FTCE ESE K-12 Exam

14 th amendment

cannot discriminate on basis of race

children must be tested in native language

established right to adequate treatment (education) for institutionalized person w/ mental retardation

Special education was guaranteed to children w/ mental retardation..sparked cases for children w/ disabilities

right to special education was extended to all children w/ disabilities not just mentally retarded children

first comprehensive federal statute to address specifically the rights of disabled youth - prohibited discrimination in education, employment & housing based on disability

expands protection to other areas that receive federal assistance (education)

requires states to provide full educational opportunities for children w/ disabilities

provided FAPE to all students w/ disabilities, defined special education & related services, & imposed rigid guidelines on provisions of services

extended FAPE & all provisions PL 94-142 for services to preschool children (3-5) w/ disabilities

ordered reevaluation of black students enrolled in classes for (EMR) educable mentally retarded

ruled IQ tests are necessarily biased against ethnic and racial sub-cutures

special education services required for children 3-5 & entire families needs addressed by Individual Family Service Plan (IFSP) which is reviewed every 6 months

students may not be denied education or exclusion from school when their misbehavior is related to their handicap

10 days

gives civil right protection to individuals w/ disabilities in private sector employment & public services

reauthorized EHA, changed term handicapped to disability, expanded related services, & required IEP's to contain transitional goals and objectives for students 16 and up

participation of students w/ disabilities in statewide assessments, changes to IEP w/ emphasis on students participating in gen. ed., guarantee that no student w/ disability is deprived of education because of behavior

addresses accountability for student achievement, every student demonstrate proficiency in reading, math, science

added new requirement for special education teachers on secondary level be highly qualified, assistive technology was devices amended to exclude devices surgically implanted (cochlear implants)

a list of parental due process safeguards

FAPE

academic achievement & functional performance

congenital conditions (spinal bifida, deafness, blindness, profound intellectual disabilities) & children who contract diseases (polo, meningitis)

compare student progress w/ peers of same age or grade level on a national basis

criterion-referenced measures

experiential background

introduction of a new skill

continued practice of a new skill

practice under supervision to achieve accuracy & speed

application of new skill in new settings & situations

study of significant units of speech sounds

study of smallest unit of language that CONVEY meaning

system of rules for making grammatically-correst sentences

study of relationships between words & grammatical forms in a language & their underlying meaning

language disorder

speech disorder

developmental disability significantly affecting verbal & non-verbal communication & social interaction

a) inability to learn not explained by intellectual, sensory, health factors. B) inability to build or maintain interpersonal relationships C) inappropriate behavior D) general unhappiness or depression E) tendency to develop physical symptoms or fears associated w/ school or personal problems

disorder of one or more of basic psychological processes involved in understanding or in language

standardized tests w/ only one correct answer

less objective measures & can use observations...

establish a ranking and compare student's performance an established norm (age or grade)

measures a student's knowledge of specific content

are designed to be as close to real-life as possible

self-apparisal instruments completed by student or parents

used for measuring behaviors of a group of students or several behaviors from the same student

used to measure effectiveness of intervention

1. present level of academic & functional performance 2. annual goals 3.notification of progress to parents 4. modifications or accommodations in statewide assessments 5.post school activities & related services 6. projected dates for services 7. LRE 8. Transition needs for students 14 and up 9. Statement of responsibilities (who is responsible for)

don't understand phoneme / letter correspondence, memorize visual features (word stop in stop sign)

can name some letters and can apply different sounds to many consonants but cannot handle vowel sounds well and don't recognize common spelling patterns

good understanding of connection between graphemes and phonemes, can decode letter by letter and spell phonetically.

tend to see words as whole units and use decoding skills in unison to decode unfamiliar words

decoding is automatic and word-level reading predominates

section 504

ability to supply specific instructional materials, programs, and methods on a regular basis in a regular ed classroom

two or more problem behaviors across different areas of functioning

after every third correct response in a row, produces a steady efficient production of responses for reinforcement

forms a strong relationship between behavior and reinforcement, best for establishing a new habit

produces a high steady rate of responding to solidify new habits

use when behavior is established and only needs minimum reward for maintenance

usually intangible reinforcers ( teacher feedback, task completion, sense of pride over mastery)

tangible rewards from external source ( token reinforcers, social approval, pencils, stickers)

process of combining morphemes into meaningful words