Rob Venne
EDUC 5100 IDEA Exam March 21
1.
• Zero Reject: Requires that no child with a disability can be excluded from public education.
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Nondiscriminatory Testing: Requires that schools use a variety of nondiscriminatory methods to determine disability.
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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.
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Parent Participation: Schools must collaborate with parents in the design and placement of special education services.
2.
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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.
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Assessments: Students with disabilities must participate in general state-and district-wide assessment programs.
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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. a.
FAPE – Free Appropriate Public Education b.
IDEA – Individuals with Disabilities Education Act. It is the federal special education law. c.
IEP – Individualized Education Program. The IEP is a written plan. It tells what a child will learn in a year. It tells the services the school will give. d.
LRE – Least Restrictive Environment. students with disabilities are placed in special classes, separate schools or positions other than regular education classrooms.

4. a. a child evaluated as having mental retardation, a hearing impairment, a speech or language impairment, a visual impairment, a serious emotional disturbance. b. Education of physically or mentally handicapped children whose needs cannot be met in an ordinary classroom. c. Services your child needs to benefit from special education, such as, speechlanguage pathology and audiology services. d. a coordinated set of activities for a child with a disability, such as, postsecondary education and vocational education.
5.
Referral, Evaluation, Eligibility is decided, Child is found eligible for services, IEP
Meeting is scheduled, IEP meeting is held and IEP is written, Services are provided,
Progress is measured and reported to parents, IEP is reviewed, Child is reevaluated.
6. Ages 3 – 21 years old.
7. autism, deaf-blindness, deafness, emotional disturbance, hearing impairments, mental retardation, multiple disabilities, orthopedic impairments, other health impairments, specific learning disabilities, speech or language impairments, traumatic brain injury, visual impairments including blindness.
9. Use active listening techniques, depersonalizing situations, find common goals brainstorm possible solutions, summarize goals and solutions, follow up to monitoring progress.
10. One special education teacher, regular education teacher, representative of public agency, Individual who can interpret instructional implications of evaluation results,
Others with “knowledge or special expertise” about the child, people with Knowledge or special expertise, and the child with the disability.
11.
 Statement of the child’s present levels of academic achievement and functional performance Measurable annual goals, including academic and functional goals
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Description of benchmarks or short-term objectives*
 How the child’s progress toward meeting the annual goals will be measured
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When periodic reports will be provided on child’s progress toward meeting the annual goals
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Statement of the special education and related services and supplementary aids and services* to be provided to the child, or on behalf of the child…
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Extent, if any, to which the child will not participate with nondisabled children in the regular class and in activities already described
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Any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments.

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Statements projecting:
When the services and modifications to be provided will begin
How often they will be provided
Where they will be provided
How long they will last
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Beginning no later than the first IEP to be in effect after the child is 16
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Statement of how annual goals will be measured, parents will be informed, and progress will be monitored.
12. Ensure that all students receive high-quality instruction in the general education classroom, promote immediate intervention as soon as students’ reading problems are revealed, and prevent substantial reading difficulties from developing.
13. Any child who is struggling and is referred by a parent, teacher, or member of the staff that has an initial concern.
14. 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.
15.
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Universal screening: every student is assessed using a brief screening tool.
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Tier 1: class- or school-wide interventions: Tier 1 includes all students, whether or not they’re struggling.
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Tier 2: Targeted Interventions (Secondary Prevention): Students require more focused instruction than the typical classroom reading instruction provides, and it may happen in several ways: providing additional instruction or providing replacement instruction.
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Tier 3: Intensive, Individualized Interventions (Tertiary Preventions): This includes a small percentage of students who receive specialized services in order to become successful readers. The intervention can be conceptualized by either providing more intensive, individualized instruction or providing special education services.
16. Parents have 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. A procedural safeguards notice is a comprehensive written explanation of procedural safeguards and it must be provided to parents once per school year and with other specific actions.
18. Child’s placement during pendency of any due process hearing, Opportunity to present and resolve complaints through due process complaint and State complaint

procedures including certain specific information, and Procedures for students subject to placements in an interim alternative educational setting (IAES).
19. Independent educational evaluations (IEE)
Prior written notice
Parental consent
Access to education records
Availability of mediation
Child’s placement during pendency of any due process hearing
Opportunity to present and resolve complaints through due process complaint and
State complaint procedures including certain specific information
Procedures for students subject to placements in an interim alternative educational setting (IAES)
What’s required if parents are seeking a unilateral private school placement at public expense
Hearings on due process complaints, including required disclosures
20. Principle 1: Provide Multiple Means of Representation Learners differ in the ways they perceive and comprehend information that is presented to them.
Principle 2: Provide Multiple Means of Action and Expression Learners differ in the ways they can navigate a learning environment and express what they know.
Principle 3: Provide Multiple Means of Engagement Affect represents an important element to learning, and learners differ in the ways in which they can be engaged or motivated to learn.