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Created with known standards. Students know what is expected of them in order to pass. Assessment of the test is non competitive. Student is being evaluated only for their own strengths and weaknesses.

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Used with students for placement among other students. These tests are often graded with a curve or percentile

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Pre-Referral: Observe the student. modification are made to the regular learning strategy to see if the student can learn with a different approach.
Response to Intervention (RTI): An approach schools use to match individual students with the teaching practices and level of support that work best for them. 3 tiered model. At each step, ore support is offered to students who need it. Tier 1 being lowest and Tier 3 being intensive.

Referral: If modifications in previous stage are ineffective, school psychologist will create documentation of student history and difficulties. Referrals and testing strategies will be arranged. The referral should describe the concerns about students development, learning and/or behavior.
PARENT MUST GIVE CONSENT SO THE CHILD CAN BE EVALUATED

*After the consent, the school has 60 calendar days to evaluate child*
Identification Evaluations: Social History (child's development and family history), Psycho-educational (A test that looks at what your child knows and how they learn), Observation, Physical Examination

Eligibility: IEP team decided what services and accommodations will be considered for the student.

Development of the IEP: IEP team outlines the actual learning plan for the student

Implementation of the IEP: IEP is begun with members of the team who offer support and expertise

Evaluation and reviews: IDEA law requires constant assessment to see IEP effectiveness. Modify as needed.

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The determination that a student has a disability is made up by the MDT. The conduct a multidisciplinary evaluation (MDE) by collecting, assembling, and evaluating info to determine whether a student needs the conditions that define a disability as a set forth in IDEA and state law

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-CSE Committee of Special Education
Members of the Committee of Special Education:
Principals- Administrative: Implement building policy procedures and control designation of facilities, equipment and resources. Follow protocol, watching for liability issues and managing the school team.

General Ed Teacher- Observe the students learning progress and monitor the the success of the IEP. Give feedback to student and IEP team. Trained in general & specific instructional areas. Contribute to referrals.

Occupational Therapist- For older students the OT will work with self-care skills including vocational skills. in general, if they work in public schools, will focus on motor skills.

Paraprofessional- Assistant to the Special Ed teacher & works in the classroom with stud with disabilities. Para's work as a tutor for individual students or with small groups, creates the materials to be used in class with the student & gives important feedback to the student and members of the IEP team.

Physical Therapist- Works with students who have issues with disorders of the muscles, bones, joints, or nerves after the cerebral palsy or muscular dystrophy. Public schools may need assistive technology and/or adaptive equipment.

School Psychologist- Administer and interpret results of the standardized tests. Contribute to the assessment of the student & help create the IEP. Psychologist will observe the student in the classroom, provide testing and document a case history of the student.

Social Worker- Provide resources and materials to the parents or caregivers of the student. They specialize in knowing community and school services available.

Speech Pathologist-Speech language disorders on an ongoing basis.

School Nurse- Provides information to the families about health related issues. Responsible for medications, therapeutic services and care for specific medical conditions.

Guidance Counselor- Counseling services for family and student.

Student- Encourage ownership & self advocacy

Parent & Caregivers- Right to "appeal" decisions made by the CSE & usr their own specialists for evaluations. Use everyday language to explain the IEP. Technical terminology can confuse parents/caregivers.

-CLC Collaborative Learning Community

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-FBA- Functional Behavioral Assessment
-BIP- Behavioral Intervention Plan
-Sign language Fluency
-Occupational and/or Physical Therapy
-Speech and language
-Assistive Technology (AT)
-School Records
-Teacher Assessment

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Impairment- A problem with a structure or organ of the body; something physically wrong

Disability-Condition that prevents a person to perform a life activity

Handicap- Disadvantage in filling a role in life relative to a peer-group; limited in performing in the environment (given disability may produce a range of handicap)

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Social Curriculum is equal ini significance to academic curriculum.
There is a specific set of social skills that children need to learn and practice in order to be successful academically and socially:
-cooperation
-assertion
-responsibility - discipline
-empathy
-self-control

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Global cognitive delay (in all subjects) students performs significantly lower than the grade standards in all subjects

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Specific to one area. student performs at standard in some subjects but are below average in another subject

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Students with Medical Disabilities. Section 504 of the Rehabilitation Act of 1973 require public schools to provide eligible students with accommodations so  they can participate in school activities with non-disabled peers.
A student with a physical or mental impairment that limits one or ore major life activities is eligible to receive accommodations.
A student who requires medication during the school day or an accessible school building may have a 504 accommodation

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-Designated for students who will have difficulty being educated in the Standardized Education Program that we use with most students. Both, gifted students and students with disabilities fall outside the parameters of the standardized Education System. Both kinds have IEP's.
-When students are evaluated for an IEP, they are tested cognitively, physically, psychologically and emotionally.
- The evaluation includes background info about home life and previous academic performance
-Assessment is done using Functional Behavioral Assessment (FBA) and Behavioral Intervention Plan team (BIP)
-Written statement for each child with disability is developed, reviewed and revised.
-Legal document that describes the services that are to be provided to a student with a disability who qualifies for special education services

Eligibility:
Child may be eligible for Special Education services if they show delays in:
-Thinking and learning
-Understanding and using language
-Self-help skills (toileting, eating, dressing)
-Behavior (getting along with others expressing feelings)
-Physical ability (vision, hearing, movement)

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Eligibility for Special Education hinges on 2 questions:
1. Does the students have a disability?
2. If so, does the students need special education?

*Both questions must be answered in the affirmative to be eligible for special education and related services.

*Students who have disabilities but do not need special education are NOT eligible (although they may be eligible for services under section 504 of the Rehabilitation Act of 1973

Once students who have been determined to be eligible for special education (lack of academic success). they are automatically entitled to procedural safeguards, special services, and special fiscal arrangements

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States may use the category of developmental deal for children between the ages of 3 and 9 years who are 1)Experiencing developmental delays, as defined by the state and as measured by appropriate diagnostic instruments and procedures in 1 or more of the following areas: physical development, cognitive development ; communication, social or emotional development ; or adaptive behavioral development. 2) Need special and related services

For children from birth to age three and children from ages three through nine, the term  developmental delay, as defined by each state, means a delay in one or ore of the following areas: physical development, cognitive development ; communication, social or emotional development ; or adaptive behavioral development.

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13. Visual Impairment including Blindness

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13. Visual Impairment including Blindness

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Impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

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Acquired injury to the brain caused by an external physical force, resulting in total or partial function disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition' language; memory, attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech.
The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

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Condition that prevents a person to perform a life activity
-Physical difficulties during hands-on work.
-Visual perception issues with reading, spatial relationships
-Cognitive issues related to intellectual disabilities and down syndrome
Behavioral issues related to ODD, Fetal Alcohol Syndrome, Anxiety Disorders
-Organizational issues related to ADHD, being able to stay focused for more than 15 minutes.

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Students with Disabilities and Special Education

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Students with Disabilities and Special Education

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Special Education: Lack of Academic Success.
Set of unique educational services and supports provided to students with disabilities who meet particular disability criteria.
In addition to having one (or more) of the disabilities specified in IDEA, student must experience a lack of academic success.

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Communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance.

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*Imperfect Ability
One who does not achieve adequately for the child's age or met state-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child's age or state-approves grade-level standards; oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation, or mathematics problem solving.

A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.
The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia,, and developmental aphasia.
The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of mental retardation; of emotional disturbance; or of environmental, cultural or economic disadvantage.

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Having limited strength, vitality, or alertness, including heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment that-
a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and b) adversely affects a child's educational performance

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Severe orthopedic impairment that adversely affects a child's educational performance. the term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)

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*Severe Education Needs
Concomitant (simultaneous) impairments (such as mental retardation-blindness, mental retardation orthopedic impairment, etc), the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. the term does not include deaf-blindness

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Significantly subaverage general intellectual functioning, existing concurrently (simultaneously) with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's performance.

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An impairment in hearing, whether permanent or fluctuating that adversely  affects a child's  educational performance but is not included under the definition of "deafness"

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Condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
a) An inability to learn that cannot be explained by intellectual, sensory, or health factors
b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
c) Inappropriate types of behavior or feelings under normal circumstances
d) A general pervasive mood of unhappiness or depression
e) A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

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Hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.

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Concomitant (simultaneous) hearing and visual impairments, this combination causes severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

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Developmental disability significantly affecting verbal and non verbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. A child who manifest the characteristics of autism after age 3 could be diagnosed as having autism if the other criteria of this section are satisfied. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movement, resistance to environmental change or change in daily routines, and unusual response to sensory experiences. Term does not apply if a child's educational performance is adversely affected because a child is emotionally disturbed, as defined in #5.
A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.

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Individual with Disabilities Education Act

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Individual with Disabilities Education Act

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14 Disability Category Definitions under IDEA