Special Education Law Quiz
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Questions and Answers

Which of the following laws ensure that students with disabilities receive appropriate support?

  • FAPE
  • ESSA
  • HIPAA
  • IDEA (correct)

    • The ARD committee meeting must be held annually to review the IEP.

    True

    What does the acronym IEP stand for?

    Individualized Education Program

    The _____ environment is a key principle in ensuring students with disabilities are educated alongside their peers to the maximum extent appropriate.

    <p>Least Restrictive</p> Signup and view all the answers

    Match the acronyms to their definitions:

    <p>ESSA = Every Student Succeeds Act (2015) FAPE = Free Appropriate Public Education LRE = Least Restrictive Environment ARD = Admission, Review, Dismissal</p> Signup and view all the answers

    Which of the following is NOT included in transition services planning for students with disabilities aged 14 and older?

    <p>College admission test preparation</p> Signup and view all the answers

    An SLP is only responsible for providing Tier 3 interventions in the classroom under the RTI framework.

    <p>False</p> Signup and view all the answers

    What is the primary goal of the RTI system?

    <p>Ensure that all children and adolescents have access to high-quality instruction and learning opportunities.</p> Signup and view all the answers

    The 10-year-old in 5th grade has an articulation disorder affecting _____ sounds.

    <p>liquid</p> Signup and view all the answers

    Match the age group with their corresponding speech/language issue:

    <p>5 year old = Phonological process disorder 8 year old = Language disorder (syntax) 10 year old = Articulation disorder - liquids 17 year old = Intellectual disability, nonverbal</p> Signup and view all the answers

    Which of the following is NOT one of the 4 Es related to flexible scheduling?

    <p>Engaging</p> Signup and view all the answers

    Flexible scheduling can involve altering the frequency of services provided each week.

    <p>True</p> Signup and view all the answers

    What model is used for structured teaching in special education for students with autism?

    <p>TEACCH</p> Signup and view all the answers

    The use of __________ aids can enhance communication for students with autism.

    <p>Visual</p> Signup and view all the answers

    Match the following treatment options for autism with their descriptions:

    <p>Applied Behavior Analysis (ABA) = A therapy focused on improving specific behaviors Picture Exchange Communication System (PECS) = A communication system using pictures Natural Language Intervention = Teaching language in natural settings Social Stories = Stories that teach social skills to individuals with autism</p> Signup and view all the answers

    What should be considered when delivering services to students with autism?

    <p>A team approach for behavior and communication needs</p> Signup and view all the answers

    Behavioral interventions are considered evidence-based treatments for autism.

    <p>True</p> Signup and view all the answers

    Which of the following is NOT a critical role of school-based SLPs?

    <p>Hospital administration</p> Signup and view all the answers

    SLPs focus primarily on serving only students with severe disabilities.

    <p>False</p> Signup and view all the answers

    What is one example of a direct service delivery model?

    <p>Pullout</p> Signup and view all the answers

    The primary focus of SLP services includes _______ skills development.

    <p>language</p> Signup and view all the answers

    Match the following roles of SLPs with their descriptions:

    <p>Assessment = Identifying student needs Advocacy = Promoting student support Collaboration = Working with school professionals Data Collection &amp; Analysis = Evaluating student progress</p> Signup and view all the answers

    Which of the following models is considered an indirect service delivery model?

    <p>Consultation for community-based services</p> Signup and view all the answers

    Cultural competence is a responsibility of school-based SLPs.

    <p>True</p> Signup and view all the answers

    Name one benefit of co-teaching models in SLP services.

    <p>Enhanced student engagement</p> Signup and view all the answers

    Study Notes

    Public School Methods - Final Exam Review & Final Thoughts

    • Fall 2024 presentation by Rebecca Morris, M.S., CCC-SLP.

    SLP Services in Schools

    • SLP services are regulated at federal, state, and local levels.

    Follow All the Rules

    • Federal Education Laws:
      • IDEA (Individuals with Disabilities Education Act 2004): for students with disabilities.
      • ESSA (Every Student Succeeds Act 2015): to address gaps for disadvantaged students.
      • Other Federal Laws: FERPA, HIPAA.
    • State Laws/Rules:
      • Texas Education Code (TEC)
      • Texas Administrative Code (TAC).

    Alphabet Soup (Acronyms in Special Education)

    • IDEA: Individuals with Disabilities Education Act (2004)
    • ESSA: Every Student Succeeds Act (2015)
    • FAPE: Free Appropriate Public Education
    • LRE: Least Restrictive Environment
    • ARD: Admission, Review, Dismissal (Committee)
    • IEP: Individualized Education Program

    ARD Committee Meetings

    • When Conducted:
      • Must be held at least once yearly (Annual Review).
      • Must be held when a reevaluation is completed.
      • Any time new factors affect the student's education program.
      • No progress
      • Behavior problems, pattern of failure
      • New service considered, if anyone requests it.
    • Who Attends:
      • Parents
      • General Education Teacher.
      • Special Education Teacher/SLP.
      • Administrator.
      • Assessment Specialist.
      • Other guests of parent
      • Child with disability when appropriate (e.g., interpreter, AI, VI, LPAC).
    • Parent Involvement:
      • Must be given opportunity to be involved.
      • Notice of meeting.
      • Mutually Agreeable Time, Date, and Place.
      • Notice from District of who will attend.
      • Notice of purpose of meeting & what will be discussed.
    • What Must Be Discussed:
      • Strengths of the child.
      • Concerns of parents.
      • Results of initial/most recent evaluation.
      • Academic, functional, developmental needs of child.
      • Need for positive behavioral supports.
      • Language needs if child is LEP (Limited English Proficiency).
      • State and District Assessment.

    IEP Goals

    • Timeline
    • Conditions of Performance
    • Observable Behavior
    • Level of Performance (measurement)
    • May include Conditions of Presentation (prompts, level of support).

    Write a Goal/Service Delivery Recommendation

    • Provided examples of student cases & needs (5,8,10,17-year-old).
    • The students' diagnoses, age, and relevant information (been in speech how long).

    Transition Services

    • For students with a disability 14 years or older, notice of meeting must include the purpose of the meeting.
    • Development of a statement regarding transition services.
    • Inviting the student to attend along with agencies to discuss transition.
    • Transition services include planning for life skills training and work placement.
    • Moving from elementary to middle and middle to high school (and next steps after high school).
    • Addresses students with autism.
    • Covers schools, job, military.

    RTI Review

    • Goal of RTI:
      • Ensure all children/adolescents have access to high-quality instruction and learning opportunities, identify struggling learners, support, and serve them early and effectively, provide support with increasing intensity as needed, and use data-driven decisions.
    • SLP's Role in RTI:
      • Design RTI system.
      • Provide expanded screening for speech & language.
      • Provide Tier 1 support in the classroom.
      • Provide Tier 2/3 interventions for speech & language.
      • Staff development and technical assistance.

    Workload & Service Delivery

    • What is Workload:

      • Take each school-based SLP's total work activities into account when determining the number of students they can serve well.
      • Systematic decisions about who, how, how long, where to serve, and why SLP services are needed.

    • SLP Workload Activity Clusters:

      • Direct services to students: instruction, intervention, evaluations.
      • Indirect activities supporting students in least-restrictive environments and general education curriculum.
      • Indirect services to students supporting the implementation of student education programs.
      • Activities supporting compliance with federal, state, and local mandates, and creating a community of educators.

    Roles & Responsibilities School-Based SLPs (ASHA 2010)

    • Critical Roles: all levels, range of disorders, educational relevance, curriculum connections, cultural competence, language & literacy.
    • Collaboration: other school professionals, families, students, community, universities.
    • Range of Responsibilities: Prevention, assessment, intervention, program design, data analysis, compliance.
    • Leadership: Advocacy, supervision & mentoring, professional development, parent training, research.

    Service Delivery Models

    • Direct: Clinician-directed, child-directed, hybrid methods, pullout, drill bursts, push-in to classrooms, co-teach, self-contained speech class, telepractice.
    • Indirect: Consultation, collaborative consultation, consultation for community-based services, consultation for home-based services, curriculum support, contextual or instructional support.

    Flexible Scheduling

    • Scheduling flow:

      • Advanced Prep (who, what, how, the master schedule, type of school schedule, grade level schedule).
      • Student Scheduling (flexible, efficient, effective, economical, evidence-based).
      • Coordination.

    • Flexible scheduling to meet student needs:

      • Offer an array of service delivery models for different student needs, modifying service frequency.
      • Provide individual therapy.
      • Combine service delivery models.
      • Provide indirect services and scheduling compliance activities to maximize effectiveness.
      • Consider different types of schedules to meet specific student needs and a singular schedule or multiple schedules.

    Special Populations

    • Treatment Options for Autism: Structured teaching classroom (modeled after "TEACCH"), Applied Behavior Analysis (ABA), Natural language intervention (pull-out and classroom-based intervention), Picture Exchange Communication System (PECS), Augmentative and Alternative communication, Visual Aids, Use of social stories.

    • Evidence-Based Treatments-Autism: Behavioral interventions, language training, modeling, natural teaching strategies, parent training, Pivotal Response Training, schedules, scripting, self-management, social skills, and story-based intervention.

    • SLP's Role with ASD Students: Almost always involved, many service delivery options can be appropriate; services need to be based on the child's individual needs; interventions for communication should be functionally based; behavior implications should be considered; team approach implemented for behavior, social, and communication needs.

    • ID vs. MD Definitions of intellectual disability and multiple disabilities, and clarification statements for each (definition).

    • MD-TX Commissioner's Rules: A criterion for multiple disabilities stated for students in IDEA. criteria for expected and consistent (indefinite) disability. (details outlined).

    Communication

    • Non-symbolic attempts: Vocal (cry, laugh, scream, babble), motor (blink, change in facial expression, reach, eye gaze, gesture), Every Move Counts program.
    • Symbolic Forms: Representational, pictures of objects/people/concepts, words, sign language, complex pictures.

    AT/AAC

    • Provided a range of low-tech, mid-tech, high-tech assistive technologies.

    CLD Considerations - Service Delivery

    • CLD considerations-Service Delivery: Non-biased assessment, selecting language of instruction, use of interpreters, accents and dialects, working with families.

    IDEA and CLD Students: Non-biased Assessments

    • Materials must be non-racially and culturally discriminatory.
    • Provided in child's native language or another mode of communication (if necessary)
    • Form of assessment allowing for variance from standardized tests.
    • Cannot identify if disability if determinant factor is limited English.
    • Provide interpreter for parents.
    • Consider language needs when developing IEP.

    Non-Biased Assessment General Principles

    • Assess in both English and native language.
    • Administer equivalent procedures in both languages.
    • Establish the students' level of English proficiency, examine amount of instruction.
    • Use valid and reliable instruments.
    • Seek alternative assessments, culturally/linguistically sensitive assessments of intelligence and achievement.

    Issues in Identification - English Learners

    • Most standardized tests fail to account for bilingual language development, allow normal language variability, or account for differences in cultural experiences.
    • Use Non-Biased Assessment Framework, identify referral concerns, develop hypotheses that can be tested, review and collect information, create balanced assessments, test hypotheses.

    Bilingual Phenomenon

    • Normal occurrences with ELLs (English Language Learners), including Bilingual hesitations, Language Loss, Interference/transfer (characteristics from 1st language to 2nd), silent/limited period.

    • Code switching: maintain grammatical structure within each language.

    • Service delivery for CLD students: Multidimensional; interspersed sessions in the therapy room, in the classroom, and in small interactive groups that encourage conversation.

    Interview Tips

    • Follow up with email.
    • Professional references, prepare beforehand.
    • Dress professionally, arrive early, factor travel time.
    • Be prepared to talk about preferred populations, areas of expertise (what you are good at; what you wish to grow in).
    • Questions (caseload, supervision, onboarding, continuing education opportunities).
    • Follow up with thank-you email.
    • Sample Email for Interview.

    School SLP Essentials

    • Check with your district for provided materials.
    • Shop garage sales/thrift stores—games, toys, books.

    Successful Start to the School Year

    • Introduce yourself to staff; make alliances (front office/custodians).
    • Preferred times for pulling students.
    • Follow up, promise less, deliver more.
    • Create systems for data, deadlines, materials.
    • Communicate teacher schedules; eat lunch at teacher's lounge.
    • Be visible.
    • Smile.

    Final Thoughts

    • Be patient; give grace; ask for help.
    • Reach out to fellow colleagues.
    • Plan something fun/relaxing within those first couple of weeks.
    • Look out for positive things (funny interactions).
    • You are succeeding if doing what's best for students.
    • Need recommendation letters/references?

    Thank You for Being an Awesome Class!

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    Public School Methods Final Exam Review Fall 2024 PDF

    Description

    Test your knowledge on laws and support systems in special education. This quiz covers IEPs, RTI frameworks, and key principles ensuring students with disabilities receive proper education. Assess your understanding of the various acronyms and their meanings in the context of special education.

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