling for special education came from Larry P.v.Riles (1979) IQ assessments cannot be used as the sole basis for identifying students with a disability. . A middle school student is administered a test according to school policy and in compliance with the student's IEP. Afterward, the science teacher instructs the special educator to retest the student without the IEP accommodations because the science teacher thinks the IEP serves as a crutch for the student. Which teacher action aligns with the CEC Code of Ethics? Tell the science teacher that the test cannot be retaken because the student's IEP allows for certain accommodations and the current test with those accommodations stands. You approach a middle school student with an intellectual disability sitting in a wet spot on the hallway carpet, which appears to be her own urine. You talk to the students and ask her if she would like you to walk her to the nurse. While talking to her, the special education teacher comes out of her room and tells you to mind your own business and leave her student alone. She also tells you the student urinated on herself to "gain attention." What is the next thing you should do? Step away from the student and ask the teacher in private if you can help in any way. Explain that you respect the teacher but are worried about the welfare of the student. The administrator calls a staff meeting one week before the statewide assessment period. The admin informs everyone at the meeting that students who seem to struggle with multiple choice items can be given simple clue prompts but not the obvious answer. Which action can a teacher take that supports professional ethics? Report the meeting and information to an admin and HR because the suggestion constitutes violation of multiple rules and laws. You have been hired as a secondary teacher and are highly qualified in math but you do not have an endorsement in special education. Your principal has shared that you will be temporarily assisting in a self-contained classroom for a few weeks due to staffing issues. The principal also shares that after a few weeks of this assignment, there will be consideration for next steps but does not specify further. What response would align with special education professional standards and practices? Inform the principal that this personnel structure does not represent an accurate fit of your experience and education, and that you need confirmation from other administrators for this assignment before work begins. Ms. Smith is a sixth-grade special education teacher. On a social media site, she complains about one of her students, Terrance, and calls him by name. The next day, the principal approaches Ms. Smith with a screenshot of her post sent to him anonymously. How should Ms. Smith proceed? Ms. Smith should apologize to Terrance's family for the offending post and remember to keep student names confidential. . Ms. Anderson is a tenth-grade special education teacher. Barry, a student on the autism spectrum, runs into her room in tears. He is upset because he left his homework at home and he will lose points in math because of it. Even though he has an IEP, there is no accommodation for late work. What is the ethical thing to do? Explain to Barry that as unfortunate as it is to forget your homework, there are consequences for doing so. One of the students in your class uses a certain word to get another student's attention. Other students complain that the word is a bad word and it should not be allowed. You have never heard the word before and, by all accounts, it does not sound negative. You tell the class to move on and focus on their work. One morning, the parent of the student that was insulted storms into your classroom very upset. The parent tells you the word is a highly negative and degrading term for a person with that disability. What action should be taken? Willingly and openly apologize to both parent and student. Develop a plan to address the incident with the class and make a commitment to educate yourself and your students further. Across the hall are two teachers whom you work with closely and are also good friends. The three of you are discussing the dread of "IEP season" and how creating new goals and performance levels is tedious work. One of the teachers suggests everyone get together at their home over the weekend to complete all the IEPs at once and support each other. What is the next step in response to this collaboration? Remind the teacher that IEPs should not be taken outside of the school and revising IEPs is a legal and confidential process that should not include other teachers. Anthony is an eighth-grade student identified as being on the autism spectrum. He struggles in math and according to the school's plan of improvement, his struggles place him in an additional math class during the school day. This addition would take him out of his cooking elective, a class he dearly loves and needs in real life. The IEP team is meeting and debating over making the change. The school administration is adamant that Anthony be in the math class and his parents are adamant that he stays in the cooking class. As Anthony's special education teacher you are faced with this dilemma. You know he struggles with math, but you also know the value in life skills. How would you advocate for Anthony? Work with Anthony's IEP team to develop a way for him to receive extra math help and retain his cooking elective. . A student has a nickname that her parents use instead of her legal given name because it is easier for her to pronounce due to her speech disability. When she is in class, her teacher uses the given name despite the student asking to be called by her nickname. When you learn of this situation, which action should you take to advocate for the student? Talk with the teacher to understand the reason why the teacher uses the given name of the student. Advocate for the student and parent preference of using the nickname to honor, embrace, and respect the family. . A new student has joined your class midyear. He is hard of hearing, uses American Sign Language, and recently left a residential school for the deaf because his parents felt he was not receiving an adequate education. There are sign language interpreters as part of the student's accommodations. The student tells you that he cannot understand the words in the textbook for the class because it is too complex for him. Which steps or actions should you pursue? Contact the administrator and request a review of the student's records. Advocate for a special education evaluation on the basis that the student needs additional educational and learning support. Mrs. Myers is a kindergarten special education teacher. For the past four years, she has supervised three paraeducators in her classroom each day who are working on their teaching degrees. Mrs. Myers is swamped this year with students and evaluations. She instructs the paraprofessionals to complete the annual IEP paperwork for Brianna and Thomas. She contacts the parents and Brianna's mom thought this was acceptable, but Thomas's dad did not. How should Mrs. Myers proceed? Mrs. Myers should do the IEP paperwork herself. . After completing the year as a new teacher, you are pleased to find out that many of your students have positive praise for you. As class rosters are being completed for the upcoming new year, you discover students assigned to you next year have behavioral and emotional challenges. You ask the principal for clarification. The principal explains that she collaborated with the special education teacher and determined that you would be the appropriate fit based on student needs, teaching styles, and learning styles. As a new teacher, you feel that you are not qualified due to lack of experience or formal training working with students with emotional and behavioral challenges. What response aligns with standards of the profession? Discuss with the principal that you do not have the education, training, and professional capacity to work with students with disabilities. . A popular software program designed for struggling readers is used often at your school. You notice teachers ask students without reading difficulties to sit next to the struggling readers and help them answer questions correctly. What response or action should you take? Bring the problem to the attention of your superior or principal. This is a misuse of specially designed services for specific students to improve reading. A school would not be required to provide the notice of procedural safeguards to parents in which situation? When their child's special education teacher will be taking a leave of absence for medical reasons. In which situation would the school be required to receive parental consent? Before conducting an initial evaluation for a child who is suspected of having a disability Jimmy comes to your resource room for help in language arts for 30 minutes every day. You notice that lately he often squints when he is reading and presses his face right next to the texts while he reads. Which related services professional should you talk to about your concerns? School nurse When is a school required to provide a student with a disability related services as outlined in IDEA? When related service is necessary for them to be able to participate with their peers. At an initial IEP meeting for Nancy, the IEP team determines she meets the criteria for a learning disability. The parents request a tablet computer for Nancy with several programs loaded onto it. The IEP team deems it would be beneficial for Nancy to have this technology so it is written into the IEP. The administrator agrees but is worried about how to pay for the technology. What is the responsibility of the administrator in this case? The administrator is responsible for finding the funds to deliver what was agreed to in this situation. Sara is a fourth grader with an IEP. Lately, she has been withdrawn and does not participate in activities. Her special education teacher is concerned and has been gathering data about the frequency of these behaviors and how it has been affecting her learning. The teacher has requested an IEP meeting to discuss the concerns with the parents and the rest of the IEP team. The parents returned the meeting notice and marked they would not be attending. The teacher thinks the reason they declined is because they know Sara has regressed and are tired of hearing the same things. How can the teacher proceed to provide support at school and home? Call the parents to let them know about Sara's regression and try to find a time they can meet. If they still decline, set up a second IEP meeting, inviting the parents, and hold it with the team. . The general education teacher sends all the students with IEPs back to the special education resource room daily where they spend most of the school day. This eliminates the opportunity for participation in the general education setting. How should the special education teacher work with the general education teacher to address the needs of the students and the least restrictive environment? The special education teacher should review each student's IEP with the general education teacher to determine the best way to meet the needs of each student. . Mr. Lakely, a special educator, has been absent for numerous days this school year due to an illness. His paraeducator, Mrs. Lane, has been the substitute in his class while he has been absent. Then the principal informed Mrs. Lane that she would be the designated substitute for the remainder of the school year. Is this an appropriate role for the paraeducator? No. Paraeducators cannot serve as substitute teachers for a classroom under any circumstances. . Mara is an eighth-grade student who was diagnosed with a learning disability in mathematics in third grade. She has been going to the resource room during math time and has made significant progress over the past four years. Mara's teachers feel that she should receive services in a general education classroom with accommodations, but Mara's parents are upset and feel that she should continue to receive math in the resource room as outlined in her IEP. The team met, and a consensus could not be reached. Since an agreement could not be made, the IEP team determines their data supports placement in the general education classroom, which meets Mara's needs in the least restrictive environment. They know Mara's parents do not agree. What should the parents do next if they are adamant that Mara needs additional services? Request for mediation . A high school English teacher is concerned that one of her sophomore students is not doing well in her class during the first nine weeks of the school year. She is not sure what the issue is, but she suspects the student may have a learning disability. The student is new to the school district this year. The English teacher approaches the special education teacher about getting special education services for the student. How should the special education teacher work with the teacher to support the student as well as be compliant with the requirements in IDEA? The special education teacher should work with the English teacher to follow proper procedures for making a referral as outlined by the school and IDEA. This includes meeting with the parents about concerns and trying some prereferral strategies and interventions to see if the student makes some academic progress and if a formal evaluation is necessary. Sue is a fourth-grade student who has been referred from the child study team (CST) to the multidisciplinary team (MDT) for a suspected disability. She is reading two years below grade level, struggles to write legibly, appears to fall more frequently than her peers, and is often noncompliant when it is time to transition between activities. Her parents are very concerned. Who should be part of the MDT that will assess Sue? School psychologist, classroom teacher, physical therapist, occupational therapist, behavioral consultant, special education teacher, parents Differentiated instruction provides teachers with tools and techniques to meet students' individual real-time needs to effectively access the curriculum. What is an appropriate next action when a student does not respond to these techniques? The teacher should consider strategies for a more individualized focus for a tier 2 instructional approach. She should begin collecting data for the student. Kyle is a fifth-grade student who has exhibited negative verbal and physical contact with his peers when the class transitions for lunch time. Other than these transitions, Kyle is generally appropriate and socially positive. According to PBIS guidelines for managing problem behaviors, what intervention would support Kyle during transition time? The teacher can implement a behavior reward system for Kyle that allows him to earn points for something he enjoys. Kyle's behavior should decrease over time if this strategy is successful. Brissa is a native Spanish speaker, but she has spoken English since age 5. She is being evaluated for special education in the eighth grade due to concerns of her teachers that she is falling further behind. Her mother is very apprehensive about the referral and does not want her misidentified. Her mother believes that even though Brissa receives language support through ESOL services, Brissa's deficiencies lie in the lack of English, not in a learning disability. How can Brissa's multidisciplinary team ensure that Brissa is truly learning disabled and not struggling with her lack of English when conducting the initial evaluation? The team should ensure that all assessments are given in the child's native language. Thomas has a specific learning disability and struggles with math calculation and abstract reasoning. Specifically, he has difficulties with multistep word problems. Thomas receives instruction in the general education classroom for 75 percent of the school day, and 25 percent of instruction is delivered via a special education placement. What is the appropriate continuum of placement option being implemented? Resource classroom Tonya is an eighth-grade student with an educational diagnosis of autism. She receives 20 minutes of extra learning time (ELT) each day with the special education teacher to assist with work completion and organization. She receives 95 percent of her daily instruction in the general education classroom and 5 percent of instruction and services in a special education setting. What is the appropriate continuum of placement option for Tonya? GenEd class Jackson is a fifth-grade student who struggles with reading fluency. His reading teacher, Dr. Franks, notices that progress is not being made with the current program being used. Dr. Franks administers an oral reading fluency assessment in order to receive specifics regarding Jackson's progress before meeting with the team to discuss intervention changes. Which step in the data-based individualization process does this scenario represent? Diagnostic data [Show Less]
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D002 Pre-Assessment question and answers 2022/2023 correctly solved
Which part of the Individuals with Disabilities Education Act (IDEA) deals with providing special education services to school-age students? Part B ... [Show More] Which age range of students is protected under the Individuals with Disabilities Education Act (IDEA)? Ages 3 to 21 Prior to the reauthorization of the Individuals with Disabilities Education Act (IDEA), the discrepancy model was used to identify learning disabilities. What did the reauthorization of IDEA emphasize doing to identify learning disabilities instead? Use scientific, research-based teaching interventions Which federal program may provide health insurance for students with disabilities? CHIP By law, infants and toddlers with disabilities must have a plan developed for them as part of the early childhood special education program. What is the name of this plan? Individualized Family Service Plan (IFSP) What is required for a student to qualify for protection under Section 504? A physical or mental impairment that substantially limits one or more major life activities What is a public school required to do under the provisions of FAPE? Teach a student with special needs in the least restrictive environment Congress passed FERPA as part of which major law? IDEA The clause "It is inherently unequal to educate students with disabilities in separate facilities" helped give educational opportunities to students with disabilities.Which famous court case did this clause come from? Brown v. Board of Education A second-grade student recently moved to the United States from another country. The student is a non-native English speaker. The school is concerned about the student and refers him for special education testing. The school psychologist administers the intellectual exam in English with the standard time limit. The exam determines that the student is intellectually disabled and qualifies him for special education services. According to Diana v. CA State Board of Education (1970), which student right was violated in this scenario? The right to be assessed in the student's primary language An elementary school student moves to a new school district. The student is confined to a wheelchair and has cognitive delays. The school district claims that the student cannot attend school because the building is not accessible. What is the school district required to do, according to Mills v. Board of Education of the District of Columbia (1972)? To make structural changes to the building to give the student access What was the key ruling of Board of Education v. Rowley (1982)? Schools only have to provide children with disabilities access to education equal to that provided to other children. What did Larry P. v. Riles (1979) find regarding standardized tests used for assessment and placement in special education? Assessment testing biases result in discrimination of students from different cultural, social, and linguistic groups. What did Hobson v. Hansen determine about using standardized aptitude tests for special education assessment and placement? Assessments, ability tracking, and ability grouping systems cannot be culturally or racially biased. A student with an emotional disability transfers to a new school. The student's IEP requires a service dog be allowed as an accommodation. This is the first time a service animal has been allowed at school. This accommodation is being questioned by multiple school staff members. An IEP meeting has been scheduled to review the appropriateness of the accommodation in the new setting. How should the accommodation be handled until the IEP meeting takes place? Allow the service dog until the IEP team makes a determination Which professionals are held to the standard of professional development when it comes to accommodation for students with special education needs in the school and the classroom? All personnel at the school should continue learning about the accommodations required by the students at their school. A new paraeducator has been assigned to provide academic support in the general education setting to a student with a learning disability in reading comprehension. What is the special education teacher's responsibility to the new paraeducator? Inform the paraeducator about the appropriate modifications and accommodations required by the student's IEP A special education teacher notices that many general education teachers lack an understanding of how to implement testing accommodations. Which action should the special education teacher take to promote professional growth and collaboration among colleagues? Design a presentation to address testing accommodations during a professional development meeting A special education teacher will be co-teaching a 10th grade English class this year. The class will include students with disabilities from diverse cultural backgrounds. While planning with the general education teacher, the special education teacher realizes the selection of books in the classroom do not represent the diversity of the students in the class. He is concerned and wants to encourage his students to read despite their reading challenges.Which action should this teacher take to promote a positive learning environment for all students? Collaborate with the general education teacher to explore books that are culturally diverse and meet the curriculum standards A student enrolls in a new school, and it is difficult to implement comparable IEP services because the school does not have the same level of resources as the student's previous school. In addition, the parent's primary language is not English. It is necessary to communicate with the parents and discuss an appropriate setting to implement comparable services due to the type of accommodations and environmental modifications needed. What should the special education teacher do to communicate with the parents to ensure the educational setting is appropriate to implement the IEP? Secure an interpreter to facilitate an IEP meeting with IEP team members present from both educational settings before school starts A student in a class enjoys talking and telling stories, which leads to the student speaking out of turn and interrupting the teacher. Some students have complained they do not like how the student is always talking and interrupting activities. What should the teacher do to recognize different levels of engagement styles? Establish classroom norms for student participation and have students agree to them and hold each other accountable to them An African-American boy with an emotional disorder has an IEP accommodation that allows him to step outside the classroom for three minutes when he feels overwhelmed. The student's grade and behavior have improved significantly, and the teacher feels the accommodation is no longer necessary. What would happen if the accommodation were removed? The student's access to educational equity would be legally compromised. What should a special education teacher do prior to creating a behavior intervention plan for a student needing support with behavior issues? Conduct a functional behavior assessment What is an advantage of using a co-teaching model? Special education teachers work with all students. A special education teacher is co-teaching with a social studies teacher. While taking an exam, a student with a disability asks the social studies teacher for extended time as allowed in the student's IEP. The social studies teacher refuses, asserting that the student needs to work harder. What is the ethical responsibility of the special education teacher? Grant the student extra time as prescribed in the IEP What is an appropriate accommodation for statewide testing for students with disabilities? Scheduling additional breaks A student with both written and expressive language disabilities is taking a geography class. What would be a practical alternative to traditional testing for this student? Multiple-choice tests A student who sits in the back of the classroom is unable to hear the teacher due to a hearing loss. The student does not pay attention during large group activities and spends class time talking to friends. Other students complain when they have to work with the student because the student talks so much.Which type of accommodation should a teacher attempt first to help this student? Environmental accommodations A teacher has recently started teaching at a new school. The principal informs the teacher that the school has a new resource room; however, due to insufficient space, the teacher should not make recommendations for new students to be placed in the room. How should the teacher respond? Explain that students with disabilities who show a need for the resource room on their IEP must have access by law A fifth-grade student receives special education services for a learning disability. His parents have recently divorced, but they both share equal custody of the student. The special education teacher speaks to the mother about an upcoming IEP meeting. The mother agrees to come to the meeting, but she tells the teacher not to contact the father saying, "He won't come anyway." What should the special education teacher do next? Contact the father because parents who have custodial rights have the right to be at an IEP meeting A special education teacher works in a culturally diverse school district. One of the school-wide goals at this teacher's school is to increase participation of the culturally diverse families. Which action should be taken to increase participation from culturally diverse families? Use various methods of communication to reach the families A student with a physical disability performs above average or at the top of the class in most subjects. One of the student's parents asks the teacher to remove the accommodations for the physical disability because they are embarrassing. What should the teacher do? Request a conference with the parents and appropriate stakeholders to further address the situation before any decision is made While taking an exam, a student with a disability asks a science teacher for extended time as allowed in the student's IEP. The teacher refuses, asserting that the student needs to work faster. The student tells a special education teacher about the issue. What is the special education teacher's ethical responsibility? To consult with the administration about ensuring accommodations are implemented If a teacher identifies potential discrimination between another teacher and a student, which action is ethically responsible? Reporting the incident to an administrator A highly qualified teacher with 15 years of experience at a school is respected by peers, consistently receives positive evaluations from administrators, and regularly participates in leadership and training opportunities. A new teacher is paired with the experienced teacher for mentorship. The new teacher discovers that the experienced teacher reviews students' IEP goals three months after school begins. What is the ethical responsibility of the new teacher in this scenario? Call out illegal, unethical, or detrimental behaviors to administrators A special education teacher keeps excellent records for all of his students, which are stored in an expandable file folder on his desk for easy access. One day, a custodian knocks over the file folder. While picking up the files, the custodian remarks he did not realize a specific student was in special education. The teacher says that the students are none of his business and that he cannot discuss particular students with him. Which rule about special education records did the teacher fail to follow? All special education records should be kept in a locked location. A teacher has learned about a reading intervention for students with disabilities. The program has evidence-based results of improving learning outcomes. The teacher asks a colleague about his student's disabilities to see if his students could also benefit from this program. Which law or ethical standard is this teacher violating? FERPA A first-grade student with a disability sometimes forgets to take medication before coming to school. The student's parent asks a special educator to administer the medication occasionally. Which action should the special educator take? Explain that medical professionals are the only ones who can administer medication at school What effect would special education teachers learning about their own cultural biases and differences have on practice in the classroom? Teachers would be less likely to unintentionally and unlawfully discriminate among students with disabilities. What are the requirements for informing parents of the Procedural Safeguards, according to the provisions of IDEA? Parents must be advised of the Procedural Safeguards at least once a year. A student returns to school and has a traumatic brain injury after a car accident and now qualifies for special education services under IDEA. The student's parents are not familiar with special education procedures or how the disability will affect daily living skills for their child. What should the special education teacher do in order to support the student and family? The special education teacher should help educate the family about the effects of the injury on the student's daily living skills and incorporate goals in the IEP to help improve his skills at home and school. A student with a physical disability has recently started attending the local middle school. The student is from a racial minority background, and the parents are non-English-speakers. Through a translator, the parents repeatedly tell the teacher they are extremely sorry he is being punished to teach their child, and they are ashamed.How should the teacher respond in order to appropriately collaborate with the parents? Exhibit understanding and then advocate for the student by sharing that many students with physical disabilities are successful The parents of a student with a disability complain that their child is not performing at grade level despite receiving special education services and interventions. What should the special education teacher tell the parents? They have the right to request a review of their child's IEP. The parents of a student with a disability request a copy of their child's IEP from the special education teacher. The teacher is unsure of what is allowed under the parent rights and responsibilities. What should the special education teacher tell the parents? They have the right to inspect and review the IEP at any time. The parents of a student with a disability are in an IEP meeting for their child. The parents do not agree with the IEP that is presented in the meeting. What should be the first step for these parents? They should talk with school officials to try to reach an agreement. [Show Less]
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WGU D002 - Professional, Ethical, and Legal Practices for Special Ed 100% corr
Which three criteria must a student with a behavioral disorder display to be eligible for IDEA special education services? An inability to learn which can... [Show More] not be explained by intellectual, sensory, or health factors An inability to build or maintain interpersonal relationships with peers or adults Inappropriate types of behavior or feelings under normal circumstances In the 1950s, Samuel Kirk discovered that a number of individuals had been misclassified with intellectual disability at the Michigan facility where he worked. Why did Kirk claim these individuals were misclassified? After intensive remediation reading progress made minimal progress made Left and became self supporting 00:01 01:22 What is a characteristic of Fragile X syndrome, which causes speech, language, social-emotional, sensory, and cognitive problems? More common in males than females Which characteristic of a specific learning disability is defined by IDEA? A disorder in one or more of the basic psychological processes What controversial issue have critics identified with the federal definition of learning disabilities? The learning environment is scrutinized ***Which disability are students with dyslexia, dysgraphia, or other neurologically-based deficits often identified as having? Learning disability About what percentage of students have emotional problems or mental illness? Less than 1% What are the most common problems seen in students with emotional disturbance? Conduct disorder, anxiety, and depression What is an organic cause of mild intellectual disability? Drug abuse by the mother, which can cause Fetal alcohol syndrome. Which teaching strategy would work best for a student who is at Piaget's concrete stage of development? experimentation with materials Which procedure would improve student adaptive behavior? positive behavior support What terminology describes putting the person before the disability? non-discriminatory education 00:02 01:22 What does every student with a learning disability have by definition? Academic problems Which three can be linked to emotional or behavioral disorders? Biological disorders and disease, bullying experiences in school, and dysfunctional family relationships. What is a main problem for students with Asperger syndrome in the school setting? Understanding hidden curriculum agenda Which federal program may provide health insurance for students with disabilities? CHIP According to federal and state laws, which decisions are parents required to participate in? Evaluating their child for special education services Determining accommodations or modifications for their child Determining their child's initial placement for special education services For which group are federal programs for families primarily targeted? Low-income households Which argument was used In PL 94-142 to advocate the education of students with disabilities in a general education setting to the maximum extent possible? Academic and social benefits Which type of delivery model was enabled by the Regular Education Initiative (REI) sponsored by the Office of Special Education and Rehabilitation Services in the late 1980s and early 1990s? Full inclusion The clause "It is inherently unequal to educate students with disabilities in separate facilities" helped give educational opportunities for students with disabilities. Brown v. Board of Education How often must the IEP team meet in order to evaluate the appropriateness of the student's educational program? At least once a year Which three actions are considered due process rights under the Individuals with Disabilities Education Act for parents of students with disabilities? Allowing parents to gain monetary damages if actions taken by the school are unfavorable to them Allowing parents a legal means to ensure the IEP is implemented for their student informing parents what will happen with their child's education Where do laws in special education rules and regulations primarily come from? Federal legislation and court cases What are three advantages of nonverbal interventions when working with students? -They don't draw undue attention to the student -They are effective for all students -They allow classroom activities to proceed without interuption. What does the Child Development Project aim to teach children to develop? self-control What is the life space interview (LSI) technique used for? To manage a behavior crisis as it occurs A student has difficulties adjusting to social situations on the playground. The student has a learning disability, but no other identified disabilities. underlying mental disorder Which problem behavior could result from a student lacking self control? Grabbing another student's pencil Which example best describes a student who cannot manage frustration? The student leaves a game that he or she is losing. What data can a teacher collect by charting the frequency of a target behavior? How often a target behavior occurs Which two preparations are necessary for an inclusion program to be successful? Conducting meetings between general and special education teachers Planning experiences in the general classroom that will decrease student anxiety Which condition leads to the success of inclusion programs? General and special education teachers are trained to collaborate effectively. Which students are most likely to make enough progress to no longer require special education services? speech impartments Which question could guide classroom observations in an inclusion program? Do teachers agree students are learning in the least restrictive environment? What is a nonacademic benefit of homework? It fosters independence and responsibility. What kind of instruction does a middle school special education teacher working in a resource room most likely implement? Small group instruction At what times should formal curriculum-based measurement be administered? before instruction and after instruction Which two assessments are formative assessments? Examining student products/portfolios Analyzing learning environment Which three components are included in curriculum-based objectives? -curriculum to be used -criteria for success -person responsible for student learning How can a teacher help raise a student's self-esteem? praise during a goal What instructional accommodation could help a student with a learning disability become an accepted part of an inclusion classroom? small group cooperative learning Which strategy is designed to help improve the reading comprehension of students with learning disabilities? Making predictions about the story, summarizing the story, make up questions about the story while reading, and construct an internal visual representation of the story Which describes the literature on learning styles? gives examples for progress made at certain stages Which classification requires analysis of adaptive behavior in and out of school to determine eligibility for special education? emotional disabilities/disturbances Which education models would support examination of a student's medical history to obtain insights about present behavior? biophysical Which model advocates having general and special education teachers collaboratively plan to facilitate inclusion for students with special needs? cooperative teaching or mainstreaming model Which method is an effective strategy for teaching students with disabilities? Matching instructional practices with the needs of the students Which activity is a responsibility of a consulting teacher? Providing expertise around adaptations Which step in Donald Meichenbaum's self-instructional procedure includes a student performing a task during silent self-instruction? Covert self-talk Which adaptation should a teacher use to help a student who experiences difficulty with hand-eye coordination when writing? adapt gross motor Which three components of precision teaching? Emphasizing doing away with undesired behavior -Measure performance daily -Calculate rates of response Which three stimulant medications are used to treat problem behaviors? Ritalin Cylert Dexedrine alternative teaching One t [Show Less]
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WGU D002 question and answers 2022/2023 latest update
True or False: Individuals with Disabilities Education Act (IDEA) (formerly the Education for All Handicapped Children Act) was enacted to create consiste... [Show More] ncy among states regarding educational safeguards and requirements for individuals with disabilities. True (no federal statutes addressed educational funding, regulations, and protection until it was enacted) True or False Prior to the mid-1970s, education for students with disabilities was a privilege and not a right. True (Not until after EAHCA children with disabilities given right to FAPE) When the IEP team considers how much time the student with disabilities will spend with students who do not have disabilities, they are focusing on______. The least restrictive environment. IDEA states that all students with exceptionalities are entitled to ___. A free and public education (FAPE). This is an amendment to include all devices to disabled infants and young children. This amendment also covers individuals transitioning from high school to college. Individuals with Disabilities Education Act of 1990 (IDEA) This mandate defines protected individuals as otherwise qualified. This mandate also requires that reasonable accommodations be made. Section 504 of the Rehabilitation Act This mandate extends protections and accommodations to associated individuals. Americans with Disabilities Act (ADA) Which 13 Disabilities are included as one of the federally defined categories covered under the provisions outlined in IDEA? Autism Spectrum Disorder Emotional Disturbance Hearing impairments Deafness Speech or language impairments Traumatic brain injury Visual impairment including blindness Specific learning disability Other health impairment Intellectual disability Deaf-blindness Orthopedic impairment Multiple disabilities Are the following disabilities covered under IDEA? Eating disorders Post-Traumatic stress disorder Seizure disorder They are not covered under IDEA What is PL 94-142? Also known as the Education for All Handicapped Children Act (EAHCA), this law is one of the most important legislative pieces for special education acting as the Bill of Rights for students with disabilities. Section 504 Part of the Rehabilitation Act of 1973, this act is known as a civil rights bill. This act ensures that every student with a disability is given the same rights, access, and protections as students without disabilities. What is the Americans with Disabilities Act This law extends civil rights protections to individuals of any age with a disability so that they are allowed to access both private and public sectors for services. It states that discrimination or exclusion is inappropriate and illegal. True or False All students who qualify for services under Section 504 also qualify for services under the Individuals with Disabilities Act. False Students cannot qualify for services under both. Components of IDEA Provides additional funding to states for eligible students. Covers only students with an educational need. Components of Section 504 Does not require the formal, detailed plans that are part of an Individualized Education Program. Contains explicit language protecting individuals with disabilities from harassment or retaliation based on their disability. Has no age restriction. What are the 3 components of the definition of disability that the ADA and Section 504 protect for individuals? -Have a physics or mental impairment that substantially limits one or more major life activities -Have a record of such impairment -Are regarded as having such an impairment Which constitutional provisions and amendment serve as the basis for IDEA, ADA, and Section 504? -provisions for spending money to protect the general welfare -14th amendment, no state shall "deprive any person of life, liberty, or property without due process of law... nor deny... equal protection of the laws" -under the due process and equal protection clauses of the 14th amendment to provide education on an equal basis and to provide due process before denying equivalent educational programming to different students What is stare decisis? courts are bound to render decisions consistent with previous decisions in the same jurisdiction and the higher courts over that jurisdiction What are 3 goals of the IDEA? 1- All students with disabilities have available to them a Free and Appropriate Education (FAPE) with special education and services for their unique needs that prepare them for further education, employment, or independent living. 2- Ensure the rights of students with disabilities and parents of such students are protected. 3- Assist states, localities, educational service agencies, and federal agencies in providing for education of all students with disabilities. What are the 4 major principles of IDEA? 1. Special education and services should be provided to ALL students who meet age and other eligibility requirements. (ALL students capable of benefitting from education). 2. Special education should be provided in the Least Restrictive Environment. 3. Education is to be individualized and appropriate to the child's needs (IEP) 4. Education is to be provided for free, at no cost to the parent. What are the 4 categories of protections provided under IDEA? 1. Right to written notice about meetings and proposed actions by school at all states of special education process. 2. Right to participate in decisions as an equal team member at all stages in special education process. 3. Right to consent or not consent to proposed actions during the special education process. 4. Right to have disagreements about decisions and proposals during special education process, resolved through various dispute resolution mechanisms at any stage in the process. What are the 3 categories of requirements of No Child Left Behind (2002)? 1. Development of state education standards with high expectations for all students. (Challenging, high expectations apply to ALL students, outlining what students need to know and do at various grade levels.) 2. Statewide assessment testing. (measure student proficiency in meeting content standards. Special Education services and accommodations assist in areas covered in statewide assessment.) 3. Highly Qualified Teachers (HQT) (Bachelor's degree, licensure or certification, and proven competency in area providing education.) Describe the significance of Brown vs Topeka Board of Education (1954) In this case, the court declared that education must be made available to all children and must be on equal terms. This case was foundational for future court decisions regarding discrimination against students with disabilities. Describe Change of Placement A change of placement due to disciplinary removal occurs if a child with a disability is removed from their current educational placement for more than 10 consecutive school days, or the has series of removals constituting a pattern because: (1) the removals total more than 10 school days in a school year; (2) the child's behavior is substantially similar to previous incidents that resulted in the series of removals; and (3) additional factors such as the length of each removal, the total amount of time the child has been removed, and the proximity of the removals to one another constitute a pattern. What is Interim alternative educational setting (IAES)? This is a disciplinary placement that is not the same as the child's current placement as defined in his/her IEP. What is Manifestation Determination? A determination (made by the student's Team) whether: 1) conduct in question was caused by the child's disability 2) conduct in question was the direct result of failure to implement the student's IEP What happens if the Team determines the behavior was a manifestation of a disability or the failure to implement an IEP? 1) The school must conduct a functional behavior assessment and develop and implement a behavioral intervention plan to address the behavioral issues 2) The district may not impose further discipline for the incident and must return student to placement removed from. 3) If due to failure to implement IEP, must immediately remedy the deficiencies. What is considered a "special circumstance" when considering disciplinary conduct? • carries a weapon to or possesses a weapon at school, on school premises, or at school function • knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at school function • inflicts serious bodily injury upon another person while at school, on school premises, or at school function True or False Students with emotional disabilities cannot be suspended from school for more than 10 days as a consequence for inappropriate behavior or discipline issues that occurred at school. True. The Honig v. Doe decision set the standard of 10 days as the dividing line between short-term discipline and a long-term consequence that would violate the student's right to a free appropriate public education. True or False Even if the school feels that Ethan's behavior can endanger other students, they must allow him to return after no more than 10 days to the school since his parents believe that his behavior is a manifestation of his disability False. If a student is considered dangerous, school personnel may request a hearing officer to bring the student to an interim alternative educational setting (IAES) for up to 45 days. Parents can appeal either decision, but the child will remain in the alternative setting while the appeal is conducted. Initial Practice-Based Professional Preparation for Special Educators: Standard 1 Engaging in Professional Learning and Practice with Ethical Guidelines 1.1 Practice within ethical guidelines and legal procedures 1.2 Advocate for improvement for exceptional individuals and families while addressing needs of diverse social, cultural, and linguistic backgrounds 1.3 Design and implement learning activities based on ongoing analysis student learning, self-reflection, and professional standards, research, and contemporary practices Initial Practice-Based Professional Preparation for Special Educators: Standard 2 Understanding and addressing each individual's developmental and learning needs 2.1 Apply understanding of growth and development to create developmentally appropriate and meaningful learning experiences that address the individualized strengths and needs of students with exceptionalities 2.2 Use knowledge and understanding of diverse factors that influence development and learning (including differences related to families, language, culture, community, individual differences, exceptionalities) to plan learning experiences and environments. Initial Practice-Based Professional Preparation for Special Educators: Standard 3 Demonstrating Subject Matter Content and Specialized Curricular Knowledge 3.1 Apply understanding of academic subject matter content of general curriculum to inform their programmatic and instructional decisions for students with exceptionalities 3.2 Augment general education curriculum to address skill and strategies needed to access core curriculum and function successfully within a variety of contexts as well as a continuum of placement options to ensure specially designed instruction to achieve mastery of curricular standards and individualized goals and objectives. Initial Practice-Based Professional Preparation for Special Educators: Standard 4 Using Assessment to Understand the Learner and the Learning Environment for Data-based Decision Making 4.1 Collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school based systems of support. 4.2 Develop, select, administer, analyze, interpret multiple formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services 4.3 Assess, collaboratively analyze, interpret, and communicate students' progress toward measurable outcomes using technology as appropriate, to inform both short-and long-term planning, and make ongoing adjustments to instruction. Initial Practice-Based Professional Preparation for Special-Educators: Standard 5 Supporting Learning Using Effective Instruction 5.1 Use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. Then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual. 5.2 Use effective strategies to promote active student engagement, increase, student motivation, increase opportunities to respond, and enhance self-regulation of student learning. 5.3 Use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning. 5.4 Use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group. 5.5 Organize and manage focused, intensive small group instruction to meet the learning needs of each individual. 5.6 Plan and deliver specialized, individualized instruction to meet the learning needs of each individual. Initial Practice-Based Professional Preparation for Special-Educators: Standard 6 Supporting Social, Emotional, and Behavioral Growth 6.1 Use effective routines and procedure to create safe, caring, respectful, and productive learning environments for individuals with exceptionalities. 6.2 Use a range of preventative and responsive practices documented as effective to support individuals' social, emotional, and educational well-being 6.3 Systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments. Initial Practice-Based Professional Preparation for Special-Educators: Standard 7 Collaborating with Team Members 7.1 Utilize communication, group facilitation, and problem-solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students' instructional and behavioral needs. 7.2 Collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families. 7.3 Collaborate, communicate, and coordinate with professionals and agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with exceptionalities and their families 7.4 Work with and mentor paraprofessionals in the paraprofessionals' role of supporting the education of individuals with exceptionalities and their families What is OSEP? Office of Special Education Programs Their mission is to improve outcomes for children with disabilities, birth through 21 and their families to ensure access to fair, equitable, and high-quality education and services for opportunity to learn and lead purposeful and fulfilling lives. This organization administers IDEA. True or False The mission of OSEP is to improve outcomes for children with disabilities, from birth through age 21, and their families by ensuring access to fair, equitable, and high-quality education and services. True OSEP provides grants for school-age students under part B for infants and families under Part C and discretionary grants to higher-ed and nonprofit for prof. development, tech, and parent-training and info centers What are some characteristics of Effective Special Education Teachers? ~Deep and well-integrated knowledge ~Understand content they are teacher ~Can enact instruction that provide students engaging access to content ~Know how to be responsive to needs, correct errors, provide feedback and support ~Thoughtful about approach ~Relentless effort to help students ~Able to collaborate with parents and collegues What is pedagogical content knowledge Integrated knowledge that includes the specialized knowledge to provide meaningful instruction, a deep understanding of students with disabilities' developmental and learning needs, knowledge of content, and knowledge of teaching. What are some things that effective educators do? -Purposeful instruction -Effective use of time -Repeated practice opportunities -Explicit skill and strategy instruction -Create safe classroom environments -Effective collaborators What are 3 dispositions of effective Special Educators? -Persistence (all students can excel) -Analytical (analyze and critique own practice) -Innovative (try new ideas) Distinguish between a handicap and a disability. A disability is a limitation imposed on an individual by a loss or reduction of functioning. A disability is the consequence of an impairment that could be sensory, physical, cognitive, emotional, or a combination. The term handicap refers to the impact of a disability, not the condition itself. This includes the challenges they may face in day-to-day life. What are the 2 major components of Free and Public Education? 1) Services must be free (public expense, no cost to parents) 2) Services provided must be appropriate for the students based on unique needs What is ESY and who is eligible? Extended School Year Individuals with IEP who would have significant regression that could not be recouped in a reasonable period of time after the break are eligible. True or False A free appropriate public education must be provided to students with disabilities, even if they have been expelled from school. True If a student with a disability misses more than 10 days of school, the school district must make arrangements that provide educational services that allow the students to continue to make progress in the general education curriculum and toward his or her IEP goals. True or False School districts can bill the parents' private health insurance to cover the cost of the related services (such as occupational therapy) deemed as necessary in the IEP. True This type of payment that is used for IEP-related services are known as third-party payments. These payments can come from the parent's health insurance or Medicaid to help school districts cover the costs. In order to show that a free appropriate public education is being provided, the _____ Student must make some educational progress How do IEP teams determine whether annual IEP goals are appropriately challenging? Alternative academic achievement standards are allowed. The IEP goals are designed so the student can make progress in the general curriculum. True or False IDEA and its regulations define the term "appropriate". False It does not specify. Board of Education v. Rowley was the first Supreme court case to address any issue in IDEA. The focus was to "give content to the requirement of an 'appropriate education'." True or False In the Rowley decision, the Supreme Court said that the "intent of IDEA was to open the door to children with special needs on appropriate terms, not to guarantee a particular level of education." True The court said that supplying every special service necessary to MAXimize the potential of each students with special needs is beyond the intent of Congress in writing IDEA. What is the definition of "reasonably calculated"? The IEP team will use their expert judgement informed by the child's progress, the child's potential for growth, and the views of th child's parents. True or False The Supreme Court rejected the "merely more than de minimis" standard. The standard is no longer considered "good" law. True The Court explained that a student receiving an educational program offering merely more than de minimis progress year over year is the same as not being offered an education at all. True or False The decision in the Endrew case stated that he expectations for a child's progress must be appropriate based on that child's circumstances. True The decision reinforced the importance of focusing on the individual needs of a particular child, a major principle of IDEA. The decision focuses on the responsibility to offer specially designed instruction to meet the child's unique needs. The student's IEP must be designed to provide the student with FAPE. What are 2 major components of FAPE? The services provided to the student in the IEP must be appropriate for the student and based on the student's unique needs. Special education and related services must be provided at no cost to the parents. True or False IDEA requires full inclusion of students with disabilities False The goal of IDEA is to ensure that students are educated to "the maximum extent possible" in inclusive settings and to ensure the student receives FAPE. True or False IDEA addresses age-appropriate placements as a consideration for LRE. False. IDEA does not address age-appropriateness in LRE decisions. Courts discussed age-appropriateness in several decisions but did not include it in any of the LRE approaches. There is significant support among educators for chronological age placements, but neither IDEA nor the courts have addressed this directly. True or False IDEA addresses LRE for academic programming and not extracurricular activities and non-academics. False IDEA states that extracurricular activities (e.g., sports, student organizations) and non-academics (e.g., meals, recess, and breaks) must be addressed for LRE. For some students with restrictive academic programming, the non-academics provide the only opportunity to interact with peers. The idea that students with special needs should be educated with peers who do not have disabilities is based on which 3 principles? -Education in a separate classroom may lead to lower expectations. -Separation or segregation does not provide equal opportunity. -The value of interacting with a variety of peers in culturally sustaining ways is lost in segregated education. The framework of the basic steps to solve ethical dilemmas is constructed from theories of.... Justice Critique Care Professionalism List the 7 Basic Steps to Solving Ethical Dilemmas in Special Education Step 1: Describe the context of the situation Step 2: Describe the issues involved Step 3: Guiding questions Step 4: Identify alternative decisions Step 5: Identify consequences for each alternative Step 6: Rank order alternatives Step 7: Monitor and modify the decision What are the 8 indicators of the NEA principle of Commitment to Students? -Restraint of individual action and pursuit of learning -Access to varying points of view -Do not distort subject matter -Protect students from harm -Do not embarrass or disparage -Do not discriminate -Do not use professional relationship for private advantage -Do not disclose confidential information What are the 8 indicators of the NEA principle of Commitment to the profession? -Do not make false statements in application of a position -Do not misrepresent qualifications -Do not assist someone unqualified to gain entry into the profession -Do not make false statements concerning a candidate's qualifications -Do not assist a noneducator in the unauthorized practice of teaching -Do not disclose personal information about a colleague unless required by law -Do not knowingly make false statements about a colleague -Do not accept any gift or favor that might influence professional decisions! What are the two main principles of the NEA Code of Ethics? 1. Commitment to help each student reach potential 2. Commitment to the profession and public trust and responsibility Describe the CEC Code of Ethics for Special Educators -promote highly educational and quality of life for persons with special needs -promote and maintain high level of competence and integrity in practice -Engage in activities to benefit personas with special needs -Exercise objective professional judgement -Advance knowledge and skills -work within professional standards and policies -uphold and improve laws, regulations, and policies -uphold and improve laws, regulations, and policies -promote ethical and legal behavior and standards Which special education law is responsible for determining the timeline for initial evaluations? IDEA 2004 within 60 days of receiving parental consent, or within a timeframe established by the state A middle school student is administered a test according to school policy and in compliance with the student's IEP. Afterward, the science teacher instructs the special educator to retest the student without the IEP accommodations because the science teacher thinks the IEP serves as a crutch for the student. Which action aligns with the CEC Code of Ethics? A. Change the testing accommodations since the test was taken in that teacher's content area. B. Convene the IEP team to discuss changing the test results. C. Tell the science teacher that the test cannot be retaken because the student's IEP allows for certain accommodations and the current test with those accommodations stands. D. Contact the student's parents to have the student moved from that teacher's class. C. Tell the science teacher that the test cannot be retaken because the student's IEP allows for certain accommodations and the current test with those accommodation standards. You approach a middle school student with an intellectual disability sitting in a wet spot on the hallway carpet, which appears to be her own urine. You talk to the student and ask her if she would like you to walk her to the nurse. While talking to her, the special education teacher comes out of her room and tells you to mind your own business and leave her student alone. She also tells you the student urinated on herself to "gain attention." What is the next thing you should do? A. Step away from the student and ask the teacher in private if you can help in any way. Explain that you respect the teacher but are worried about the welfare of the student. B. Do not get involved in the situation. The special education teacher is in control of her own classroom. C. Go directly to the administrator to discuss your concerns. D. Ask the student to come with you to the nurse's office. Explain to her that it was wrong for the teacher to make her sit in her own urine. A. Step away from the student and ask the teacher in private if you can help in any way. Explain that you respect the teacher but are worried about [Show Less]
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WGU D002 Case Laws questions and answer correctly solved
Brown v. Topeka Board of Education Supreme court ruled that education must be available to all children on equal terms. Separate is not Equal. 9-0 vote ... [Show More] Hobsen v. Hansen stated IQ tests were culturally biased; ruled against track system based on IQ testing Diana v. California State Board of Education requires that schools provide tests to students in their first language or by means that doesn't require English fluency PARC v. Commonwealth of Pennsylvania All children with disability right to FAPE. Because segregation based on race was deemed unconstitutional, segregation based on disability is also unconstitutional Mills v. Board of Education of the District of Columbia lack of funding is not a good enough reason to not provide SPED to qualifying students Larry P. v. Riles Case Ruled that IQ test could not be used as the primary or sole basis of placing students in special programs; led to multi-tiered SPED evaluation process Board of Education of Hendrick Hudson School System v. Rowley school is required to provide FAPE based on students needs, not more expensive services at parent request beyond FAPE Irving Independent School District v. Tatro Forced schools to provide non- physician required medical services to allow a physically impaired student to attend school Honig v. Doe students who misbehavior is related to their disability can not be denied education Daniel R.R. v. State Board of Education -1989 -redefined the definition of least restricted environment along with appropriate (some students need to be taught in self-contained classes) Florence County School Dist 4 v. Shannon Carter Forest Grove School Dist v. TA parents entitled to reimbursement if they were denied FAPE and had to enroll their child in a private school [Show Less]
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Ultimate WGU D002 OA Prep question and answers 2022/2023
Identification and referral to Special Education is also called what? Pre-referral Where does the pre-referral (identification and referral to Spec... [Show More] ial Education) process take place? In the general education classroom. What is the pre-referral process? Helps general education teachers develop effective strategies that improve success for struggling students. - Prevents over-representation of students who are learning English as a New Language or students who are at risk, but do not have a disability. - Encourages communication about how to meet student needs. - A preventative process that helps eliminate inappropriate referrals to special education Data collection that can support eligibility determination, especially for suspected learning disabilities. What is a referral? Someone asking the school district to determine if the student is a child with a disability as defined under IDEA. What does a high-quality general education classroom look like? Effective use of validated curriculum and evidence-based instructional strategies - Frequent monitoring of growth and skills acquisition - Ongoing teacher training - Universal screening What is Universal Screening? Assessments given to all students. - Purpose: identify any student who may be struggling and begin early intervention. - Many schools do universal screening at the beginning of the year. Some do reading assessments three times per year. Areas that may be included in Universal Screening Vision - Hearing - Reading - Math - Behavior - Social Emotional Skills What happens with the Universal Screening Data? Teachers determine which students need close monitoring during Tier One instruction. - Teacher might select the lowest 25% of the class for close monitoring or use district benchmarks to select a small group of students for monitoring. - The teacher will deliver high-quality instruction to the whole class and closely monitor progress for the struggling students to see if they are responding to the high-quality instruction. What happens in a Tier 1 classroom? Uses evidence-based, scientifically researched core curriculum materials - Aligns to state standards. - Teachers trained in how to deliver the curriculum. - Student progress is monitored regularly. - About 75-80% of students reach competency in Tier 1. What are some things that might spark an initial concern about a student? Falling grades - Difficulty comprehending what is read - Motivation decreases - Behaviors (e.g., acting out or withdrawn) - Non-compliance - Executive functioning concerns (e.g., lack of organization, task initiation, impulse control) - Social-emotional concerns (e.g. lack of confidence, difficulty with change) - Trauma (e.g., family death, divorce, starting a new school) - Significant absences How does the teacher know the student is not meeting competency in Tier 1? Data analysis. - Is the rate of learning sufficient for the student to reach the average range with peers in a reasonable amount of time? - Can the intensity of interventions be maintained in the general education classroom or is more needed? - Is the student able to reach the average range with accommodations? : Remember, anyone can have an accommodation. We are simply providing access. What happens to a student who is not meeting competency in Tier 1? Begins additional small group instruction and more intensive monitoring - Tier 2. What happens in Tier 2? This is supplemental to what the student continues to receive in Tier 1. - A small group of students may be pulled aside while Tier 1 students are completing some independent work or working in stations. - Tier 2 focuses on specific skill-building and practice. - The teacher chunks down what was taught in Tier 1 and reteaches a smaller chunk, using different strategies and tools. For example, if the students are working on 1:1 correspondence for numerals 1-10; in the Tier 2 group, the students might work on numerals 1-5. - The small group might meet 2-3 times per week to practice the skill. - Skill progress is assessed more frequently than in Tier 1. - Goal is for student to reach the average range in the skill and return to success in Tier 1. How do we know if the student is making adequate progress in Tier 2? Example of a student responding positively to the Intervention This fourth grade student had 9 weeks of small group instruction 1 hour/day, 5 days/week. Progress monitoring results indicated a 24-point increase, At the current Rate of Improvement (ROI), the student will "catch up" to the 4th grade EOY benchmark with an additional 3 weeks of instruction What is Tier 3 intervention in RTI? This is supplemental to what the student continues to receive in Tier 1. - An individual student may be pulled aside while Tier 1 students are completing some independent work or working in stations. -bTier 3 focuses on more time, more attention and special resources - The small group might meet 4-5 times per week to practice the skill. - Skill progress is assessed more frequently than in Tier 2 - Goal is for student to reach the average range in the skill and return to success in Tier 1. Is Tier 3 Special Education? No. Tier 3 is part of general education. What is the IDEA Special Rule for eligibility determination? Under Section 300.306 of IDEA, the Special Rule states that a student cannot be found eligible for special education if, the main challenge for the student is: o Lack of appropriate instruction in reading o Lack of appropriate instruction in math o Limited English proficiency Why is the IDEA Special Rule for eligibility determination important in pre-referral? • The general education staff must provide data to the eligibility determination team that demonstrates the student has had appropriate instruction in reading and math. The student has had the opportunity to learn those academic subjects. • The general education staff must provide data to the eligibility team that demonstrates that in addition to limited English proficiency, a disability is also suspected. ELs can have disabilities. Learning English is NOT a disability. When is a Tier 3 student referred to special education? • The student is not making progress •The general education team is confident that their data meet the standards for IDEA's Special Rule. What is Child Find? • Child Find is part of the Zero Reject principle of IDEA. • Child Find requires states/districts to identify, locate, and evaluate (if appropriate) students who need special education. • Anyone with knowledge about a child can refer the child for special education evaluation If a student is referred under Child Find, is the district required to evaluate the student? No. The school must consider the request to evaluate. If there is no reason to think the student has a disability, the school does NOT need to evaluate. Which cases are most closely related to the IDEA principles of Zero Reject and Child Find? PARC and Mills : Prior Written Notice (PWN) and Informed Written Consent What is Prior Written Notice? • It is one of the procedural safeguards provided to parents and students in IDEA. • Written explanation of an action the school want to take that concerns the student. • Designed to keep parents up to date on important decisions for their child What must be included in a Prior Written Notice for eligibility determination? • An explanation of what the district plans to do. In this case, assess the child to determine if they are eligible for an IEP. • A description of other options and why they were rejected. You must be specific here. The student received extra help general education with reading. His skills remain significantly below grade level. • A description of each assessment used in decision making. For eligibility determination, the assessment plan is attached. • A reminder that parents have rights to procedural safeguards and due process rights • Information about how the parent can get a written copy of their rights • Contact information to get help in understanding their rights. What must the district do to ensure parents understand the PWN? • Write the PWN so anyone in the general public can understand it • Provide the PWN in the mode parent's normally use (native language if they do not read English, Braille, large print, etc.) What is the legal definition of "consent" under IDEA? Consent must be informed. The parent must understand what they are agreeing to. The Prior Written Notice (PWN) must be in parent's primary mode of communication (native language or Braille) •Consent must include a written signature. A verbal agreement does not qualify as consent. • Consent is voluntary. It can be withdrawn at any time. What does IDEA mean when it says "parents?" • Under IDEA, the person legally responsible is the person who can give consent. • Often the consent giver will be the biological parent. • Could include grandparents, step parents, surrogate parent appointed by the court, or a court-appointed guardian. Does the parent have to agree to eligibility determination assessment? o No. o The school will not be able to assess for eligibility determination. o The child will "stay put" in the general education classroom Stay Put is one of the procedural safeguards provided to parents and students in IDEA. Evaluation for Special Education • Multidisciplinary Team (MDT) • Assessment Plan Design • Administration and Interpretation of Results What is the purpose of evaluation in special education? • Determine if the student meets the IDEA definition of "Child with a disability" • Gather information to determine the unique needs of the student •Guide the decision-making about appropriate education in the least restrictive environment What is IDEA's definition of a "Child with a disability?" The student has one of the disabilities listed in IDEA AND because of the disabilities requires specially designed instruction and related services. What are the disability categories found in IDEA? 1. Autism Spectrum Disorder 2. Deafness 3. Deaf-blindness 4. Developmental delay (defined by each state) 5. Emotional disturbance 6. Hearing impairment 7. Intellectual disability 8. Multiple disabilities 9. Orthopedic impairment 10. Other health impairment 11. Specific learning disability 12. Speech or language impairment 13. Traumatic brain injury 14. Visual impairment, including blindness What is the timeframe for conducting the initial evaluation and the parents giving informed, written consent? Within 60 calendar days of receiving the parent consent or within the timeline established by the individual state. What does IDEA require for an initial evaluation? • The evaluation must be comprehensive so that all of the special education and related service needs for that individual child are identified. • The evaluation must use a variety of assessment tools and strategies to gather functional, developmental, and academic information about the student. • No single test (especially IQ) can be used as the only evaluation • A variety of methods are used (testing, observations, interviews, etc.) • A variety of sources provide information (parents, teachers, specialists, the student, etc.) What types of assessments are in the Assessment Plan for an initial evaluation? • General health • Vision and hearing • Social emotional status • General intelligence • Academic performance measures • Communication skills • Motor abilities IDEA requires that technically sound instruments and process are used in the evaluation process. What does this mean? • The instruments must be valid and reliable. • The assessments must be given by trained and knowledgeable people • The assessment must be given properly, following the instructions of the test vendor • The assessments must be used for the purposes for which they are valid and reliable so that the results are valid and reliable. • The assessments must consider language, communication mode, and culture • The assessments must take into account challenges the student might have to the assessment is measuring the student's performance or achievement, not the challenge. In which cases were these technical procedures violated? • Hobson v Hansen - inappropriate use of testing to track students. The assessment was not used for the purposes for which they are valid and reliable, so the results are not valid and reliable. • Diana - not testing in native language. The assessment was not used for the purposes for which they are valid and reliable, so the results are not valid and reliable. • Larry P. - test was not culturally relevant. The assessment was not used for the purposes for which they are valid and reliable, so the results are not valid and reliable. Why is pre-referral data reviewed? To determine if the existing data are sufficient to determine eligibility or if additional information is needed. Who designs the Assessment Plan? The school psychologist is the expert in assessment. They generally design the assessment plan Who makes up the Multi-Disciplinary Team (MDT) or evaluation group? • The core four, plus specialists related to the unique needs of the student o School psychologist o General education teacher o Special education teacher o Parents What is an IEE? • Independent Education Evaluation •One of the procedural safeguards and due process rights under IDEA Why would parents ask for an IEE? • If the parents disagree with the district's evaluation results, the parents can request an IEE at public expense. • At public expense means there is no cost to the parent • Parents can get an IEE at their own expense. The school must consider (not necessarily use) the results of the IEE as long as it is technically and procedurally sound. What happens when the parent requests an IEE? • The school district can initiate a due process hearing to show that their evaluation meets all of the technical and procedural requirements. •The school must provide the parents with information about where to get an IEE and the requirements for the IEE. These requirements must be the same as the district's requirements for evaluations. Which due process rights and procedural safeguards are tapped in the evaluation process? • Parent Participation - the right to be included in meetings where decisions are made about their child • Prior Written Notice - the right to receive advance information about what the district plans to do and why • Consent - the right to understand what the district plans to do with your child and to give permission before any action is taken. The parent has the right to say "no." • IEE - the right to get an independent educational evaluation. Eligibility Determination • The student meets requirements for one or more categories of disability in IDEA • The student requires special education and related services as a result of the disability • The disability has a negative affect the student's educational achievement or performance • Requirements for ID category • Requirements for the SLD category • Reporting Results to Parents What happens after the evaluations are complete? The MDT or evaluation group meets to consider the assessment data and other information to determine if the student is "a child with a disability" as defined under IDEA. What is the IDEA definition of a child with a disability? • The student meets requirements for one or more categories of disability in IDEA • The student requires special education and related services as a result of the disability • The disability has a negative affect the student's educational achievement or performance What must the MDT consider as it reviews the evaluation data? o The evaluation data o Parent input o Teacher recommendations o Information about the student's health and physical condition o Student and family's social and cultural background o The student's adaptive behave What is a specific learning disability? A failure in specific brain processing the makes it hard to understand or use language, learn to read, do math, to write, speak, spell, or listen. (EX: Dyslexia, dyscalculia.) What are the rules for eligibility determination for Specific Learning Disabilities? o Severe discrepancy between IQ (predicted school success) and actual achievement o A process based on the student's response to scientific, research-based intertervention (RTI) • The severe discrepancy cannot be the result of o Visual, hearing or motor impairment o Intellectual disabilities o Emotional disturbance o Environmental, cultural, or economic disadvantage • The evaluation must include an observation of the student's academic performance in the general education classroom by an evaluation team member who is not the student's general education teacher. If the severe discrepancy model is used, how is the "severe" discrepancy defined? Each state determines the severe discrepancy. What is the definition for Intellectual Disability? • Below average IQ and limitations in functional or adaptive behavior. • Functional behaviors include o Social Skills o Daily Living Skills o Conceptual skills like language, time, self-direction • Learning takes longer than for typical students • Some complex skills may not be learned IEP Development • IEP Team • IEP Mandatory Components • Services • FAPE What is an IEP? • A written contract the details the unique needs of the student and the special education and related services the student will receive. • The IEP details how the student will receive FAPE. The services the student receives • Set reasonable achievement and performance goals When is the IEP developed? The IEP meeting must be held within 30 calendar days after the eligibility determination and parent consent. What are the mandatory IEP components? A statement of the child's present levels of academic achievement and functional performance, (PLAAFP) including how the child's disability affects their involvement and progress in the general education curriculum • Measurable annual goals, including academic and functional goals o How student progress toward meeting the annual goals will be measured, and when progress will be reported • Special education services. Instruction that is specially designed to meet the unique needs of the child o specially designed instruction means adapting the content, methods or delivery of instruction to meet the unique needs of the child. The adaptations must effective and based on research. • Related services. Support from experts in specialized areas such as PT, OT, Speech, counseling, etc. • supplementary aids and services improve student's access to learning and participation in academic, extracurricular, and nonacademic activities and settings. o curriculum accommodations or modifications such as pacing, more time, set of materials for the home, recordings of instruction, sign-language, guided notes, large print, checklists, alternative assessments, accessible educational materials, teaching strategies o environmental supports such as preferential seating, coverings for fluorescent lights o staff support for students such as classroom buddy, 1:1, behavior support, para support o specialized equipment for the student such as computer, augmented communication, restroom equipment o student self-management such as calendars, study skills o social Interactions support such as social skills training o specific training for the staff working with the student. • Program modifications. Significant modifications for students. For example, curriculum modification (teaching 1st grade reading skills instead of 4th grade) and modifications in measurement of learning (measured on 4 elements of rubric, not 6). These significant modification should be reviewed with parents. For example, if we cannot close the 3-year reading gap, the student may not be able to graduate from HS on time. o Can also include supports for staff such as consultation, attending workshops, special teacher materials o These staff supports may be placed here or in supplemental aids and services. • Extent of participation or LRE - Least Restrictive Environment. An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in extracurricular and nonacademic activities. • Individual accommodations that are necessary for State and districtwide assessments • (Note: If the IEP team determines the student must take an alternate assessment instead of the State or districtwide assessment of student achievement, the IEP must include a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child. This applies to very few students - capped at 1% under ESSA) • The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration for services and modifications. • When the student turns 16, the IEP must include measurable post-secondary goals related to education, training and employment and a plan to attain those goals. For students who will need assistance with independent living, a goal for that area must be included. • One year BEFORE the student reaches the State defined age of majority, the IEP must include information on what rights will transfer to the student. What is Age of Majority? • Age of majority is determined by state law. Most states recognize age of majority as 18. • At age 18, procedural rights transfer to the student, unless the student is "not competent" to make legal decisions under state law. Then the rights remain with the parents. • Under IDEA parents continue to receive PWN along with the student after the student reaches the age of majority. Who are the mandatory IEP team members? • Parents • At least one general education teacher • At least one special education teacher • Local Education Agency (LEA) representative. This representative must be knowledgeable of both special and general education and availability of resources. Often this is a school principal. • Someone who can interpret the instructional implications of evaluation results. For initial evaluations, this is often the school psychologist. Who else might attend an IEP meeting? • Related service providers • Parent Advocates • The student What happens at an IEP meeting? • At an initial IEP meeting, the evaluation results are shared. The team members share their thoughts and suggestions. • The team discusses each section of the IEP. The team will reach consensus on what services are to be provided to the student to reach the annual goals. Then, the team discusses placement and time with non-disabled peers. What are special factors that must be considered in the IEP? • Behavior Does the student's behavior interfere with their own learning or the learning of others? If yes, the team discusses how to use positive behavior interventions and supports to address the behavior. An FBA and BIP may be recommended. • Limited English Proficiency. What language supports are needed in addition to services for the disability? LEP is NOT a disability. • Blind and Visual Impairment. Discussion on appropriateness of use of Braille and instruction in Braille. • Communication Needs. This discussion applies to all students. What skills does the student have? Do they communicate effectively? This is a very important area for non-verbal students. For students who are Deaf or Hard of Hearing, the team must discuss opportunities for instruction in the student's language and communication mode. • Assistive Technology. Does the student need assistive technology, devices and/or services? What does IDEA say about FAPE? FAPE of a cornerstone of IDEA. Every eligible student with a disability is entitled to a free appropriate public education that emphasizes special education and related services designed to meet the student's unique needs and that prepares the student for further education, employment, and independent living. Was the term "appropriate" as used in FAPE defined in IDEA? No, the law did not define what "appropriate" meant. IDEA says that the special education and related services provided in the IEP must provide the student with FAPE. What is the primary vehicle for delivering FAPE? • The IEP • The IEP must be "reasonably calculated" or our very best effort and thinking, to provide FAPE to that student. What is the first Supreme Court case to address FAPE? Board of Education v Rowley What did the Supreme Court say about "appropriate" in the Rowley case? • District must provide personalized instruction and sufficient support services that allow the student to benefit educationally. • IDEA does not require that we "maximize the potential" of the student nor provide the best possible education • The student must benefit from the services provided which is measured by progress What did the Supreme Court say about "appropriate" in the Endrew case? • IEP must ensure more than de minimis or the minimum educational benefit • IEPs must be "appropriately ambitious" for the unique needs of the student. • Every student must have a change to meet challenging goals • The adequacy of any IEP is based on the unique needs of the student • Emphasized importance of meaningful parent collaboration and input into the IEP What do IDEA 2004 and the regulations say about FAPE? • IDEA focuses on quality of services students receive and the outcomes of those services. • High expectations are required. • Instruction must ensure that students can access and progress in the general education curriculum. • IEPs must approximate the student's chronological age grade level • The IEP must be federally compliant. • Extended School Year (ESY) or more than 180 days of instruction per year must be considered • Other funding sources, such as Medicaid or private health insurance, should be used to pay for some Special Education services. •The IEP must ensure access to the general education curriculum.The IEP must be aligned with the state academic content. In other words, the IEP must be standards-based Does FAPE require that the school provide "the best possible services" or maximize the potential for the student? No. FAPE is a basic opportunity to make progress. Does FAPE require that parent demand for a specific instructional program or class setting be honored? No. The parent can provide input and state preferences. The IEP team makes the decision about services. Does FAPE guarantee the student a spot on a team or in an extracurricular activity? No. FAPE does not provide preferential treatment. The student must have an equal opportunity to participate. What is the principle of LRE? • Provide education to students with disabilities in nonsegregated settings as much as possible/appropriate. • IDEA says: Special classes, separate schooling or other removal from the general education environment should occur only when the nature or severity of the disability prevents the student from satisfactory achievement. • LRE can also be called the "extent of participation" referring to how much time the student will be with non-disabled peers. • LRE influences where a student spends time at school and the other students they interact with. •Districts must provide supplementary services if the child is placed in the general education classroom. Services like resource room, consulting teacher, or itinerant services. What is the "continuum of alternative placements?" • IDEA requires that each district make a continuum or sequenced list of the placement options available in the district. • If the team determines that the student cannot make progress in the general education classroom, then the alternative placements are considered. What is the purpose of the Continuum of Alternative Placements? (Also known as the Cascade of Placement Options) • Ensure the student with a disability is served in a setting where the child can make progress on their IEP goals. • Emphasizes the importance of individualization. What will work for this child? How are placement/LRE decisions made? • IDEA requires the placement team include people with specific expertise or knowledge o Parents o Personnel who know the placement options available to meet the student's needs o Individuals who understand and can interpret the data used to develop the student's IEP. This group is often the IEP team, but can be a separate team • Placement decisions cannot be made based on budget, open seats, or for the district's benefit • The team must make the placement decision based on the student's IEP • The placement must be as close to the student's home as possible (not an absolute right to the neighborhood • Place the student in the school they would normally attend if possible ((not an absolute right to be in the neighborhood school) Why is important that the student in in the LRE? • As Brown ruling stated: separation in education is stigmatizing • Expectations may not be high enough in homogeneous settings • There is value in interactions for both students with disabilities and typical learners. • Peer modeling What is the LRE test (The Two-Prong test) established in the Daniel RR case? • Can the student make progress in the general education classroom with supplemental aids and services? • Is the student with non-disabled peers as much as possible? The court also said that these factors can be considered in the LRE decision. • Have sufficient efforts been made to accommodate the student in the general education classroom with supplemental aids and services? • Will the student get educational benefit in the general education classroom given the nature and severity of the disability? •What will be the impact or disruption for the education of other students in the general education classroom? Does LRE apply only to academic programming? • No! • IDEA extends LRE to nonacademic and extracurricular activities. Examples: breakfast/lunch, recess, sports, student organizations, clubs Does IDEA require/mandate full inclusion? • No! • The education of students with disabilities must be proved, to the maximum extent appropriate, with those who do not have disabilities. • Age-appropriate placement is a consideration in LRE Which case informed our understanding of LRE? Daniel RR Progress Monitoring, Annual Review and Re-Evaluation • IEP Goal Monitoring • Progress reporting • Annual Review • 3-year Re-Evaluation [Show Less]
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