Special Education Qualification
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Questions and Answers

The disability category with the highest percentage of children served under IDEA is __________.

Specific learning disability (SLD)

A student's medical diagnosis automatically determines whether the student qualifies for special education and related services in a public education setting.

False (B)

The student's educational disability category explicitly determines the specific sorts of supports and services they will receive.

False (B)

Eva, a sixth-grade student, struggles with reading comprehension, rereads pages to understand the text, and has difficulty following directions. Which IDEA disability category is most appropriate for Eva?

<p>Specific Learning Disability (SLD) (B)</p> Signup and view all the answers

Mateo, a kindergartner, exhibits high energy, sensory-based play, repetitive behaviors, and difficulty with transitions. Which disability category under IDEA aligns with these characteristics?

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

A student is undergoing special education qualification testing. What primary information will this testing provide?

<p>An in-depth understanding of the student's strengths and needs (D)</p> Signup and view all the answers

Which of the following is the most critical factor in determining the supports and services a student with a disability receives?

<p>The student's unique needs (B)</p> Signup and view all the answers

All students identified with autism will require occupational therapy services.

<p>False (B)</p> Signup and view all the answers

Match each type of assessment used in determining whether a student is gifted and talented to the appropriate definition.

<p>Behavior checklists = Subjective assessment completed by parents and teachers. Achievement tests = Either general academic testing or specific to particular academic areas. Cognitive ability tests = Frequently known as IQ tests, some of which are nonverbal.</p> Signup and view all the answers

Which type of assessment evaluates a student's holistic understanding of learning through a specific outcome or project, instead of assessing the process of learning at each stage?

<p>Product-based assessment (B)</p> Signup and view all the answers

Providing extended recess time is an effective strategy for supporting students with sensory processing challenges in an inclusive classroom.

<p>False (B)</p> Signup and view all the answers

Which strategy is effective for accommodating a student with dyslexia?

<p>Providing audio recordings of textbooks. (B)</p> Signup and view all the answers

What approach supports social skills development for a student with autism spectrum disorder (ASD) in an inclusive classroom?

<p>Creating opportunities for structured peer interactions</p> Signup and view all the answers

To effectively support gifted students, teachers should provide __________ activities that delve deeper into the subject matter.

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

Which approach is recommended as an accommodation for students with physical disabilities?

<p>Ensuring classroom materials are accessible and adapted as needed. (C)</p> Signup and view all the answers

A student with a medical condition that requires frequent absences from school may qualify for a 504 plan.

<p>True (A)</p> Signup and view all the answers

Federal law provides funding and regulations for gifted and talented students' education in public schools.

<p>False (B)</p> Signup and view all the answers

Match the characteristic to categories defined in the 'Traits of Giftedness' chart.

<p>High-energy, impulsivity, nonstop talking, insatiable curiosity = Behavioral Wide interests, keen sense of humor, little concern for social norms, inventiveness = Creative Feelings of being different, sense of justice, need for emotional support, sensitive and empathetic toward others' feelings = Affective Intellectual curiosity, diverse interests and abilities, goal-directed, problem-solver = Cognitive</p> Signup and view all the answers

Describe how boredom may present as a behavior in the classroom for gifted and talented students.

<p>Gifted students experiencing boredom may question the relevance of the curriculum, display disinterest, fail to complete assignments, and feel they already understand the material.</p> Signup and view all the answers

Describe how perfectionism may present as a behavior in the classroom for gifted and talented students.

<p>Gifted students struggling with perfectionism may feel they have no room for error due to their abilities, causing them to strive for flawlessness or experience feelings of failure when challenged.</p> Signup and view all the answers

Describe how sensitivity may present as a behavior in the classroom for gifted and talented students.

<p>Gifted students dealing with sensitivity may display emotional outbursts or withdrawal, prefer to work alone, and be highly influenced by others' attitudes and perceptions.</p> Signup and view all the answers

Match the characteristic with the psychosocial risk or concern.

<p>Sets unrealistic goals and shows emotional distress when things don't go as planned. = Unhealthy perfectionism Advanced in one area but below average in another, causing distress. = Asynchronous development Perceived lack of confidence and often seems unmotivated. = Low self-esteem Seldom talks to peers and seeks help only from the teacher. = Poor social skills</p> Signup and view all the answers

A student categorized as gifted and talented is ineligible to receive special education and related services under IDEA.

<p>False (B)</p> Signup and view all the answers

Match each definition to the appropriate multiphased stage in the process of identifying gifted and talented students.

<p>A student, teacher, administrator, or parent can bring forth that a student may be gifted and talented. = Nomination and identification Use a variety of assessment tools to determine whether the student is considered gifted and talented. = Screening and selection Determine the most appropriate environment for a student deemed gifted and talented. = Placement</p> Signup and view all the answers

Which of the following behaviors might a gifted student display in the classroom due to boredom with the curriculum?

<p>Displaying a lack of interest and questioning the relevance of the material. (B)</p> Signup and view all the answers

A gifted student, Mei, excels in mathematical reasoning but struggles with fine motor skills. This discrepancy causes her significant distress. Which psychosocial risk is she most likely experiencing?

<p>Asynchronous development. (C)</p> Signup and view all the answers

During a group project, Ren refuses to share their ideas and insists on working alone, leading to a lower grade for the group. Which psychosocial risk might Ren be displaying?

<p>Poor social skills. (B)</p> Signup and view all the answers

Omar dedicates excessive time to studying, often sacrificing sleep and leisure activities. He becomes distraught over minor mistakes on assignments. Which psychosocial risk is Omar demonstrating?

<p>Unhealthy perfectionism. (B)</p> Signup and view all the answers

A student who is gifted and talented may question the ______ of curriculum and show disinterest when they do not feel challenged.

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

Students who are gifted and talented may feel they have no room for ______ due to their nature.

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

Which of the following is an initial step in identifying students who may be gifted and talented?

<p>Nomination by a student, teacher, or parent. (C)</p> Signup and view all the answers

A student who struggles to follow multi-step directions, complete assignments on time, and identify key concepts in readings is likely best supported by what?

<p>An Individualized Education Program (IEP) (C)</p> Signup and view all the answers

Students with the same disability classification always receive identical special education services.

<p>False (B)</p> Signup and view all the answers

A student with autism spectrum disorder receives social skills therapy from a speech-language pathologist and attends a co-taught English class. This student spends minimal time outside of the general education environment. What type of educational placement would this student receive?

<p>Modified general education class. (D)</p> Signup and view all the answers

A learning disability characterized by difficulties in math, such as addition, subtraction, and understanding numerical concepts, is known as ________.

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

A student struggles with handwriting. They form letters slowly and atypically but excel at answering questions orally. What learning disability does the student likely have?

<p>Dysgraphia (B)</p> Signup and view all the answers

A student's vision loss that requires enlarging text by 200% to read is a typical characteristic of a learning disability.

<p>False (B)</p> Signup and view all the answers

Which of the following is a common characteristic of a student with a learning disability?

<p>Difficulty organizing school materials, information, and directions. (A)</p> Signup and view all the answers

Hannah has a severe peanut allergy requiring an EpiPen and a nut-free environment at school. What is the best support plan for her safety?

<p>504 Plan (D)</p> Signup and view all the answers

A student with ADHD struggles to focus during exams due to distractions, but their completed work shows a solid understanding of the material. What is the best support plan for this student?

<p>504 Plan (A)</p> Signup and view all the answers

Match the plan with the description:

<p>IEP = Provides additional funding to states for eligible students. Section 504 = Does not require the formal, detailed plans that are part of an IEP.</p> Signup and view all the answers

A special education teacher is required to be on the team that writes IEPs or 504 plans.

<p>True (A)</p> Signup and view all the answers

Talia, a tenth-grade student, experiences difficulty with focus, organization, and sensitivity to overhead lighting after hitting their head. Which disability category is most appropriate?

<p>Traumatic brain injury (B)</p> Signup and view all the answers

Repetitive behaviors, such as arm flapping, rocking, or spinning would be classified as a characteristics of learning disabilities.

<p>False (B)</p> Signup and view all the answers

Flashcards

Highest Disability Category

The most prevalent disability category under IDEA.

Medical Diagnosis vs. Special Education Eligibility

Having a medical diagnosis doesn't automatically qualify a student for special education services; eligibility is determined by an educational team based on a full evaluation under IDEA.

Supports based on Category?

Supports and services are determined by a student's unique needs, not solely by their disability category.

Specific Learning Disability (SLD)

A learning disorder that affects the ability to understand or use spoken or written language, do mathematical calculations, etc.

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Reading Comprehension Difficulties

Difficulty comprehending text, rereading for meaning, and struggling to follow directions.

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Autism Characteristics

Repetitive activities, sensory interests (e.g., playing with sand), resistance to transitions, and need for routine.

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Autism

A developmental disability that affects communication and social interaction.

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Sensory and Transition Challenges

Engaging in sensory-based activities and having difficulty transitioning to new activities.

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Subjective Assessment

Assessments involving observations or checklists completed by teachers/parents.

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Achievement Tests

Tests measuring knowledge in academic areas; gifted students often score above grade level.

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Cognitive Ability Tests

Tests assessing general cognitive skills, including nonverbal reasoning.

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Product-Based Assessment

Assessment that evaluates understanding through a final outcome or project.

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Sensory Tools

Tools such as fidget toys aid focus in inclusive classrooms.

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Dyslexia Accommodation

Providing audio recordings helps their reading comprehension.

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Differentiation for Gifted Students

Enrichment activities provide deeper learning.

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Experiential learning

Hands-on activities supporting all students needs

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Traumatic Brain Injury (TBI)

Difficulty with focus, follow-through, organization after a head injury, potentially causing sensitivity to light.

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Individualized Education

Special education and related services are individualized based on unique learning behaviors, even within the same disability category.

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Modified general education class

Placement ensuring the student spends most of their time in the general education environment, receiving support there, with minimal time spent outside.

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Dyscalculia

A learning disability that makes it difficult to complete math tasks, such as addition, subtraction, and division

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Dysgraphia

A learning disability characterized by difficulties in handwriting, including slow and unusual letter formation.

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Auditory/Visual Discrimination

Difficulty in distinguishing between sounds, letters, or numbers.

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Reading Fluency Difficulties

Challenges in reading fluently, including difficulty sounding out words and substituting similar words.

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Vision Impairment (not LD)

Vision loss requiring extreme enlargement of text; not typically classified as a learning disability.

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Repetitive Behaviors (not LD)

Repetitive behaviors not typically associated with learning disabilities but often linked to autism spectrum disorder.

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Organizational Skills Deficit (LD)

Struggles with organization, managing materials, following directions, prioritizing tasks, and remembering instructions.

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504 Plan

A plan that provides accommodations for students with disabilities, like allergies, without requiring specialized academic instruction.

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504 Plan (for ADHD)

A plan that provides accommodations for students with disabilities, like ADHD, to access the general education curriculum.

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IEP (Individualized Education Program)

A plan for students with significant learning needs, indicating the student requires specialized academic instruction and support.

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Section 504 (Less Detailed)

A plan that focuses on providing equal access and prohibits discrimination based on disability, without requiring detailed plans.

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IDEA (Funding)

Additional financial support for eligible students with disabilities, provided under IDEA.

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Federal Funding for Gifted Education: True or False?

Federal law does NOT fund or regulate gifted education; it varies by state/district.

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Behavioral Characteristics (Gifted)

High energy, impulsivity, and nonstop talking.

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Creative Characteristics (Gifted)

Wide interests, keen humor, disregard for norms, and inventiveness.

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Affective Characteristics (Gifted)

Feeling different, a strong sense of justice, need for emotional support, and empathy.

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Cognitive Characteristics (Gifted)

Intellectual curiosity, diverse abilities, goal-directed, and problem-solving skills.

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Boredom (Gifted Students)

Questioning curriculum relevance and disinterest due to lack of challenge; may lead to incomplete work and feeling 'knowing enough'.

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Perfectionism (Gifted Students)

Feeling of no room for error, leading to extreme self-criticism or fear of failure when challenged.

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Sensitivity (Gifted Students)

Outbursts, withdrawal, preference for working alone, and high sensitivity to others' perceptions.

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Unhealthy Perfectionism

Setting unrealistic goals and showing emotional distress when things don't go as planned.

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Asynchronous Development

Uneven development across different skill areas; excelling in some areas but lagging in others.

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Low Self-Esteem

Teacher perceives a lack of confidence and the student seems unmotivated.

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Poor Social Skills

Seldom talks to peers and always seeks help from the teacher, not other students.

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Giftedness and Special Education: True or False?

A gifted student CAN also have a disability and qualify for special education.

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Nomination and Identification (Gifted)

A student, teacher, parent, or administrator suggests a student may be gifted.

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Screening and Selection (Gifted)

Using assessments to determine if the student meets criteria for giftedness.

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Study Notes

  • Specific Learning Disability (SLD) is the disability category with the highest percentage of children served under IDEA.

Special Education Qualification

  • A medical diagnosis does not automatically qualify a student for special education; it's just one piece of information.
  • Special education qualification testing provides understanding about a student's strengths and needs, which determines the supports and services, not the disability category.
  • Students with the same disability category may have different learning behaviors and require different special education and related services.

Disability Categories Under IDEA

  • Specific Learning Disability (SLD): Evidenced by difficulty comprehending reading material, rereading text for meaning, and struggling to follow directions.
  • Autism: Indicated by high energy, preference for sensory-based activities, repetitive behaviors (like playing with sand or spinning), and difficulty transitioning.
  • Traumatic Brain Injury: Can manifest as difficulty with focus, organization, follow-through, misplacing materials, missing deadlines, and sensitivity to overhead lighting.

Educational Placement

  • A high school student with autism receiving social skills therapy and academic support in a co-taught English class, along with speech-language therapy, would likely be in a modified general education class.

Learning Disabilities

  • Dyscalculia: A learning challenge makes it difficult to complete math tasks.
  • Dysgraphia: Displayed when a fourth-grade student has difficulty writing, forming letters slowly and unusually, despite outstanding oral skills; often relies on a scribe.

Characteristics of Learning Disabilities

  • Difficulty discriminating between sounds/words, letters, or numbers.
  • Difficulty reading fluently, stumbling on words, and replacing words in text.
  • Difficulty organizing materials, information, and directions, along with challenges prioritizing tasks.
  • Vision loss and repetitive behaviors are NOT examples of learning disabilities.

IEP vs. 504 Plan

  • A student with a severe peanut allergy requiring an EpiPen and a nut-free environment is best supported by a 504 plan.
  • A student with ADHD struggling to focus during exams but demonstrating curriculum understanding needs a 504 plan.
  • A student struggling with directions, assignments, and identifying concepts in fifth grade requires an IEP.
  • 504 plans do not require the formal, detailed plans that are part of an IEP.
  • IDEA provides additional government funding to states for eligible students.
  • Section 504 contains explicit language protecting individuals with disabilities from harassment or retaliation based on their disability.
  • IDEA is limited to students with an educational need.
  • Section 504 has no age restriction.

IEP and 504 Plan Teams

  • The team that writes IEPs or 504 plans must include a special education teacher.

Gifted and Talented Students

  • The federal government does not fund or regulate supports and services provided to students considered gifted and talented.

Traits of Giftedness

  • Behavioral: High energy, impulsivity, nonstop talking, insatiable curiosity.
  • Creative: Wide interests, keen sense of humor, little concern for social norms, inventiveness.
  • Affective: Feelings of being different, a sense of justice, a need for emotional support, sensitive and empathetic.
  • Cognitive: Intellectual curiosity, diverse interests, goal-directed, problem-solver.

Challenges for Gifted and Talented Students

  • Boredom: May question curriculum relevancy and show disinterest, leading to incomplete assignments.
  • Perfectionism: May feel they have no room for error, leading to perfectionism or feelings of failure.
  • Sensitivity: May experience outbursts or withdrawal, prefer working alone, and be highly affected by others' attitudes.

Psychosocial Risks

  • Unhealthy perfectionism: Setting unrealistic goals and showing distress when things don't work out as anticipated.
  • Asynchronous development: Being advanced in one area (e.g., math) but below average in another (e.g., physical education), causing upset.
  • Low self-esteem: Teacher perceives a lack of confidence, and the student seems unmotivated.
  • Poor social skills: Seldom talking to peers and always seeking help from the teacher.
  • A student considered gifted and talented can still qualify for special education and related services under IDEA.

Identifying Gifted and Talented Students

  • Nomination and identification: A student, teacher, administrator, or parent can nominate.
  • Screening and selection: Use assessment tools to determine if the student is gifted.
  • Placement: Determine the most appropriate environment for the student.

Assessment Types

  • Subjective assessment: Classroom observations or rating scales completed by parents and teachers.
  • Achievement tests: General academic or specific area testing; gifted students often score one or more grade levels above their current grade.
  • Cognitive ability tests: (IQ tests): tests are often nonverbal.
  • Product-based assessment: Evaluates holistic understanding through a specific outcome or project.

Strategies for Supporting Exceptional Students

  • Provide fidget toys and headphones for students with sensory processing challenges.
  • Offer audio recordings of textbooks to accommodate students with dyslexia.
  • Create opportunities for structured peer interactions to support social skills for students with autism spectrum disorder (ASD).
  • Provide enrichment activities for gifted students that delve deeper into the subject matter.
  • Make classroom materials accessible and adapted as needed for students with physical disabilities.
  • Provide written transcripts of spoken content to support students with hearing impairments.
  • Offer alternative ways to demonstrate knowledge to accommodate students with a specific learning disability (SLD).
  • Use hands-on, experiential learning activities.
  • A student with a medical condition that requires frequent absences from school may qualify for a 504 plan.

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A medical diagnosis does not automatically qualify a student for special education. Testing determines the supports and services needed based on a student's strengths and weaknesses, not just the disability category. Students with the same disability may need different services.

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