Individuals with Disabilities Education Act - Introduction to Individuals with Mild-Moderate Educational Needs - Lecture Slides, Slides of Educational Psychology

Download Individuals with Disabilities Education Act - Introduction to Individuals with Mild-Moderate Educational Needs - Lecture Slides and more Slides Educational Psychology in PDF only on Docsity! IDEA – 1997 Individuals with Disabilities Education Act docsity.com IDEA – 1997 provides all students with disabilities a free, appropriate public education (FAPE) in the latest restrictive environment that emphasized special education and related services designed to meet their unique needs and prepare them for employment and independent living. Significant changes were made in IDEA – 1997 and the accompanying 1999 Regulations IDEA 1997 docsity.com The New Law: • Requires a functional behavioral intervention for a child with a disability who exhibits troublesome behavior • Requires that parents be informed on a regular basis of the child’s progress docsity.com IEP Individualized Education Program docsity.com A major provision of the law is the requirement that each public school child who receives special education and related services must have an individualized education program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP is the cornerstone of a quality education for each child with a disability. IEP docsity.com Assessment Stages are the core of the process and involve the tasks of evaluation and developing and writing the IEP Stage 3: Multidisciplinary Evaluation Stage 4: The IEP Meeting – Writing the IEP docsity.com The Participants at the IEP Meeting 1. The student’s parent(s) or legal guardian 2. At least one general education teacher if the child is in general education or being considered for general education 3. A special education teacher 4. A LEA (local education agency) representative knowledgeable about the general curriculum and resources available within the school district docsity.com The Participants at the IEP Meeting 5. A person who can interpret the instructional implications of evaluation results (may be one of the previously mentioned members) 6. The child, if the situation is appropriate 7. Any other person invited by the parent or the school who has knowledge or special expertise regarding the child, including, when appropriate, related services personnel docsity.com The Contents of the IEP 5. Individual modifications in the administration of achievement tests (or an explanation of why such modifications are not appropriate) and how the child will be assessed 6. A projected date for beginning services and anticipated service frequency, location, and duration 7. Measures of progress toward annual goals and an explanation of how parents will be kept informed of their child’s progress docsity.com Intelligence Quotient - IQ The earliest and least sophisticated term for describing a person’s level of intellectual functioning is mental age. Mental age is an estimate of one's intellectual level and is different from chronological age. A 5-year- old who successfully completes tasks typically performed only by children 7 years of age would be considered to have a mental age of 7 years. docsity.com Related Services • In addition to determining the necessary special education services, the IEP team also determines the need for “related services” that may be required to enable a child with a disability to benefit from special education. These may include transportation and developmental, corrective, and other supportive services. Such assistance may include speech-language pathology and auditory services, psychological services, physical and occupational therapy (including therapeutic recreation), social work services, counseling services (including rehabilitation counseling), orientation and mobility services, and medical services for diagnostic and evaluation purposes. docsity.com Functional Behavioral Assessment 1. Identify the target problem 2. Develop a hypothesis about what conditions provoke the problem behavior 3. Determine what seems to maintain the occurrence of the behavior docsity.com Positive Functional Behavior Intervention IDEA-1997 stipulates that if a child’s behavior impedes the child’s learning or the learning of others, the IEP shall consider strategies, including positive behavioral interventions, and supports to address the behavior. Positive behavior support is designed as a general term that refers to the culturally appropriate applications of positive behavioral interventions and systems to achieve socially important behavior change. docsity.com The following can be done to implement positive functional behavioral interventions: A desirable replacement behavior should be taught to the student. For example, if the student throws math books, he or she would be removed from the math class. A replacement behavior would be to give the student an alternative math assignment. The environment could be modified to increase the effectiveness of the replacement behavior. For example, the student would receive a consequence for throwing the book but could not avoid attending math class. Positive Functional Behavior Intervention docsity.com Assistive Technology Devices or Services • The term assistive technology services refers to any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. For example, teaching a child who has a disability in writing the needed keyboarding skills for word processing would be an assistive technology service docsity.com Standardized Norm-Referenced Tests In the evaluation process the student’s performance and achievement are measured. Two approaches for measuring student skills are: 1) Standardized Tests 2) Alternate or Informal Measures docsity.com Formal Standardized Tests Statistically designed so that one-half of the student scores will be below the mean (average), and one-half will be above. Of course, communities want all of their children to score above average. docsity.com Alternate and Informal Assessment Measures Useful and practical assessment procedures that test students on the ordinary materials and activities they are currently working with in the classroom. A major advantage of using classroom materials for informal tests is that the assessment is as close as possible to the expected behaviors. Informal tests also give teachers freedom in administration and interpretation docsity.com Levels of Reading Four levels may be identified through the use of the Classroom Reading Inventory: 1. Independent 2. Instructional 3. Frustration 4. Hearing capacity Informal Assessment docsity.com Independent Level The teacher’s first aim is to find the level at which the student reads comfortably. The teacher will use the independent level estimate in selecting supplementary reading material and the library and trade books the student will read on his or her own. Since this is the type of reading the student will be doing for personal recreation and information, it is important that the student be given reading material from which he or she can extract content without the hazards of unfamiliar vocabulary and concepts. Levels of Reading docsity.com Hearing Capacity Level The teacher is asked to read orally more difficult selections to determine whether the student can understand and discuss what was heard at levels beyond the instructional level. The highest level (ability to answer 75% of the questions asked by the teacher) is the probable hearing capacity level. This level gives the teacher an index as to the student’s ability to gain and use information through listening. When the hearing capacity level is higher than the instructional level, it is assumed that the reading skills might be improved through further instruction, at least to the hearing capacity. Levels of Reading docsity.com Procedure Levels of Reading Present the graded oral paragraphs (story), starting at the highest level at which the student successfully recognized all twenty words in a word list in Part 1. docsity.com Procedure Ask the student to read the paragraphs “out loud.” Tell the student that you will ask several questions when he or she is finished reading the paragraphs or story. docsity.com Reading Oral Paragraphs As the student reads each selection orally, record his word-recognition errors on the separate inventory record for teachers. The student makes word-recognition errors when he or she repeats, substitutes, omits, or needs teacher assistance in pronouncing words. Word Recognition docsity.com The following symbols will enable the teacher to quickly record the type of word-recognition errors made during the oral reading: Common Error Symbol Notes Repetition Mark word(s) repeated Insertion Add additional word(s) Substitution Add substituted word docsity.com Common Error Symbol Notes Omission Circle word(s) omitted Needs Assistance Pronounce word when it’s apparent that the student does not know the word(s) Word Recognition Errors p docsity.com Select an IRI (Teacher-made or Commercial) Estimate Beginning Level for Testing Give Oral Reading and Silent Reading Tests at Selected Level Code Errors (or Miscues) and Ask Comprehension Questions Score Oral Reading and Comprehension Has Frustration Level Been Reached? Go to Next Level No Stop Testing Yes Informal Reading Flow Chart docsity.com Give Oral Reading and Silent Reading Tests at Selected Level Code Errors (or Miscues) and Ask Comprehension Questions Score Oral Reading and Comprehension Has Frustration Level Been Reached? Go to Next Level No Stop Testing Yes Informal Reading Flow Chart Determine Three Reading Levels Analyze Word Recognition and Comprehension Responses docsity.com Authentic Assessment Authentic assessment makes realistic demands and is set in real-life contexts such as at school or at home. (In contrast, a formal test often is not related to the child’s curriculum.) Examples of authentic assessment situations include actually reading a passage (reading), giving a persuasive speech (oral expression), writing a letter to the editor (written expression), or using mathematics to solve a real-life problem (mathematics) docsity.com Informal Arithmetic Test An informal arithmetic test can be easily devised to point out weaknesses in students’ basic computational skills. docsity.com Criterion-Referenced Tests Criterion-referenced tests measure a student’s mastery of specific skills. For example, does the pupil recognize –ing endings? Does the student know the meaning of the prefix dis-? Can the student subtract single-digit numbers through 10? The teacher can set an acceptable criterion for mastery, such as 90 percent. When that performance level is reached, the student is taught the next skill in the sequence. docsity.com Criterion-Referenced Tests Criterion-referenced tests describe rather than compare performance, measuring mastery levels rather than grade levels. In contrast, norm-referenced tests (or traditional standardized tests) compare the pupil’s performance to that of other children of the same age. docsity.com Tanya Question Is Tanya’s language arts score an accurate representation of what she knows in language arts? What are some issues that should be studied further? docsity.com Ian Ian is a first grader in your class. Your school uses a standardized test as one indicator to monitor progress in reading skills. Ian’s parents are very involved in his education and read to him at home. Although Ian has been making good progress in his reading, he receives an average score in reading on the Standardized test. His parents are concerned and make an appointment to see you about Ian’s test score. docsity.com Ian Question What will you say to Ian’s parents? Do you think Ian’s score is valid? Why or why not? docsity.com