The next level is a special school, such as a school for the blind. Home instruction is the next step. Finally, hospital or institutional instruction are the most restrictive environments in the continuum. .
..
preventative, remedial or compensatory.
.a free appropriate public education (FAPE) which emphasizes special education and related services designed to meet their unique needs, to assure that the rights of children with disabilities and their parents or guardians are protected, to assist states and localities to provide for the education of all children with disabilities, and to assess and assure the effectiveness of efforts to educate children with disabilities."
Zero Reject 2. Nondiscriminatory Identification and Evaluation - 3. Free, Appropriate Public Education (FAPE) - provided through an individualized education program (IEP). 4.
Least Restrictive Environment (LRE) - 5. Due Process Safeguards - 6. Parent and Student Participation and Shared Decision-Making -
1973 landmark to include all in education. This too a while to get where it is today with IDEA-2004. Rights of the disabled have improved significantly with ADA and section 504
.11% of school aged kids are special needs. twice as many males as females, increase through age nine, then decrease. Eighty-four percent of all children served by special education fall under four disability categories: learning disabilities (47%); speech and language impairment (19%); Intellectual Disabilities (10%); and emotional disturbance (8%).
.parents, the classroom teacher, the special education teacher, the tester or person interpreting test results, a district representative, the student, and if necessary the service providers. Students needing special therapies for physical, occupational, or behavioral issues would have service providers present.
Inclusion means the child is kept in the mainstream classroom with students of the same age but receives the special assistance delineated in his IEP. A student would be mainstreamed if they are still unable to reach close to grade level with extensive support
determined by IEP, the setting where the student will be most likely to stay on grade level while getting the needed help.
Fourth, the degree of participation in the regular classroom must be noted. Fifth, the degree of participation and necessary accommodations for district and state assessments must be stated. Sixth, the start date for services, the frequency, location, and duration must be stated. Finally, the evaluation schedule to determine how and when progress on IEP goals is measured and reported to parents is stated.
.. Accept Parents' Statements Listen Well Question Effectively Encourage Stay Focused
IDEA -2004:..Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance."
..INTERMITTENT, LIMITED, EXTENSIVE, PERVASIVE
..SELF CARE, daily living skills, social development, behavioral control
..1. Task Analysis involves breaking down the concept into simple steps. The steps start out simply and slowly build on themselves until the final goal is reached.
2. Direct and Frequent Measurement must be used as a way to constantly assess progress and adjust instruction accordingly. 3. Active Student Response is imperative. Students must be engaged, active learners. 4.
Systemic Feedback is required. Feedback must be positive, specific, immediate, frequent, and differential. 5. Transfer of Stimulus Control means the teacher slowly reduces prompts as the learner progresses.
6. Generalization and Maintenance is another key component. Students must be taught strategies for applying new skills to different settings.
We are now measuring another factor, so we cannot make a conclusive connection. Another issue is that prevalence varies significantly from state to state. New Hampshire has a much lower percentage than West Virginia. The reasons for the difference can come from issues such as access to prenatal care as well as environmental factors.
NJCLD defines learning disabilities as a "heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities." IDEA-2004, on the other hand, defines a Learning Disability as "a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations." Both definitions emphasize the acquisition and usage of information required for learning. The IDEA-2004 definition identifies psychological processes as a factor. It also goes farther than acquisition by addressing the understanding or processing of information.
NJCLD does not identify Learning Disabilities as the result of other factors, such as emotional impairment, sensory impairment, and Intellectual Disabilities. Rather, NJCLD defines Learning Disabilities as a dysfunction of the central nervous system.
Our school district uses Galileo testing for our benchmarks. Criterion-referenced test assess the student according to a mastery level rather than the other students' normed scores. Informal reading inventories give the teacher a good idea of what specific skills need to be addressed, as words and sentences get progressively harder. These can be teacher made and used with small group instruction. An example of curriculum-based measurement is DIBELS.
Direct daily measurement involves observation and recording progress of skills. The information is also available to the students via a wall chart, so they are highly motivated to master the skills.
The second criteria mandates that schools try various approaches and alternative methods with the student before testing can take place. According to the third criteria, a student with a low IQ or a student who misses reading because of chronic tardiness would not be labeled as having a learning disability.
Teachers give several examples, provide step by step directions, ask students to explain how a
DNA studies have also shown a link between reading problems and chromosomes. Biochemical imbalance is another common theory. Learning disabilities have been linked to poor nutrition and vitamin deficiencies, however the scientific evidence for this theory is weak. Finally, environmental factors are a cause. This is a broad term which can encompass some of the other categories, such as heredity and biochemical imbalance.
Poor living conditions, poor instruction, and lower parental involvement are all environmental factors.
Others believe we are now accurately diagnosing what used to be classified as Intellectual Disabilities.
