Term
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Definition
| is done to all children-not considered part of assessment (i.e., no observer would know specific children are targeted). |
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Term
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Definition
| Locate students who need additional services |
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Term
| Possible steps to take if child is identified |
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Definition
watch and wait
suggest modifications
refer to SST
assess immediately |
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Term
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Definition
| Members: interdisciplinary, teacher, resource teacher or other special ed teacher, possibly SLP |
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Term
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Definition
-Teacher implements recommendations and reports back to SST several weeks later
-If recommendations did not cause sufficient change, may refer to specialists for assessment and possible intervention |
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Term
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Definition
| A formal written request for an assessment |
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Term
| California education code referral timeline |
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Definition
| After referral is made, 15 days to send assessment plan to parents. There is an exception if 10 or fewer days are left in school year, in such a case 10 days from start of new school year are allowed. |
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Term
| CA education assessment plan timeline for parents |
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Definition
| Parents have 15 days to sign assessment plan. If they do not, district may start due process, but does not have to. |
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Term
| If child is homeschooled or in private school, can due process be used? |
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Definition
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Term
| CA education timeline after parents sign assessment plan |
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Definition
| 60 days to assess, write report and hold IEP. |
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Term
| Exceptions to timeline in CA education code |
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Definition
If parent repeatedly does not bring child to assessment, timeline is negotiable.
If signed assessment plan is brought 20 days before end of school, 30 days are provided at beginning of next school year. |
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Term
| If parent refuses special education and related services, can district initiate due process? |
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Definition
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Term
| If parents refuse some special ed services, but accept others, district may or may not go to due process? |
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Definition
| District may go to due process if parents accept some special ed services, but reject others. |
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Term
| Reevaluation must not occur more than once a year, unless.. |
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Definition
| Parents and district agree in writing |
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Term
| Paperwork should be kept in two places the _____ and _____ |
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Definition
| Paperwork should be kept in the speech file and cumulative file |
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Term
| California education code on language of assessment |
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Definition
| The CA education code says administration of tests should be in language and form most likely to yield accurate information, unless not feasible |
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Term
| When can parents have Individual Education Evaluation? |
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Definition
| The parents can have one independent educational evaluation each time they disagree with district evaluation |
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Term
| If parents request, they have right to view all district documentation within ___ days. |
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Definition
| If parents request, they have right to view district documentation within 5 day. When viewing protocols SLP should be present. |
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Term
| Two documents to determine fluency of ELL |
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Definition
| Home Language Survey & CELDT |
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Term
| For infants and toddlers, CA education code states if screening shows child is suspected of having a disability... |
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Definition
| For infants and toddlers if screening shows child is suspected of having a disability, school must provide notice and consent to assess |
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Term
| For infants and toddlers, CA education code states if screening shows child not suspected of having disability.... |
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Definition
| For infants and toddlers, CA education code states if screening shows child not suspected of having disability, school must provide notice, including right to request evaluation |
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Term
| For assessment of infants and toddlers... |
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Definition
| For assessment of infants and toddlers, two or more disciplines must be involved in assessment |
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Term
| For assessment of infants and toddlers, can informed clinical opinion be used? |
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Definition
| For assessment of infants and toddlers, informed clinical opinion can be used |
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Term
| Eligibility for school age children in area of articulation |
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Definition
| Articulation eligibility criteria: reduced intelligibility which interferes with communication and attracts adverse attention. Production of speech sound below developmental level which adversely affects educational performance |
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Term
| Voice eligibility criteria |
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Definition
| Voice eligibility criteria: abnormal voice characterized by persistent, defective voice quality, pitch or loudness. Includes vocal nodules. |
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Term
| Fluency eligibility criteria |
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Definition
| Fluency eligibility criteria: defined as dysfluency when flow of verbal expression adversely affects communication between pupil and listener. |
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Term
| The are two ways to qualify under a language disorder |
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Definition
1) 1.5 SD or below (or 7th percentile) in two standardized tests, in one area of language.
2) Inadequate or inappropriate usage of receptive/expressive language as documented in language sample |
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Term
| If standardized assessment is inappropriate for student, alternative means should be |
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Definition
| If standardized assessment is inappropriate for student, alternative means should be used and documented in assessment plan |
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Term
| Hearing impairment criteria |
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Definition
| Hearing impairment can be permanent or fluctuating, so long as it impairs processing of linguistic information, even with amplification and adversely affects academic performance. Linguistic information includes speech reception and speech discrimination. |
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Term
| Autism and emotional disturbance |
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Definition
| Autism label cannot be applied in special education context if emotional disturbance is already primary cause of poor educational performance |
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Term
| Autism definition per CA education code |
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Definition
| Developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally before age three And adversely affecting child’s educational performance to the extent that special education is required |
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Term
| When autism is suspected, _____ and SLP should both contribute to eligibility determination |
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Definition
| When autism is suspected, psychologist and SLP should both contribute to eligibility determination |
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Term
| Intellectual disability and eligibility |
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Definition
| Intellectual disability and eligibility: significantly low IQ and adverse effect on adaptive behavior |
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Term
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Definition
B/C of serious emotional disturbance, one of the following is manifest:
1. Inability to learn, not explained by other factors
2. Tendency to develop physical symptoms
3. Pervasive negative mood
4. Inappropriate types of behavior
5. Inability to maintain or develop satisfactory relations |
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Term
| Specific Learning Disability |
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Definition
Disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language that may manifest in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
Disorder in one or more of the basic psychological processes involved in understanding or using spoken language. |
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Term
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Definition
To qualify under 504, student must have
1. mental or physical impairment that limits 1 or more life activities
2. have a record of mental or physical impairment
3. be regarding as having such an impairment
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Term
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Definition
Students may be assessed using same process as IDEA
Students must be evaluated by multidisciplinary committee
Committee should consider mitigating factors |
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Term
| FAPE: what does it refer to? |
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Definition
Free and Appropriate Public Education:
special education and related services that a) have been provided at public expense b) meet the standards of the state education agency c) include appropriate education (any level/grade) d) are provided in accordance with IEP |
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Term
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Definition
IDEA Act and Assessment
Testing materials should not discriminate culturally or racially
Assessment should be made in native language or dominant communication mode
Assessment should be administered by trained professionals
No single rule should be used to determine placement
All assessment information should be confidential
Attempts should be made to screen all individuals with disabilities
12% rule is applied (no more than 12% with disabilities)
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Term
| Three main points of IDEA Act |
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Definition
Three main points of IDEA Act:
I. All students provided with Individual Education Program
II. Parents have right to due process
III. Parents have right to be involved in educational decision making process |
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