Education for All handicapped Children Act= every child is entitled to free public education

Education of handicapped Act- Early Intervention Legislation= serves ages 3-5 to give money for operations (medical, cognitive; SLP & PT work together for infants- part C; block grants)

Individual with Disabilities Education Improvement Act of 2004=

- SLP are related services

- private school children have access though public school transportation

- Assess is 1x per year for PLOP (present level of performance)

- Triennial evaluation is every 3 yrs for ARD committee (assessment. referrel.dismissal)

- state or district-wide assessments are required and may be modified

- Independent evaluation: an outside eval where parent gives information; ex. test for IQ, assistive tech, or apraxia

Assistive technology provided for augmentative systems, use for evaluations, technology, equipment

Individuals with Disabilities Education Act (IDEA) aka PL 94-142=

1. Assessment to be done in native, sign, or assistive tech language

2. Related services (transport, SLP/Aud, PT/OT,  school nurse, etc) to receive eligibility, social work, & counseling->now SLP in special ed. and general classrooms

3. Supplement aides & services: paid trained aide employees

1. Intellectual Disability
2. Hearing Impairments (deafness)
3. Speech or Language Impairments
4. Visual Impairments (blindness)
5. Orthopedic Impairments
6. Other Health Impairments (rare syndromes, combos)
7. Special Emotional Disturbance (skitz, autism, TBI)
8. Autism (spectrum)
9. Traumatic Brain Injury
10. Specific Learning Disabilities

- For kids not in 602 ages 0-3yrs where term used, but 3-5yrs state decides how behind (ie. 2 std. dev below)

1. Physical Development
2. Cognitive Development
3. Communication Development
4. Social or Emotional Development
5. Adaptive Development

Free Appropriate Public Education

- every child is entitled

Local Educational Authority

- town or county; decides eligibility for services 

Least Restrictive Environment

- levels of assistance versus independence (ex. in a regular classroom but with an aide in case)

Natural Environment

Regular classroom; "homing & community"

- Services needed for progress in regular classroom

- OT, PT, SLP, transport

- "mainstream"

- child with disability can be part of a regular education community

- especially good for social skills, helpful, & motivating

- pull out/push in

Individual Family Service Plan

- written statesments of

1. Levels of 5 areas of DD assessments
2. Family's resources, priorities, and concerns enhancing C's development
3. Outcomes to achieve, criteria, procedures, and timelines of progress
4. Early intervention services necessary, ex. frequency, intensity, and delivery method (ex home, school, or at clinic)
5. Natural environments where services will be provided
6. Dates for initiation and duration of services
7. Service provider "coordinator" information
8. Steps to support transition: how & when, ex. before 3 yrs o4 planned for 14 yrs, implemented by 16 yrs, and topped or capped by 21 yrs.

Individual Education Plan

- push in/pull out

- birth- 5 yrs

- establish: frequency of aides, collaboration with teacher 

Functional Behavior Analysis

A-->B-->C: Antecedent-> Behavior-> Consequence (reinforce or punish)

ex. time, words subject --> disrupting-->reinforce/punish; use figet toys, sensory diet, give job/responsibility

Functional Behavior Analysis

- Team includes behavioral specialist, psychologist, special ed. teacher (inter or transdisciplinaries)

- Observation of child, write report, IEP meeting, PBIP implemented (in class, caf, bus, etc)

~ for communication & sensory issues: ex. ask for lunch, high noise levels

Antecedent event: before B occurs

Behavior: description

Consequence: result after B occurs(ex. he misses math class)- punish (ex. no water breaks), reinforce (ex. sticker chart)

Positive Behavior Intervention Plan

- increase desired B

- decrease undesired B

Positive Behavior Intervention Program= depends where B occurs, but plan to increase good B and change the bad B to good

- because C can't communicate language affects behavior so intervention plan needed (ex. C likes music, cries when stops, schedule board helps with transition)

Lovass/Pavlov

- stimulus + response in small steps

ex. easel: what to write? where to draw? (use a script vs. follow C's lead w/o script)

For early intervention:

- lead poisoning

- fetal alcohol syndrome

versus "Developmentally Delayed"

Parent must sign a new IEP or the old one will still be in effect

The family has the right to question the decision of the IEP and take it to county, state, or court level to make changes.

- ex. If they want the school to pay for outside evals, level of service, or level of restriction

Prove with data that a child falls back without service so to qualify for summer classes to learn new info or maintain what's learned

1. Identify family concerns, priorities, resources; interagency of services (plans for early intervention or block grants) 
2. ID family activity settings or daily routines (to get money for gym, babysitters, daycare, etc)
3. Conduct a functional assessment of where the child fits in the family, what do they need to support the child (done w/ early interv. coordinator and have culture representation)
4. Collab (with team and family) to develop goals/outcomes to increase child's participation
5. Assign intervention responsibilities
6. ID strategies to implement plan using surroundings, strategies, reinforcers
7. Intervention strategies to promote generalizations in variety of environments after intervention
8. Interventions target several goals: transdisciplinary ex. mealtime: fine motor to hold spoon, speech for "more" & social skills with sibling
9. Interventions promote independence and look like "typical activities"

1. Multidisciplinary: each area does an eval.
2. Interdisciplinary: team meets to formulate goals
3. Transdisciplinary: "arena assessment" by Tony Linder; each area has their own roles (ex. OT assess how C eats using hands, SLP instructs swallowing techniques or assess play)

IFSP

- meets every 6 months

- focus on strength/needs of family (ex. money for transport service to get to clinic, or volume increasers, etc)

- outcomes targeted for family

- includes natural & community envnmts

- activities of multiple agencies, integrate services

- "coordinator" in constant contact

IEP

- meets yearly

- focus on individual (ex. aide, more visuals)

Write up includes:

1. PLOP

2. Measurable goals & objectives

3. How progress is measured

4. Statement of qualified services (from testing 2SD below):where, when/freq/length, push-in (group pragmatics), pull-out (individ w/ apraxia)

5. Use of supplemental aides, services (ASL)

6. Modifications of language, toys, chairs

7. School personnel support (training, directions)

Team includes:

1. parent

2. teacher of inclusion

3. special ed teacher

4. eval interpreter

5. school district professional

- no SLP or assist. tech unless asked!

- Annual: goals of what C needs to work on and how

- Triennial: what goals to keep, change, or get rid of

- every C is eligible for assistive tech; team or indepdt eval determines it

- IEP written for services, aide, training for assistive tech

- communicative/assistive technology, supplementary aides, ASL, low tech must always be available

- Daily or weekly communication between teachers and parents so you don't have to do it yearly (email, text, phone)

= Plan for adulthood and independent living written by age 14, implemented by 16 and eligibile for up to 21 or gets diploma

Early intervention= implemented 90 days before C turns 3 years

- changes mad that don't affect the learning plan

ex. preferential seating, loop in the level, extended time, reader reads questions

- changes made that affect the learning plan; SLP should be involved to give directions  (verbal 2-step vs. 3-step)

ex. name capitals by labeling a map, not fill in blanks, or change/rephrase questions

terminology: "explain, identify, describe"

Maryland Coalition for Inclusion of Education

No Child Left Behind= services beyond the disabled

- goals:

1. to improve the academic achievement of the disadvantaged
2. to address language instruction for LEP students (Limited English Proficient)
3. to assess progress regularly
4. to hold professionals accountable for student progress (annually)
5. environmental, cultural, and economic disadvantages included

(No Money Left Behind)

- requires states to develop and use annual assessments of reading/math in grades 3-8; to show progress! (aka Adequate Yearly Progress, AYP)

- results reported to federal govt

Responsiveness To Intervention: service delivery leading to ITP or preventing the need from Accountability results

- changes the role of SLP: to consult on and work with children who are not labeled as C with disability and don't have IEPs; work with whole classes, individuals, and literacy programs

-owned by school or individual so C can't bring it home for breaks

- service and aide needed to maintain equipment, assess for need, teach caregiver & aides how to operate

- state can't pay for device with multiuses (ex. ipad vs. communication board)

- 2004: services birth to adulthood

- allows LEA to decide how to use federal funds (bilingual & reading programs, assessments, educational tech, teacher quality, safe schools)

:( underfunded, state standards developed, AYP not needed

Maryland's Learning Independence through Computers

Section 504- schools for mostly children with LD or ADHD ("any disability that "substantially" reduces or lessens a students' ability to access learning in the educational setting bc of learning behavior or health-related condition"

- prohibits discrimination based on disability for all ages

- implemented through accom & mods: more time on test, record vs. write answers)

- LEA has right to establish own policies & procedures

- Section 504 applies after age 21, no IEP needed

(Section 508- employment)

Americans with Disabilities Act Amendments= Section 504 applies to public school students & agencies with federal funding to ensure C has equal access to education