Questions and Answers
What does IEP stand for in the special education field?
What are four examples of IDEA categories for special education?
What age range does an IFSP serve?
Under the Individuals with Disabilities Education Act, how many categories are there to qualify for special education services?
Signup and view all the answers
Which is NOT a legal requirement for an IEP plan?
Signup and view all the answers
Which diagnosis independently qualifies a student for an IEP?
Signup and view all the answers
Who is NOT a required member at an IEP meeting?
Signup and view all the answers
Which is NOT a commonly used term in an IEP meeting?
Signup and view all the answers
How often is the IEP team required to meet along with the parents, to review and and revise the IEP plan?
Signup and view all the answers
What does FAPE stand for?
Signup and view all the answers
Which of the following describes session frequency?
Signup and view all the answers
What are some factors that contribute to job satisfaction?
Signup and view all the answers
How is job satisfaction related to therapy quality?
Signup and view all the answers
The number of students with whom an SLP works is referred to as:
Signup and view all the answers
What is one population in particular that make using a workload model imperative?
Signup and view all the answers
IEP goals written for children with traumatic brain injury have been found to be:
Signup and view all the answers
What is dose?
Signup and view all the answers
A recommended dosage for speech sound therapy is:
Signup and view all the answers
According to Farquharson et al., 2020, children’s speech sound production abilities improved more while receiving therapy:
Signup and view all the answers
In class or “push-in” services have been shown to be effective for:
Signup and view all the answers
FERPA gives rights to parents and whom else?
Signup and view all the answers
Nancy Ninth Grader is receiving services from you for therapy. She and her mother have been at odds recently and Nancy has requested she be allowed to inspect all your notes from her therapy session. Can you share this information and what part of FERPA allows you to honor Nancy's request?
Signup and view all the answers
Tammy the therapist sees Fanny the first grader’s mom at the grocery store. Fanny’s mom asks Tammy about her daughter’s progress in therapy. Tammy knows that Fanny lives full-time with her dad and Mom is the non-custodial parent. Can Tammy legally give this information to Fanny’s mom?
Signup and view all the answers
Which right is NOT guaranteed under FERPA?
Signup and view all the answers
How many days does the school have to produce records for inspection after a parent or eligible student requests them?
Signup and view all the answers
Which one of these records is included under FERPA protections?
Signup and view all the answers
A parent has requested the school change an inaccurate record. The school has reviewed the record and has refused. The parent has attended a formal hearing and the hearing officer has agreed that the record is correct. What is the parent’s next course of action?
Signup and view all the answers
Which of the following is included in directory information? (FERPA)
Signup and view all the answers
Where does the federal government like for all FERPA disputes to try and be resolved before coming through the complaint process?
Signup and view all the answers
Which of the following is NOT a resolution of the complaint process of FERPA?
Signup and view all the answers
Which of the following statements is true regarding state and local special education requirements?
Signup and view all the answers
Which evaluation tools are most useful in determining the potential academic impact of a speech-language impairment?
Signup and view all the answers
Children may qualify for services under Section 504 due to the presence of a physical or mental impairment that substantially limits a major life activity. Which of the following is NOT specifically listed as a major life activity in Section 504?
Signup and view all the answers
Children with long Covid or multisystem inflammatory syndrome may be eligible for services under which IDEA category?
Signup and view all the answers
Which of the following contributes to the racial disparities in special education eligibility?
Signup and view all the answers
Which of the following is not a category on an IEP
Signup and view all the answers
Red Flags for _______ include: The student requires frequent repetitions. The student requires extra time to respond. Often looks around and loses attention when shifting body position; eyes wonder. Concern regarding peer relationships. History of middle ear infections.
Signup and view all the answers
A bottom-up treatment approach for Auditory Processing disorder focuses on management and other compensatory skills
Signup and view all the answers
Which of the following is not a bottom-up treatment approach?
Signup and view all the answers
Which of the following is a computer based auditory training program?
Signup and view all the answers
Match the strategy to its description.
Signup and view all the answers
Why is an educational model used for APD as opposed to a medical model?
Signup and view all the answers
Match the year with the associated law.
Signup and view all the answers
Match the year with the associated law.
Signup and view all the answers
Match the term to its description
Signup and view all the answers
Landmark legislation providing Free Appropriate Public Education (FAPE) for all children with disabilities.
Signup and view all the answers
________ Aligned IDEA with No Child Left Behind (NCLB).
Signup and view all the answers
What is the purpose of IDEA?
Signup and view all the answers
Which of the following is not a purpose related to IDEA?
Signup and view all the answers
______ Original legislation aiming to improve the quality of education.
Signup and view all the answers
______ Focused on improving service delivery models and handling disciplinary actions.
Signup and view all the answers
_______ Expanded services to younger children and authorized Early Intervention (EI).
Signup and view all the answers
________ Introduced person-first language and expanded disability categories.
Signup and view all the answers
_____ Reauthorization of ESEA, focused on accountability and standard-based assessments.
Signup and view all the answers
______ Schools and educators provide privacy protection for children in schools and those over 18
Signup and view all the answers
_______ Emphasis on choice, elimination of common core requirements
Signup and view all the answers
Why should SLPs care about educational goals and academic standards?
Signup and view all the answers
Which of the following is not within the SLPs focus in the schools?
Signup and view all the answers
Which of the following is not a right provided under due process for parents?
Signup and view all the answers
Only 40% of IDEA is funded which meets about 20% of the necessary funds.
Signup and view all the answers
Match the term to its description
Signup and view all the answers
What percentage of school-based SLPs serve children with AAC needs?
Signup and view all the answers
Match the term to its description.
Signup and view all the answers
What ages is an IEP for?
Signup and view all the answers
Match the abbreviation to its name.
Signup and view all the answers
Which of the following is not an IEP meeting objective?
Signup and view all the answers
Match the steps of the IEP process to its description
Signup and view all the answers
What are the 6 steps of the IEP process?
Signup and view all the answers
How often must re-evaluation occur for students with an IEP?
Signup and view all the answers
______ Describes the student’s needs in an academic and/or functional skill area and states the impact of the student’s disability on her involvement in the general education curriculum
Signup and view all the answers
What are the five components of intervention intensity according to Warren (2007)?
Signup and view all the answers
Which of the following is not a variable to consider when choosing a service delivery option?
Signup and view all the answers
Any hearing level that potentially interferes with access to classroom instruction and impacts a child or youth’s ability to communicate, learn, and develop peer relationships.
Signup and view all the answers
Which of the following is not a way students who are Deaf or Hard of Hearing differ from students who are hearing in their learning needs?
Signup and view all the answers
How can we target knowledge and knowledge organization in students who are Deaf or hard of hearing?
Signup and view all the answers
How can we target executive functions in children who are deaf or hard of hearing?
Signup and view all the answers
How can we target relational and individual-item orientations in students who are Deaf or hard of hearing?
Signup and view all the answers
How can we target memory in students who are Deaf or hard of hearing?
Signup and view all the answers
How can we target metacognition in students who are Deaf or hard of hearing?
Signup and view all the answers
________ Poor performance in one or more of the following skills: Sound localization and lateralization Auditory discrimination Auditory pattern recognition Temporal aspects of audition (temporal resolution, temporal masking, temporal integration, temporal ordering) Auditory performance with competing acoustic signals Auditory performance with degraded acoustic signals
Signup and view all the answers
AAC is for individuals who are nonverbal only.
Signup and view all the answers
Who does not rely on AAC?
Signup and view all the answers
Match the term to its description
Signup and view all the answers
Match the term to its description
Signup and view all the answers
Which of the following is not considered direct access in relation to AAC?
Signup and view all the answers
Fringe Vocab is non-picture producing and multi-meaning. It makes up around 80% of our language and is consistent across people. It includes verbs, pronouns, adjectives, adverbs, prepositions, etc.
Signup and view all the answers
Match the term to its description
Signup and view all the answers
Match the AAC assessment tool to its description
Signup and view all the answers
Match the term to its description
Signup and view all the answers
Match the access method with its description:
Signup and view all the answers
Match the type of display with its description:
Signup and view all the answers
Match the level of access with its definition:
Signup and view all the answers
What best describes core vocabulary in AAC?
Signup and view all the answers
Which AAC access method involves using a physical interface to select items on a screen?
Signup and view all the answers
What is the primary goal of AAC intervention?
Signup and view all the answers
Which assessment tool is used primarily to collect utterances of AAC users in their everyday environments?
Signup and view all the answers
Which statement accurately describes fringe vocabulary?
Signup and view all the answers
What function does the Communication Matrix serve in AAC assessment?
Signup and view all the answers
Which access method is an example of indirect access in AAC?
Signup and view all the answers
What distinguishes a static display in AAC systems?
Signup and view all the answers
Which language component does the Dynamic AAC Goals Grid-2 (DAGG-2) support in goal development?
Signup and view all the answers
Which of the following is NOT a component of core vocabulary?
Signup and view all the answers
What is a significant challenge that children with unilateral hearing loss may face in a noisy classroom environment?
Signup and view all the answers
In what way can educational accommodations benefit a child with unilateral hearing loss?
Signup and view all the answers
What is one potential educational risk for children with unilateral hearing loss compared to their peers with two normal hearing ears?
Signup and view all the answers
How does unilateral hearing loss impact a child's ability to participate in group discussions?
Signup and view all the answers
Why might a child with unilateral hearing loss feel fatigued during classroom activities?
Signup and view all the answers
What is a significant potential educational impact of fluctuating hearing loss in children?
Signup and view all the answers
Which classroom accommodations may help a child with mild hearing loss?
Signup and view all the answers
What social impact does fluctuating hearing loss often have on children?
Signup and view all the answers
How does a 26-40 dB hearing loss primarily affect a child's learning?
Signup and view all the answers
Which type of FM system is recommended for children with hearing loss in lower grades?
Signup and view all the answers
Study Notes
Public Laws Affecting SLP Services
-
PL 94-142 (1975): Education for All Handicapped Children Act; established Free Appropriate Public Education (FAPE) for children with disabilities.
- Key provisions include IEPs, due process safeguards, least restrictive environment (LRE), and nondiscriminatory evaluations.
- Federal funding through Local Education Agencies (LEA) and mechanisms for accountability were introduced.
-
PL 99-457 (1986): Expanded services to younger children and authorized Early Intervention (EI) programs.
- Included services for children from birth to age 2 and extended programs for ages 3-5.
-
PL 101-476 (1990): Renamed PL 94-142 to IDEA; introduced person-first language and expanded eligibility categories.
- Notable additions included autism and traumatic brain injury (TBI).
-
PL 105-17 (1997): Reauthorization focused on varied service models and clarified disciplinary actions.
- Incorporated provisions for behavioral intervention plans and required supplementary aids in IEPs.
-
PL 108-446 (2004): Aimed to align IDEA with No Child Left Behind (NCLB).
- Reduced paperwork and increased collaboration between parents and schools.
Educational Legislation Overview
-
Elementary and Secondary Education Act (ESEA, 1965): Aimed at improving education quality; included teacher preparation and professional development.
-
No Child Left Behind Act (NCLB, 2001): Emphasized accountability and standard-based assessments with consequences for unmet progress.
-
NCLB Reauthorizations (2010 & 2015):
- 2010 focused on promoting effective teaching and closing achievement gaps.
- 2015 enhanced state control and supported underserved populations like children with disabilities.
Key Terms and Roles in SLP Services
-
IEP (Individualized Education Program): A legally binding document for students qualifying for special education under IDEA.
- Includes goals, accommodations, and related services like SLP, OT, and PT.
-
Parental Rights Under Due Process:
- Parents have rights to written notifications, record examinations, and impartial hearings for disputes.
-
SLP Caseloads: Median caseload reported is around 50 students; funding influenced by categorization of services and non-duplicative counts.
SLP Workload Considerations
-
Workload vs. Caseload:
- Caseload only counts the number of students; workload considers all responsibilities and varying needs of diverse populations.
-
AAC (Augmentative and Alternative Communication):
- 60% of SLPs serve students needing AAC, highlighting the time-intensive nature of these services.
IEP Process and Content
-
IEP Development Process:
- Involves referral, evaluation, and collaboration among a diverse team including parents and specialists.
- IEP must be updated annually and reviewed quarterly for student progress.
-
PLAAFP (Present Levels of Academic Achievement and Functional Performance):
- Required information on student strengths, challenges, and impact on education, forming the basis for setting annual goals.
Intervention Details
- Intervention Intensity: Comprised of dose form, frequency, and duration, essential for effective service delivery.
- Recommended dosages vary; typical goals include 100 trials for speech sound therapy.
Service Delivery Options
- Types include direct services, pullout, push-in, home-based models, and community-based approaches.
- Effectiveness varies based on type and severity of the disorder, ensuring alignment with student needs.
Hearing Loss
-
Educational Implications of Hearing Loss:
- Any level of hearing loss that impacts classroom access and peer interaction is considered significant.
Unilateral Hearing Loss
- Hearing ability in one ear leads to challenges in understanding speech, especially faint or distant sound.
- Difficulty localizing sounds, with increased trouble comprehending speech in noisy environments.
- Social issues may arise, leading to accusations of selective hearing; potential feelings of rejection among peers.
- Fatigue in classroom settings due to the effort required to listen effectively.
- Educational accommodations include seating adjustments and the use of FM systems to enhance hearing in challenging environments.
- Children with unilateral hearing loss face a significantly higher risk of educational difficulties.
Fluctuating Hearing Loss
- Prolonged episodes of fluctuating hearing impact language comprehension, leading to missed speech fragments.
- Academic performance affected by classroom noise levels and distance from the teacher.
- Children may be perceived as inattentive, affecting self-esteem and participation.
- Early monitoring for hearing loss and communication between parents and teachers is critical for timely intervention.
- Classroom accommodations include assistive listening devices and support for speech and reading development.
Mild Hearing Loss
- Mild hearing loss (20-40 dB) leads to difficulties in hearing clearly, impacting comprehension of spoken language.
- The ability to hear and understand diminishes significantly in backgrounds with noise, especially in early education.
- Children may struggle with selective listening and lose focus on important auditory signals.
- Effective accommodations include the use of hearing aids and adjustments for optimal classroom acoustics.
Deaf Learners
- Students who are Deaf or Hard of Hearing (DHH) have unique learning needs distinct from hearing peers.
- DHH students may have challenges generalizing knowledge and integrating multiple concepts in tasks.
- Strategies include visual aids like concept maps and explicit instruction on how to relate background knowledge to new learning.
- DHH students often struggle with metacognition and memory skills, requiring proactive support from educators.
Central Auditory Processing Disorder (CAPD)
- CAPD refers to difficulties in processing auditory information in the brain, affecting comprehension and attention.
- Children may show signs similar to hearing loss but can also experience academic struggles, particularly with reading and following instructions.
- Interventions can be direct (skill-building) or indirect (improving listening environments), tailored to individual student needs.
Augmentative and Alternative Communication (AAC)
- AAC is a range of communication methods that assist individuals who struggle to communicate effectively.
- Users can vary significantly, but all require some form of assistance, not only individuals who are nonverbal.
- AAC can include unaided communication (like sign language) and aided communication (such as speech-generating devices).
- Core vocabulary represents approximately 80% of language used, while fringe vocabulary consists of more specific, context-related words.
- AAC assessment tools help track communication development and identify effective interventions.
Public Laws Affecting SLP Services
-
PL 94-142 (1975): Education for All Handicapped Children Act; established Free Appropriate Public Education (FAPE) for children with disabilities.
- Key provisions include IEPs, due process safeguards, least restrictive environment (LRE), and nondiscriminatory evaluations.
- Federal funding through Local Education Agencies (LEA) and mechanisms for accountability were introduced.
-
PL 99-457 (1986): Expanded services to younger children and authorized Early Intervention (EI) programs.
- Included services for children from birth to age 2 and extended programs for ages 3-5.
-
PL 101-476 (1990): Renamed PL 94-142 to IDEA; introduced person-first language and expanded eligibility categories.
- Notable additions included autism and traumatic brain injury (TBI).
-
PL 105-17 (1997): Reauthorization focused on varied service models and clarified disciplinary actions.
- Incorporated provisions for behavioral intervention plans and required supplementary aids in IEPs.
-
PL 108-446 (2004): Aimed to align IDEA with No Child Left Behind (NCLB).
- Reduced paperwork and increased collaboration between parents and schools.
Educational Legislation Overview
-
Elementary and Secondary Education Act (ESEA, 1965): Aimed at improving education quality; included teacher preparation and professional development.
-
No Child Left Behind Act (NCLB, 2001): Emphasized accountability and standard-based assessments with consequences for unmet progress.
-
NCLB Reauthorizations (2010 & 2015):
- 2010 focused on promoting effective teaching and closing achievement gaps.
- 2015 enhanced state control and supported underserved populations like children with disabilities.
Key Terms and Roles in SLP Services
-
IEP (Individualized Education Program): A legally binding document for students qualifying for special education under IDEA.
- Includes goals, accommodations, and related services like SLP, OT, and PT.
-
Parental Rights Under Due Process:
- Parents have rights to written notifications, record examinations, and impartial hearings for disputes.
-
SLP Caseloads: Median caseload reported is around 50 students; funding influenced by categorization of services and non-duplicative counts.
SLP Workload Considerations
-
Workload vs. Caseload:
- Caseload only counts the number of students; workload considers all responsibilities and varying needs of diverse populations.
-
AAC (Augmentative and Alternative Communication):
- 60% of SLPs serve students needing AAC, highlighting the time-intensive nature of these services.
IEP Process and Content
-
IEP Development Process:
- Involves referral, evaluation, and collaboration among a diverse team including parents and specialists.
- IEP must be updated annually and reviewed quarterly for student progress.
-
PLAAFP (Present Levels of Academic Achievement and Functional Performance):
- Required information on student strengths, challenges, and impact on education, forming the basis for setting annual goals.
Intervention Details
- Intervention Intensity: Comprised of dose form, frequency, and duration, essential for effective service delivery.
- Recommended dosages vary; typical goals include 100 trials for speech sound therapy.
Service Delivery Options
- Types include direct services, pullout, push-in, home-based models, and community-based approaches.
- Effectiveness varies based on type and severity of the disorder, ensuring alignment with student needs.
Hearing Loss
-
Educational Implications of Hearing Loss:
- Any level of hearing loss that impacts classroom access and peer interaction is considered significant.
Unilateral Hearing Loss
- Hearing ability in one ear leads to challenges in understanding speech, especially faint or distant sound.
- Difficulty localizing sounds, with increased trouble comprehending speech in noisy environments.
- Social issues may arise, leading to accusations of selective hearing; potential feelings of rejection among peers.
- Fatigue in classroom settings due to the effort required to listen effectively.
- Educational accommodations include seating adjustments and the use of FM systems to enhance hearing in challenging environments.
- Children with unilateral hearing loss face a significantly higher risk of educational difficulties.
Fluctuating Hearing Loss
- Prolonged episodes of fluctuating hearing impact language comprehension, leading to missed speech fragments.
- Academic performance affected by classroom noise levels and distance from the teacher.
- Children may be perceived as inattentive, affecting self-esteem and participation.
- Early monitoring for hearing loss and communication between parents and teachers is critical for timely intervention.
- Classroom accommodations include assistive listening devices and support for speech and reading development.
Mild Hearing Loss
- Mild hearing loss (20-40 dB) leads to difficulties in hearing clearly, impacting comprehension of spoken language.
- The ability to hear and understand diminishes significantly in backgrounds with noise, especially in early education.
- Children may struggle with selective listening and lose focus on important auditory signals.
- Effective accommodations include the use of hearing aids and adjustments for optimal classroom acoustics.
Deaf Learners
- Students who are Deaf or Hard of Hearing (DHH) have unique learning needs distinct from hearing peers.
- DHH students may have challenges generalizing knowledge and integrating multiple concepts in tasks.
- Strategies include visual aids like concept maps and explicit instruction on how to relate background knowledge to new learning.
- DHH students often struggle with metacognition and memory skills, requiring proactive support from educators.
Central Auditory Processing Disorder (CAPD)
- CAPD refers to difficulties in processing auditory information in the brain, affecting comprehension and attention.
- Children may show signs similar to hearing loss but can also experience academic struggles, particularly with reading and following instructions.
- Interventions can be direct (skill-building) or indirect (improving listening environments), tailored to individual student needs.
Augmentative and Alternative Communication (AAC)
- AAC is a range of communication methods that assist individuals who struggle to communicate effectively.
- Users can vary significantly, but all require some form of assistance, not only individuals who are nonverbal.
- AAC can include unaided communication (like sign language) and aided communication (such as speech-generating devices).
- Core vocabulary represents approximately 80% of language used, while fringe vocabulary consists of more specific, context-related words.
- AAC assessment tools help track communication development and identify effective interventions.
Educational Implications of Hearing Loss
- Any level of hearing that disrupts access to classroom instruction is significant and can affect communication, learning, and peer relationships.
Unilateral Hearing Loss
- Children hear but struggle with understanding speech, especially faint or distant sounds.
- Difficulty localizing sounds can exacerbate challenges in understanding spoken language in noisy environments.
- Children may face social issues, being perceived as having selective hearing, resulting in feelings of rejection.
- Fatigue is common due to the extra effort needed for listening in challenging classroom acoustics.
- Academic difficulties are heightened, with a risk 10 times greater than peers with normal hearing.
- Educational accommodations include flexible seating arrangements to optimize hearing and the use of FM systems, potentially including hearing aids.
Fluctuating Hearing Loss
- Consistent hearing fluctuations, especially during critical early childhood years, can hinder language acquisition.
- Children may hear but miss essential parts of conversations, leading to misunderstandings depending on classroom conditions.
- Social repercussions include lowered self-esteem and increased perceptions of inattentiveness or daydreaming.
- Students often develop a tendency to tune out speech due to inconsistent hearing, resulting in social immaturity and lack of participation.
- Educational support focuses on early reading skills, ongoing hearing monitoring, and the use of assistive listening devices in classrooms.
Mild Hearing Loss
- A 20 dB hearing loss can be likened to having fingers stuck in the ears, with a 26-40 dB loss causing more significant listening difficulties.
- Children may miss parts of speech, affecting comprehension and leading to misunderstandings, particularly with background noise.
- Limited ability to hear consonants and unglossed words can hinder early reading skill acquisition.
- Negative social impacts arise as children struggle with listening, leading to fatigue and diminished self-belief.
- Supportive measures involve hearing aids, favorable acoustic environments, and targeted skills development in auditory and language skills.
Deaf Learners
- Students who are Deaf or Hard of Hearing exhibit different cognitive profiles than their hearing peers.
- Understanding the unique learning needs of these students is crucial for providing appropriate educational support and interventions.
Studying That Suits You
Use AI to generate personalized quizzes and flashcards to suit your learning preferences.
Description
Test your knowledge of key terms in special education. This quiz focuses on important acronyms and concepts, particularly the meaning of IEP. Perfect for educators, parents, and students interested in special needs education.