Questions and Answers
What does SLD stand for?
What is a specific learning disability (SLD)?
A disorder in one or more of the basic learning processes involved in understanding or using language, which may manifest as difficulties in listening, speaking, reading, writing, spelling, or doing mathematical calculations.
Which of the following is a general characteristic of students with a Specific Learning Disability?
What is Speech and/or Language Impairment (SLI)?
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What are the four categories of high incidence disabilities?
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Define Intellectual Disability (InD).
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What are some general characteristics of students with Emotional/Behavior Disorder (ED)?
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Low-Incidence Disabilities make up a large percentage of students within schools.
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Name an example of a Low-Incidence Disability.
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What does the Rehabilitation Act of 1973 prohibit?
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What significant event happened in 1975 for students with disabilities?
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What is the purpose of Response to Intervention (RtI)?
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What is a Resource Room?
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Which environment is considered the MOST RESTRICTIVE?
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What is a Special Education School?
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What is the most restrictive environment for students with significant emotional or behavioral concerns?
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Specially designed instruction adapts the content, methodology, or delivery of instruction to meet the unique needs of the child's ______.
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Which of the following refers to services required to assist a student with a disability?
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What must be measured regularly once the IEP is written?
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IEPs must be reviewed every six months.
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What is conducted at least once every three years for students with disabilities?
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All IEPs must comply with IDEA regulations.
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What is a common error made during IEP meetings?
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What is the requirement for student progress monitoring in scientific research-based instruction?
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What are Tier 2 interventions?
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What characterizes Tier 3 interventions?
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Who might be included in the Problem Solving Team (PST)?
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What is the goal of the Problem Solving Cycle?
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What is the first step in the Problem Solving Cycle?
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What should be considered when analyzing the problem?
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What is included in Step 3: Develop and Implement a Plan?
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What does Response to Instruction/Intervention involve?
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What does the Multi-tiered System of Supports (MtSS) encompass?
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What is the Individuals with Disabilities Education Act (IDEA) regarding special education?
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What is the initial evaluation's purpose in the special education process?
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What are the three purposes of the initial evaluation?
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Which areas should the initial evaluation assess?
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What does parental involvement entail in the initial evaluation?
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What does eligibility determination assess?
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What must the student qualify for to receive special education services?
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What must an Individual Education Plan (IEP) describe?
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What are the required components in an IEP?
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What is Free Appropriate Public Education (FAPE)?
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What does Least Restrictive Environment (LRE) mean?
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What is the main idea of mainstreaming in education?
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What does inclusion in education signify?
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What are the roles of general education and special education teachers in co-teaching?
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Study Notes
Specific Learning Disability (SLD)
- Defined as a disorder affecting one or more basic learning processes, including understanding or using spoken or written language.
- Manifestations may include challenges in listening, speaking, reading, writing, spelling, and math operations.
- Common conditions associated with SLD include dyslexia and developmental aphasia.
General Characteristics of Students with SLD
- Difficulty learning the alphabet, rhyming, and letter-sound associations.
- Common issues include oral reading mistakes, difficulty with spelling, and messy handwriting.
- Challenges in expressing ideas in writing and conversation; limited vocabulary; trouble following directions.
- Hardships with math symbols and sequencing, including retelling stories.
Speech and/or Language Impairment (SLI)
- Communication disorders that adversely affect educational performance, including stuttering, impaired articulation, or language impairment.
General Characteristics of Students with Speech Disorders
- Challenges may include difficulties in sound production, voice quality, and fluency (e.g., stuttering).
- Misarticulations can cause misunderstandings, impacting communication and learning.
General Characteristics of Students with Language Disorders
- Characterized by difficulties in receptive (understanding) and expressive (communication) language.
- Manifestations include improper word use, grammar issues, reduced vocabulary, and trouble following directions.
Categories of High Incidence Disabilities
- Specific Learning Disability (SLD), Speech or Language Impairment (SLI), Intellectual Disability (InD), and Emotional/Behavior Disorder (ED).
Intellectual Disability (InD)
- Defined by significantly below-average intellectual functioning and deficits in adaptive behavior during the developmental period.
General Characteristics of Students with InD
- Students score below an IQ of 69, representing the lower 2.3% of the population.
- Varying levels of adaptive behavior may lead to different support needs throughout life.
Adaptive Behavior
- Skills necessary for daily independent functioning, such as grooming, social skills, and personal responsibility.
Emotional/Behavior Disorder (ED)
- Defined by significant difficulties in learning, interpersonal relationships, behavior appropriateness, and pervasive mood issues impacting educational performance.
General Characteristics of Students with ED
- Symptoms may include hyperactivity, aggression, withdrawal, immaturity, and challenges in learning, with severe cases exhibiting distorted thinking or psychosis.
Low-Incidence Disabilities
- Special education categories with fewer students, constituting about 20% of all students with disabilities in schools.
Examples of Low-Incidence Disabilities
- Conditions include Autism Spectrum Disorder (ASD), Traumatic Brain Injury (TBI), Deafness/Hearing Impairment, Visual Impairments, and Multiple Disabilities.
Autism Spectrum Disorder (ASD)
- A developmental disability affecting verbal and nonverbal communication and social interaction, evident before age three.
General Characteristics of Students with ASD
- More prevalent in boys; characterized by uneven developmental profiles in language and social skills, communication difficulties, and rigid routines.
Traumatic Brain Injury (TBI)
- An acquired brain injury that results in functional disabilities affecting cognition, language, and social behaviors.
General Characteristics of Students with TBI
- Issues may include physical disabilities, cognitive challenges (memory and judgment), and emotional or behavioral problems.
Deafness
- Defined as severe hearing impairment impacting the ability to process linguistic information.
Hearing Impairment (HI)
- Refers to any level of hearing loss that affects educational performance but is not classified as deafness.
General Characteristics of Students with Deafness/Hearing Impairment
- Educational placement typically considers children with a loss greater than 90 decibels (dB) as deaf.
Types of Hearing Loss
- Common types include conductive hearing loss, sensorineural hearing loss, mixed hearing loss, and central hearing loss.
Visual Impairments Including Blindness (VI)
- Refers to impairments in vision that adversely affect educational performance, regardless of correction.
General Characteristics of Students with Visual Impairments
- Visual problems can hinder mobility, daily living skills, social interactions, and interpretation of visual material.
Deaf-Blindness (Dual-Sensory Impaired)
- Concomitant hearing and visual impairments resulting in severe impacts on communication and developmental needs.
General Characteristics of Students with Deaf-Blindness
- Severe needs in communication and mobility due to the combination of sensory losses.
Orthopedic Impairment (OI)
- Impairments affecting educational performance caused by congenital anomalies, diseases, or other factors.
General Characteristics of Students with Orthopedic Impairments
- May show muscle weakness, clumsiness, use of special equipment, and varying degrees of physical disability (diplegia, hemiplegia, quadriplegia).
Key Legislation
- Rehabilitation Act (1973) and Education for All Handicapped Children Act (1975) established the rights of students with disabilities for inclusive education and nondiscriminatory evaluations.
Historical Milestones
- 1817 marked the opening of the American School for the Deaf, and in 1922, the Council for Exceptional Children was founded to improve education for disabled individuals.
No Child Left Behind Act (2001)
- Mandated proficiency in reading and math for all students, including those with disabilities.
Response to Intervention (RtI)
- A proactive process that identifies students needing support through tiered interventions, including Tier 1 (core instruction), Tier 2 (added support), and Tier 3 (intensive individual intervention).
Problem Solving Team (PST)
- Comprised of various educational professionals responsible for reviewing student progress, identifying interventions, and modifying plans as necessary.
Problem Solving Cycle
- Includes steps of problem identification, analyzing the problem, developing a plan, and evaluating the plan's effectiveness.### Problem Analysis Steps
- Identify the priority problem to address based on multiple issues.
- Determine the context of the problem: school-wide, grade-specific, whole class, specific subgroups, or individual students.
- Use data to understand barriers preventing desired outcomes; verify all necessary data has been collected.
Developing a Plan
- Establish what actions are the most efficient and effective while considering available resources.
- Identify the alignment between resources and student needs.
- Assign responsibilities for implementing interventions, define frequency of interventions, and set up progress monitoring schedules.
- Plan for regular reviews of the intervention strategies.
Response to Instruction/Intervention
- Analyze data to decide on next steps: continue, revise, or discontinue the intervention plan.
Multi-tiered System of Supports (MtSS)
- Framework unifying supports and resources in education, adopted by states like Kansas, Utah, and Florida.
- Includes programs such as Response to Intervention (RtI), school improvement, and differentiated accountability.
Special Education Process Overview
- Governed by the Individuals with Disabilities Education Act (IDEA), which ensures fair identification and placement of students into special education.
- Involves 8 basic steps emphasizing systematic evaluation and intervention.
Step One: Referral for Evaluation
- PST organizes meetings with parents and teachers to review student data and interventions.
- Evaluations can be requested by anyone familiar with the student’s needs; parents can request evaluations at any time with written consent.
- The school must complete evaluation within 60 school days.
Step Two: Initial Evaluation
- Purpose is to determine if a child has a disability and to assess necessary educational services through a combination of formal and informal assessments.
Initial Evaluation Purposes
- Verify if the child qualifies as a 'child with a disability' as per IDEA.
- Collect essential information to identify educational needs.
- Inform decision-making regarding the child's educational program.
Evaluation Required Areas
- Health, vision, hearing, social-emotional status, intelligence, academic performance, communication skills, and motor abilities.
Assessment Methods
- Formal assessments by trained professionals.
- Informal assessments include academic/behavioral history, monitoring data, state assessments, and observations.
Parent Participation in Evaluation
- Parents provide informed consent and essential information regarding their child's history and skills.
Step Three: Eligibility Determination
- An eligibility meeting is convened to review evaluation results and determine disability status regarding special education needs.
Team Members in Eligibility Meeting
- Includes parents, general and special education teachers, LEA representative, instructional evaluator, and potentially related service providers.
Eligibility Criteria
- Must meet criteria for at least one of thirteen disabilities in IDEA.
- Requires special education or related services for an appropriate education.
Step Four: Development of Individual Education Plan (IEP)
- IEP contains comprehensive descriptions of special education services and supports tailored to the student’s needs.
IEP Team Composition
- Involves the student's parents or guardians, teachers, LEA representative, evaluators, and appropriate service providers.
Required IEP Components
- Present Levels of Academic Achievement, Measurable Annual Goals, Description of Progress, Services and Supports, Accommodations, and Post-secondary Goals.
Present Levels of Performance
- Includes data on current academic performance, strengths, and how the disability affects curriculum access.
Measurable Annual Goals
- Written goals based on present levels that describe what the student is expected to learn within one year.
Progress Monitoring
- IEP goals must be reported to parents as often as report cards are issued.
Special Education Services
- Defined as adapting instruction to meet unique needs derived from the child's disability, ensuring access to the general curriculum.
Related Services
- Essential services such as speech pathology, counseling, occupational therapy, and medical support that assist in benefiting from special education.
Monitoring Progress and IEP Review
- Ongoing assessment of the student’s progress must be documented, with annual reviews to evaluate efficacy and adjust services as necessary.### Re-evaluation in Special Education
- Essential step in the special education process, conducted at least every three years for students with disabilities.
- Aims to assess student’s progress and determine the ongoing need for special education and related services.
Legal Requirements for IEPs
- All Individualized Education Programs (IEPs) must comply with the Individuals with Disabilities Education Act (IDEA).
- IEP teams must adhere to specific requirements during meetings; the IEP must be executed as written.
- Non-compliance with IDEA can result in due process hearings, highlighting the legal significance of following outlined protocols.
Common Errors in IEP Meetings
- Missing required team members can lead to invalid meetings. Example: Arlington Central School District v. D.K. and K.K. highlighted absence of the general education teacher.
- Failure to make sound decisions regarding the Least Restrictive Environment (LRE). Example: St. Louis Co. Special School District showed lack of documentation for not educating a student in a general environment even with necessary supports.
- Predetermining placement before the IEP meeting undermines the process. In Berry vs. Las Virgenes Unified School District, it was identified that the IEP chairperson’s statements indicated a predetermined placement, compromising the meeting's integrity.
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Description
This quiz explores the concepts of Specific Learning Disabilities (SLD) and other related disabilities such as Speech and/or Language Impairment (SLI) and Intellectual Disability (InD). Test your knowledge on the characteristics of students with SLD and the categories of high incidence disabilities. Enhance your understanding of these important educational terms.