Educ 5100
IDEA Exam March 21:
1. What are the six major provisions of the Individuals with Disabilities Education Act (IDEA)?
 Zero Reject: Requires that no child with a disability can be excluded from public
education.
 Nondiscriminatory Testing: Requires that schools use a variety of nondiscriminatory
methods to determine disability.
 Free and Appropriate Education (FAPE): Students who have been referred to
special education must have an individualized education program (IEP) that
details their special learning needs and mandates appropriate services.
 Least Restrictive Environment: Students with disabilities are entitled to be
educated with their peers in general education classes to the greatest extent
possible.
 Due Process: Followed in all placement decisions and changes in placement.
 Parent Participation: Schools must collaborate with parents in the design and
placement of special education services.
2. What are the four key additions to IDEA?
 Transition Services: All 16 year old students with disabilities must be provided with
a statement of transition service needs in their IEP.
 Early Childhood Education: Amendments to IDEA is 1986 and 1990 provided
service to infants, toddlers, and preschoolers with disabilities.
 Assessments: Students with disabilities must participate in general state-and
district-wide assessment programs.
 Early Intervening Services: 2004 amendments to IDEA specify that not more than
15% of the funding local education authority receives from the federal
government can be allocated to programming students not currently identified
for special education but who need academic and behavioral supports in the
general education setting.
3. What do these acronyms mean?
a. FAPE- Free Appropriate Public Education
b. IDEA- Individuals with Disabilities Education Act
c. IEP- Individualized Education Program
d. LRE- Least Restrictive Environment
4. Define the following terms.
a. Child with a disability- A child evaluated and found to have mental retardation, a
hearing impairment, speech or language impairment, visual impairment, serious
emotional disturbance, orthopedic impairment, autism, traumatic brain injury, an
other health impairment, specific learning disability, and who needs special
education and related services.
b. Special Education- Specially designed instruction to meet unique needs of a child
with a disability
c. Related Services - Give at least two examples
Physical therapy, speech-language pathology
d. Transition Services - Give at least: two examples of services
Community experiences, acquisition of daily living and/or vocational skills.
5. What are the top 10 basics of special education?
1. Referring child for special education.
2. Evaluating child.
3. Eligibility is decided; group of qualified professionals and parents decide if child is a
“child with a disability”.
4. Child is found eligible.
5. IEP meeting is scheduled.
6. IEP meeting is held and IEP is written.
7. Services are provided- school makes sure child’s IEP is being carried out.
8. Progress is measured and reported to parents.
9. Reviewing the IEP and placement at least once each year.
10. Child is reevaluated, at least once every three years.
6. What ages are covered with IDEA?
Age 3 through 21.
7. List the 13 handicapping conditions covered by IDEA.
• Autism
• Mental Retardation (Cognitive Disability (CD))
• Multiple Disabilities (Cognitive Disability (CD))
• Emotional Behavioral Disability (EBD)
• Hearing Impairment (HI)
• Specific Learning Disability (SLD)
• Orthopedic Impairment (OI)
• Other Health Impairment (OHI)
• Significant Developmental Delay (SDD)
• Speech or Language Impairment (S/L)
• Traumatic Brain Injury (TBI)
• Visual Impairment (VI)
• Deaf-Blindness
• Deafness
8. What are the seven levels of the continuum of services? Where Are Most Students with
Disabilities Served?
Level 1: General Education Classroom
Level 2: General Education Classroom with consultative services
Level 3: General Education Classroom with instruction, co-teaching or other services
Level 4: General Education Classroom with Resource room
Level 5: Full-time Special Education Classroom
Level 6: Special School
Level 7: Special Facilities, Non-public School (day or residential)
Most students are served in the public school with their nondisabled peers in levels 1-5.
9. List and describe at least three strategies for communicating effectively in IEP meetings
with parents and colleagues.
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Mentoring program/ buddy system, consistency in daily procedures,
interdisciplinary projects.
Monthly support group meetings for parents of special needs children
Rotation of parents to observe and help in classroom weekly
Collaborative service/ volunteer project that children and their families can work
on together.
10. Who are the seven key members of the IEP Team?
 Parents. Parents are equal partners with the school staff on the IEP team.
 The child. When the team plans for life after high school and at other times, if
appropriate.
 An LEA (school district) representative. A person from the school district who can
make sure your child gets the IEP services.
 The child’s regular education teacher.
 The child’s special education teacher.
 Someone who can explain the tests your child took.
 For an older child, someone from each agency that will provide services to
prepare the child for life after high school.
 Other people invited by you or by the school.
Sometimes one person does more than one job on the team. A person may be
excused from all or part of the meeting if you agree in writing.
11. What nine key components must be included in an IEP?
• your child’s present level of performance.
• annual goals.
• special education and related services.
• the starting date, amount, frequency, location, and duration of IEP services.
• services your child needs to succeed in regular education.
• supports that teachers need to teach your child.
• the extent your child will not be in regular classes and not learn the general education
curriculum.
• for children 14 and older planning for life after highschool.
• how the school will measure progress on the IEP goals.
• when the school will tell you about your child’s progress on the IEP goals.
12. What are three benefits of Early Intervening services?
 gains in reading and math assessment scores
 decrease in the number of inappropriate referrals to special education
 improved collaboration between general and special education.
13. Who may receive Early Intervening Services?
K-12 with an emphasis on K-3
14. How is the RtI mandate in IDEA 2004 changing Wisconsin’s regulations in determining
student eligibility for Specific Learning disabilities?
 States must not require use of significant discrepancy as part of determination of
SLD.
 States must permit the use of a process based on a child’s response to
scientifically based intervention as part of determination of a SLD.
 States may permit the use of other alternative research-based procedures to
determine whether a child has a SLD.
15. What are typically the basic components of all RtI approaches? Describe the levels of
assistance provided at each level of assistance.
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Universal screening: Screening assessment administered to all students in the class
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Tier 1: Class- or school-wide interventions
•Screenings identify “at-risk” children
•Children receive specific research-based instruction, usually in small groups
•Progress is closely monitored
•This step usually doesn’t last longer than 8 weeks
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Tier 2: Targeted interventions
•Child receives more intensive services and intervention, usually in small groups
•In K-3 these services are usually in reading and math
•Progress is closely monitored
•Level 2 usually doesn’t last more than a marking period
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Tier 3: Intensive, individualized interventions
•Child receives individualized intensive interventions targeting his or her skill deficits
•Progress is closely monitored
16. List two rights parents have related to their child’s school records.
 Access to records written in language understandable to general public
 The right to a response from the school to the parents’ reasonable request for
explanations and interpretations of the records;
 The right to request copies of records; and
 The right to have a representative inspect and review the records
17. What is a procedural safeguards notice?
 Is a comprehensive written explanation of procedural safeguards
 Must be provided to parents once per school year and with other specific actions
 Must be written in understandable language
When must it be provided to parents?
 Once a year
 Upon initial referral or parent request for evaluation, including reevaluation
 Upon receipt of first State complaint in a school year
 Upon receipt of first due process hearing complaint in school year
 On date of decision to make disciplinary change of placement for violation of
code of student conduct
 When a copy is requested by a parent
18.
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List three items that could possibly be included in procedural safeguards notices?
Independent educational evaluations (IEE)
Prior written notice
Parental consent
Access to education records
19. List the eight areas that are evaluated?
 health
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vision
hearing
social and emotional status
general intelligence
academic performance
communicative status
motor abilities
20. List and define the three UDL principles?
UDL is a program that delivers the content the students will be learning in multiple ways.
They can demonstrate what they have learned using one of several methods. The
principles of UDL are presenting information and course content in multiple formats so
that all students can access it, allowing students alternatives to express or demonstrate
their learning and stimulating students' interests and motivation for learning in a variety
of ways.
Extra credit:
List the six stages of the pre-referral process and briefly explain each of them.
Stage 1: Initial concern regarding a student's progress
Stage 2: Information gathering
Stage 3: Information sharing and team discussion
Stage 4: Discussion of possible strategies
Stage 5: Implementation and monitoring of strategies
Stage 6: Evaluation and decision making