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
... [Show More] time 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]