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Questions and Answers
The Individuals with Disabilities Education Act (IDEA) mandates both transition ______ and transition services for students aged 16 to 22.
The Individuals with Disabilities Education Act (IDEA) mandates both transition ______ and transition services for students aged 16 to 22.
planning
Individualized Transition Plans (ITPs) are integrated into Individualized Education Programs (IEPs) and define quantifiable postsecondary objectives founded on age-relevant transition ______ pertaining to education, employment, and independent living abilities.
Individualized Transition Plans (ITPs) are integrated into Individualized Education Programs (IEPs) and define quantifiable postsecondary objectives founded on age-relevant transition ______ pertaining to education, employment, and independent living abilities.
assessments
For students in Illinois, by the age of 14 1/2, the IEP must include transition services aimed at facilitating readiness for postsecondary education, employment, and ______ living.
For students in Illinois, by the age of 14 1/2, the IEP must include transition services aimed at facilitating readiness for postsecondary education, employment, and ______ living.
independent
A crucial aspect of transition services is the development of Individualized Transition Plans (ITPs), which are integrated within ______.
A crucial aspect of transition services is the development of Individualized Transition Plans (ITPs), which are integrated within ______.
ITPs require a collaborative approach involving state agencies, service providers, and vocational and ______ services to ensure comprehensive support for transitioning students.
ITPs require a collaborative approach involving state agencies, service providers, and vocational and ______ services to ensure comprehensive support for transitioning students.
The federal law that ensures all students with disabilities receive an appropriate education through special education and related services is known as ______.
The federal law that ensures all students with disabilities receive an appropriate education through special education and related services is known as ______.
In Illinois, state laws impacting the education of exceptional students are passed by the Illinois General Assembly, which is composed of the Senate and the ______ of Representatives.
In Illinois, state laws impacting the education of exceptional students are passed by the Illinois General Assembly, which is composed of the Senate and the ______ of Representatives.
Within Illinois, state laws are compiled and organized in a comprehensive document called the Illinois ______ Statutes.
Within Illinois, state laws are compiled and organized in a comprehensive document called the Illinois ______ Statutes.
State education agencies, such as the Illinois State Board of Education, are responsible for developing and implementing ______ rules that interpret the law.
State education agencies, such as the Illinois State Board of Education, are responsible for developing and implementing ______ rules that interpret the law.
The federal law governing public education in the United States, initially signed into law in 1965, is known as the Elementary and ______ Education Act (ESEA).
The federal law governing public education in the United States, initially signed into law in 1965, is known as the Elementary and ______ Education Act (ESEA).
The most recent reauthorization of ESEA, signed into law in 2015, is called the Every Student ______ Act (ESSA).
The most recent reauthorization of ESEA, signed into law in 2015, is called the Every Student ______ Act (ESSA).
______ Education is defined as instruction specifically designed to meet the individual needs of exceptional students.
______ Education is defined as instruction specifically designed to meet the individual needs of exceptional students.
______ services are provided to enable a student with a disability to receive free and appropriate public education and are based on individual student needs.
______ services are provided to enable a student with a disability to receive free and appropriate public education and are based on individual student needs.
______ help students with disabilities transition from school to employment and independent living.
______ help students with disabilities transition from school to employment and independent living.
______ assess the degree and type of hearing loss a student may be experiencing and can fit assistive listening devices.
______ assess the degree and type of hearing loss a student may be experiencing and can fit assistive listening devices.
______ support student behavior, development, learning, and mental health, also determining eligibility of special education.
______ support student behavior, development, learning, and mental health, also determining eligibility of special education.
______ provide academic and career counseling, offering short-term individual and small group support to students, while helping them recognize their strengths and develop self-advocacy skills.
______ provide academic and career counseling, offering short-term individual and small group support to students, while helping them recognize their strengths and develop self-advocacy skills.
______ work with students who use sign language to communicate, ensuring access to educational content and social interactions.
______ work with students who use sign language to communicate, ensuring access to educational content and social interactions.
______ work with students who have communication disorders, addressing issues related to speech, language, and fluency to improve their ability to communicate effectively.
______ work with students who have communication disorders, addressing issues related to speech, language, and fluency to improve their ability to communicate effectively.
______ teach students with vision loss how to navigate within environments and from one environment to another, fostering independence and confidence.
______ teach students with vision loss how to navigate within environments and from one environment to another, fostering independence and confidence.
______ act as advocates for students with disabilities and their families, connecting them with necessary resources and support systems to promote their well-being and academic success.
______ act as advocates for students with disabilities and their families, connecting them with necessary resources and support systems to promote their well-being and academic success.
The Americans with Disabilities Act (ADA) was passed in ______, ensuring equal treatment and access for people with disabilities.
The Americans with Disabilities Act (ADA) was passed in ______, ensuring equal treatment and access for people with disabilities.
The Civil Rights Act of 1964 prohibited discrimination based on race, religion, national origin, or gender, notably ______ people with disabilities.
The Civil Rights Act of 1964 prohibited discrimination based on race, religion, national origin, or gender, notably ______ people with disabilities.
The disability rights movement continues to work toward the ______ and self-determination of people with disabilities.
The disability rights movement continues to work toward the ______ and self-determination of people with disabilities.
Students are identified for special education and related services through a system of referrals beginning with the ______ process.
Students are identified for special education and related services through a system of referrals beginning with the ______ process.
Many schools have established school-based ______ teams (SATs) to facilitate the assessment and identification of exceptional students.
Many schools have established school-based ______ teams (SATs) to facilitate the assessment and identification of exceptional students.
The pre-referral process is part of a larger schoolwide system called ______ to Intervention (RTI).
The pre-referral process is part of a larger schoolwide system called ______ to Intervention (RTI).
[Blank] refers to academic and behavioral assessments that are administered to all students two or three times throughout the school year.
[Blank] refers to academic and behavioral assessments that are administered to all students two or three times throughout the school year.
[Blank] refers to more frequent assessments given to students to determine which strategies or intervention are most effective.
[Blank] refers to more frequent assessments given to students to determine which strategies or intervention are most effective.
A(n) ______ ensures fair assessment for special education, accounting for language, culture, and background.
A(n) ______ ensures fair assessment for special education, accounting for language, culture, and background.
An Individualized Education Program or ______ is specifically designed to cater to the unique educational requirements of students with disabilities.
An Individualized Education Program or ______ is specifically designed to cater to the unique educational requirements of students with disabilities.
The principle of ______ advocates for educating students with disabilities in environments that closely resemble those of their non-disabled peers, while still meeting their needs.
The principle of ______ advocates for educating students with disabilities in environments that closely resemble those of their non-disabled peers, while still meeting their needs.
______ guarantees an impartial hearing if special education procedures are not followed correctly, safeguarding the rights of students and their families.
______ guarantees an impartial hearing if special education procedures are not followed correctly, safeguarding the rights of students and their families.
Active ______ and shared decision making are essential components in the identification and education of students with disabilities.
Active ______ and shared decision making are essential components in the identification and education of students with disabilities.
The ______ in the 1960s paved the way for disability rights advocates to collaborate with minority groups, striving for equal access and opportunities.
The ______ in the 1960s paved the way for disability rights advocates to collaborate with minority groups, striving for equal access and opportunities.
In 1973, ______ was enacted, marking the first instance of legal protection for the civil rights of people with disabilities.
In 1973, ______ was enacted, marking the first instance of legal protection for the civil rights of people with disabilities.
The ______ of the Rehabilitation Act mandates equal opportunities in federal employment and federally funded programs for people with disabilities.
The ______ of the Rehabilitation Act mandates equal opportunities in federal employment and federally funded programs for people with disabilities.
While both address student needs, ______ has a broader scope, addressing both academic and non-academic issues like social-emotional problems and behavior.
While both address student needs, ______ has a broader scope, addressing both academic and non-academic issues like social-emotional problems and behavior.
______ services integrate education, healthcare, and social services for infants and toddlers under 3 with disabilities or developmental delays.
______ services integrate education, healthcare, and social services for infants and toddlers under 3 with disabilities or developmental delays.
A child is considered at risk for needing early intervention if they are experiencing homelessness or if a primary caregiver abuses drugs or alcohol, has a chronic illness/psychological disorder, or are a victim of abuse or ______.
A child is considered at risk for needing early intervention if they are experiencing homelessness or if a primary caregiver abuses drugs or alcohol, has a chronic illness/psychological disorder, or are a victim of abuse or ______.
Children in early intervention services have an ______ (IFSP) supervised by a state-appointed case manager, which assesses various developmental skills.
Children in early intervention services have an ______ (IFSP) supervised by a state-appointed case manager, which assesses various developmental skills.
For students receiving special education, a multidisciplinary team develops an ______ to provide an appropriate education that meets their specialized needs.
For students receiving special education, a multidisciplinary team develops an ______ to provide an appropriate education that meets their specialized needs.
Each IEP includes the student's present levels of academic achievement and functional performance, measurable annual goals with short-term benchmarks, and the special education and related services to be provided, along with any needed ______.
Each IEP includes the student's present levels of academic achievement and functional performance, measurable annual goals with short-term benchmarks, and the special education and related services to be provided, along with any needed ______.
An IFSP includes a description of the child’s gross motor skills, fine motor skills, speech and language, cognitive and intellectual development and ______ development.
An IFSP includes a description of the child’s gross motor skills, fine motor skills, speech and language, cognitive and intellectual development and ______ development.
IFSPs also include Procedures for progress measurement, including timelines, objectives, and ______ procedures.
IFSPs also include Procedures for progress measurement, including timelines, objectives, and ______ procedures.
Flashcards
IDEA
IDEA
Federal law ensuring students with disabilities receive appropriate education via special education and related services.
Special Education
Special Education
Instruction specifically designed to meet the individual needs of exceptional students.
Related Services
Related Services
Services that enable a student with a disability to benefit from special education.
ESSA (Every Student Succeeds Act)
ESSA (Every Student Succeeds Act)
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Illinois Compiled Statutes
Illinois Compiled Statutes
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Administrative Rules
Administrative Rules
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Special Education Settings
Special Education Settings
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Purpose of ESSA
Purpose of ESSA
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Early childhood screening
Early childhood screening
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Social Work Services
Social Work Services
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Speech-Language Pathologists
Speech-Language Pathologists
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Audiology Services
Audiology Services
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School Psychologists
School Psychologists
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Physical Therapy
Physical Therapy
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Occupational Therapy
Occupational Therapy
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Orientation and Mobility Specialists
Orientation and Mobility Specialists
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Nondiscriminatory Evaluation
Nondiscriminatory Evaluation
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Individualized Education Program (IEP)
Individualized Education Program (IEP)
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Least Restrictive Environment (LRE)
Least Restrictive Environment (LRE)
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Due Process
Due Process
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Parent Participation
Parent Participation
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Disability Rights Movement
Disability Rights Movement
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Rehabilitation Act (Section 504)
Rehabilitation Act (Section 504)
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Education for All Handicapped Children Act (EHA)
Education for All Handicapped Children Act (EHA)
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ADA (1990)
ADA (1990)
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SAT (Student Assistance Team)
SAT (Student Assistance Team)
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Response to Intervention (RTI)
Response to Intervention (RTI)
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Screening (in RTI)
Screening (in RTI)
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Progress Monitoring (in RTI)
Progress Monitoring (in RTI)
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Tier 1 (in RTI)
Tier 1 (in RTI)
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Civil Rights Act of 1964
Civil Rights Act of 1964
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Disability rights activists
Disability rights activists
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IEP: Participation with Non-disabled Students
IEP: Participation with Non-disabled Students
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IEP: Assessment Modifications
IEP: Assessment Modifications
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IEP: Service Details
IEP: Service Details
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IEP: Transition Services
IEP: Transition Services
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Individualized Transition Plans (ITPs)
Individualized Transition Plans (ITPs)
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MTSS Scope
MTSS Scope
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RTI Meaning
RTI Meaning
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Early Intervention Services
Early Intervention Services
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IFSP
IFSP
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Multidisciplinary Team (MDT)
Multidisciplinary Team (MDT)
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IEP Purpose
IEP Purpose
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Present Levels of Academic Achievement
Present Levels of Academic Achievement
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IEP Annual Goals
IEP Annual Goals
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Study Notes
- Exceptional students' educational requirements go beyond traditional programs, encompassing those at risk for delayed development/disabilities and those performing at higher levels
- Child disability is defined by the Individuals with Disabilities Education Act (IDEA)
Child Disability (IDEA Definition)
- Intellectual disability
- Hearing impairment (including deafness)
- Speech or language impairment
- Visual impairment (including blindness)
- Serious emotional disturbance
- Orthopedic impairment
- Autism
- Brain traumatic injury
- Any health impairment
- Specific learning disability
- Deaf-blindness
- Multiple disabilities
- Requires special education and related services
How Federal Laws Are Made
- Congress, the legislative branch of the U.S. government, enacts laws with two bodies:
- United State Senates
- United States House of Representative
- Bill introduction leads to committee research, discussion, and modifications
- Chamber voting follows bill introduction
- If passed by one body, the bill undergoes a similar process in the other
- Agreement on a unified bill version is required
- Both chambers vote on the same bill
- Presidential consideration occurs
- Approval results in law
- Vetoes leads to possible congressional override, except in pocket vetoes post-adjournment
- The United States Code contains federal laws, updated in new editions of the United States Statues at Large
- Reauthorization requires periodic congressional review of legislation
- IDEA ensures appropriate education for students with disabilities via special education and related services
- Individual states create laws affecting exceptional students' education
- Illinois General Assembly comprises the Senate and House of Representatives
- Illinois Compiled Statutes contain state laws
- State education agencies like the Illinois State Board of Education enact administrative rules
- Administrative Rules clarify laws
- They guide the actions of state agency staff, educators, clinicians, and school boards
Special Education and Related Services
- Special Education is tailored instruction to meet exceptional students' individual needs
- IDEA defines special education
- Instruction and related services at no cost to parents
- Meets unique needs of child with a disability in various settings
- Includes physical education instruction
- Special education occurs partially in general education, separate classrooms, or schools
- Related Services supports free and appropriate public education (FAPE) and include:
- Early Identification and Assessment
- Early childhood screening determines developmental or cognitive delays
- Social Work Services
- Social workers as advocates for students with disabilities and families
- Speech-Language Services
- Speech/language pathologists aids communication disorders
- Audiology Services
- Audiologists assess hearing loss, fitting assistive devices
- Interpreting Services
- Interpreters aids students who use sign language
- Psychological Services
- School psychologists support student well-being and eligibility
- Physical Therapy
- Physical therapists restore student function and improve student mobility
- Occupational Therapy
- Occupational therapists improve skills needed for activities of daily living, and sensory needs
- School Counseling Services
- School counselors provide academic, career and emotional counseling
- Rehabilitation Counseling Services
- Rehabilitation counselors aids transition to employment and independence
- Orientation and Mobility Services
- Orientation and mobility specialists teaches navigation for students with vision loss
- School-Based Health Services
- School nurses provides health service or staff training
- Parent Training and Counseling Services
- Parent training/counseling informs families on needs and resources
- Therapeutic Recreational Services
- Therapeutic recreation provides leisure skills and activities
- Early Identification and Assessment
- In illinois transportation is a related service and supports students needs to access education
- Necessary related services are set by the team for a students individualized education program (IEP)
Individuals with Disabilities Education Act
- In 1975 President Ford signed the landmark Education for All Handicapped Children Act (EHA)
- Guaranteed free and appropriate public education in US
- In 1990, the law was reauthorized and became the Individuals with Disabilities Education Act (IDEA)
- In 2021 approximately 7.2 million or 15% of all public-school students received special education and related services
- IDEA Encompasses:
- Free Appropriate Public Education (FAPE)
- Education designed to meet individual needs at no cost
- Child Find
- Procedures identifying at-risk/disabled students
- Nondiscriminatory Evaluation
- Assessments free of language/cultural bias
- Individualized Education Program
- Plan to meet special student needs
- Least Restrictive Environment
- Setting most like non-disabled students
- Due Process
- Impartial hearing if procedures not followed
- Parent Participation
- Shared decision making required
- Free Appropriate Public Education (FAPE)
Disability RIghts Movement and Legislation
- Disability rights advocates joined with other Civil rights minority groups in the 1960s to demand equal access and opportunity for people with disabilities
- Activists lobbied Congress and marched on Washington during the 1970’s, to include civil rights language for people with disabilities in the Rehabilitation Act
- The Rehabilitation Act, passed in 1973, provides civil rights protection for people with disabilities
- In 1975, the Education for All Handicapped Children Act (EHA) ensured equal access to public education for students with disabilities
- Disability rights activists lobbied in the 1980s, for the consolidation of legislations
- The Americans with Disabilities Act (ADA) in 1990, ensures the equal treatement and equal access of people with disabilities to employment opportunities and public accommodation
- Rehabilitation Act (Section 504) ensures employment opportunities and in federally funded programs
- Section 504 of the Rehabilitation Act also mandated services such as housing and public transportation
- Civil Rights Act of 1964 prohibits discrimination based on race, religion, gender etc and dosent include people with disabilities
Pre-Referral Process
-
Identifies students for special education through a system of referrals
-
Schools use Students Assistance Teams (SATs) to assess and identify exceptional students
- SATs are teams of educators, specialists, and clinicians who monitor students that may need special education and related services
-
It is apart of a larger schoolwide system called response to intervention (RTI)
-
Response to Intervention is a instructional model or framework early on to prevent the student from failing
-
The components of RTI:
- Screening: assessments 2-3 times per year
- Progress Monitoring: Assess students to find strategies that are most efficient
- Tier 1: Research based class instruction
- strategies to meet the needs of student. If the student struggles, they will receive Tier 2 intervention
- Tier 2: Secondary Interventions
- For students who struggle from Tier 1
- Provides with additional aid
- Tier 3: For students struggling from tier 2
- Additional academic instructions
-
If student is not progressing with any of the tiers of response to intervention, parents must give consent on whether to evaluate the student
-
IDEA specifies that a child must be evaluated within 60 days of parental consent to determined disability
- Includes a rule of being able to determine lack of appropriate instruction in reading, math, etc
-
Multidisciplinary Team (MDT) conducts evaluations to see if a child meets criteria
- tests that are designed to compare and rank
- Intelligence Test determines a students IQ score (intelligence quotient)
- Determines a students academic scoring in reading and math
- tests that are designed to compare and rank
-
Multii-Tiered System of Support: a framework for both academic, and non academic issues
- MTSS helps students with academic issues and non- academic issues such as social and emotional problems
- RTI may be included in the MTSS System
-
Early intervention services are for children younger than age 3
- If there are concerns with housing, alcohol abuse etc
-
Children who relieve early services will have and individualized family service plan supervised by a State appointed manager
Early Intervention Service's, IFSPs must include
- Description of a child's gross motor skill and intellectual development
- An assessment of the family and their needs related to support
- A description of goals and outcomes
- Procedures for measuring progress
- A transitions program if needed
- Individualized Education Program must be developed by multidisciplinary team for each student
- Purpose of an IEP in to provide an appropriate education that meets the specialized needs of each student
Each IEP must include:
- The students present level of academic achievement
- Measureable annual goals
- Special education and related services provided to the students
- An explanation of why the student will participate with non disabled student
- Individual modification
- A project date for what anticipated frequency of services
- IEP must contain service to help students
Transition from school to post-school activities
- Must be designed for students 16-22
- An important component of services or individualized transition plans
- Includes the designation of appropriate and measurable post-secondary goals based on their skill
- ITPS are based on the preferences of students as well as the needs of students
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Description
Explore transition planning for students with disabilities, focusing on the Individuals with Disabilities Education Act (IDEA) and Individualized Transition Plans (ITPs). Learn how ITPs, integrated into IEPs, define postsecondary objectives and involve collaborative efforts from various agencies. Discover the importance of transition services in facilitating readiness for education, employment, and independent living.
