Special Education Chapter 11 Chapter 11 Which The Following Charged With The Task Developing Comprehensive And Appropriate Educational

CHAPTER 11

SCHOOL YEARS

Chapter Outline

I. Individuals with Disabilities Education Act (IDEA)

A. Key Components of IDEA

1. Appropriate Evaluation

2. Individualized Education Program (IEP)

II. Educational Environment Options

A. Evolution of Service Delivery

B. Setting Options

C. Regular Class (General Education)

1. Instructional Supports

2. Personnel Supports

D. Separate Class

E. Separate Facilities

F. Separate Residential Facilities

G. Home/Hospital Environment

III. Assessment and Program Planning

A. Assessment for Programming

B. From Assessment to Planning

C. The IEP Team

D. The Individualized Education Program

E. Components of the IEP

1. General Components

F. Goals and Objectives/Benchmarks

G. Methods, Materials, and Activities

1. Methods

H. Progress Monitoring

I. Final Thoughts on IEPs

IV. Programming for Elementary-Age Learners

A. Characteristics Revisited

B. The Roles of the Teacher in a Collaborative World

1. Acquiring a Wide Variety of Adaptive Behaviors

2. Learning When and Where to Use the Skills

3. Generalizing Adaptive Behaviors to Other Appropriate Settings

C. Curricular Considerations

D. Curricular Orientations

1. General Education Curriculum without Supports/Accommodations

2. General Education Curriculum with Supports/Accommodations

E. Instructional Considerations

V. Programming for Secondary-Age Learners

A. Educational Settings and Curricular Considerations

B. Transition Planning and Services

1. Federal Mandate

2. Assessing Transition Needs

3. Developing Transition Goals

C. Vocational Preparation

1. Key Features of Vocational Preparation Programs

2. Developing Program Objectives

3. Providing Counseling Services

4. Developing Vocational Skills

VI. Summary

Key Terms

annual goals

behavioral objectives

benchmarks/short term objectives

collaborative consultation

Individual Education Program (IEP)

job coach

mainstreaming

natural supports

Chapter Objectives

Upon completion of this chapter the student will be able to:

1. discuss the key fundamental provisions of the Individuals with Disabilities Education Act

(IDEA).

2. explain the educational environment options available under IDEA for students with

mental retardation.

Suggested Activities

1. Have the class perform a task analysis of a skill (i.e., two-digit addition with regrouping).

Then, have them write annual goals and short term objectives based on their analyses.

2. Invite a job coach who works with individuals with intellectual disabilities to the class to

explain his or her role in providing services to these individuals.

3. Create a scenario of a child with an intellectual disability and have each student write an

Evaluation Questions

Multiple Choice

1. A written document summarizing a student’s learning program is called a (n)

A. individualized education program (IEP)

B. Regular Education Initiative (REI)

C. curriculum

D. special service plan

2. Dylan is an individual with borderline mental retardation. He attends public school in

a regular class setting due to his ability to interact in a socially acceptable manner and

maintain average grades with the assistance of a private tutor. Most special educators

would agree that Dylan is in his

A. comfort zone

B. least restrictive environment

C. most restrictive setting

D. least restrictive curriculum

3. The goal of the movement toward more _____ education for students with mental

retardation is to provide them with educational opportunities that will maximize their

potential.

A. exclusive

B. inclusive

C. appropriate

D. special

4. The Twenty Fourth Annual Report to Congress on the Implementation of the

Individuals with Disabilities Education Act (2004) reflects a significant increase in

the number of students with disabilities currently being served in

A. private settings

B. institutions

C. general education settings

D. special education settings

5. A programmed reader, a job-related mathematics book, or any material or hardware

that allows the teacher to individualize instruction is called

A. personnel supports

B. individualized education plans

C. resource plans

D. instructional supports

6. Mrs. Blache travels weekly to several schools providing instructional services as

needed to students who have special needs. Ms. Blache is most likely a

A. itinerant teacher

B. special instructions teacher

C. tutor

D. general education teacher

7. The ______ room provides supplemental instruction after the individual with mental

retardation has spent the majority of his or her day in the general education classroom.

A. resource

B. instructional

C. personnel

D. special services

8. The disadvantage of special schools is the absence of

A. new technology

B. updated textbooks

C. recreational activities

D. contact with peers

9. Homebound instruction should be considered

A. a first option

B. a last resort

C. for long-term services

D. in conjunction with special education

10. ______ proposed a merger of special and general education services that would result

in providing educational services to students with disabilities within the framework of

the general education system.

A. individualized education program (IEP)

B. Individuals with Disabilities Education Act (IDEA)

C. Regular Education Initiative (REI)

D. Americans with Disabilities Act (ADA)

11. Murrell is a ten year-old male with intellectual disabilities who spends half of his day

in a general education classroom and the other half of the day utilizing the resource

room. Murrell is most likely involved in the process of

A. inclusion

B. natural supports

C. special services

D. mainstreaming

12. ______ is based on the premise that students with disabilities are welcomed and

embraced as participating and contributing members of the general education

classroom.

A. inclusion

B. natural supports

C. special services

D. mainstreaming

13. Which of the following is charged with the task of developing a comprehensive and

appropriate educational program for a student with a disability?

A. related services

B. REI

C. collaborative teaming

D. IEP team

14. ______ are statements of what the student can reasonably be expected to achieve in

the course of a school year.

A. short-term objectives

B. annual goals

C. behavioral objectives

D. benchmarks

15. ______ are behaviorally stated objectives, based on the annual goals, which provide a

clear direction for instruction and ongoing evaluation of student progress.

A. benchmarks

B. baselines

C. behavioral goals

D. annual objectives

16. ______ refer to additional services needed to ensure that the program meets all of

the student’s educational needs.

A. natural supports

B. transition services

C. related services

D. annual goals

17. When attempting to access the teacher‘s attention, Anita will raise her hand three out

of five trials. This statement is an example of a(n)

A. academic objective

B. goal statement

C. benchmark

D. behavioral objective

18. ______ is “an ongoing process whereby educators with different areas of expertise

voluntarily work together to create solutions to problems that are impeding students’

success, as well as to carefully monitor and refine these solutions.”

A. collaborative consultation

B. collaborative teaming

C. reciprocity

D. peer collaboration

19. ______ is an interactive process that enables people with diverse expertise to generate

creative solutions to mutually defined problems.

A. collaborative consultation

B. collaborative teaming

C. reciprocity

D. peer collaboration

20. ______ means that all members are accorded equal status.

A. reciprocity

B. parity

C. collaboration

D. equal bearing

21. Armstrong (1990) defines ______ as a “master plan for selecting content and

organizing learning experiences for the purpose of changing and developing learners’

behavior and insights.”

A. annual goals

B. collaboration

C. behavioral objectives

D. curriculum

22. Who firmly stated that occupational preparation should have a place in educational

programs?

A. Hungerford

B. Itard

C. Seguin

D. Doll

23. ______ program was entitled “Occupational Education” and was designed to build

vocational and social competence skills.

A. Hungerford’s

B. Itard’s

C. Seguin’s

D. Doll’s

24. The Division on Career Development and Transition (DCDT) of the Council for

Exceptional Children, refers to ______ as a change in status from behaving primarily

as a student to assuming emergent adult roles in the community.

A. crossing over

B. transition

C. vocational outcome

D. none of the above

25. What programs are not present in public schools to the extent they were in the 1960s?

A. vocational training programs

B. school-to-work programs

C. supported employment programs

D. work-study programs

26. A discipline on the secondary level designed to prepare students for employment as skilled or

semiskilled workers is

A. work-based learning

B. school-to-work programs

C. supported employment

D. vocational education

27. Congress passed the School-to-Work Opportunities Act in

A. 2000

B. 1994

C. 1988

D. 1972

28. An individual who provides on-the-job training to others is called a

A. job trainer

B. workplace employer

C. vocational instructor

D. job coach

29. Vocational assessments commonly take the form of

A. written tests

B. observation of work samples

C. interviews

D. all of the above

30. What type of assessment is derived from an evaluation of a student’s performance within the

vocational curriculum?

A. curriculum-based vocational assessment

B. criterion-based assessment

C. both a & b

D. none of the above

True or False

Directions: If the statement is true, simply mark True. If the statement is false, mark

False and rewrite the statement so that it is true.

1. The free public school system in the New World was established in 1642.

a. True

b. False

________________________________________________________________________

2. An IEP is required only for students who are served in the resource classroom for the

majority of the day.

a. True

b. False

________________________________________________________________________

3. Parental consent must accompany every decision affecting a child or youth with

disabilities.

a. True

b. False

________________________________________________________________________

4. The vast majority of special educators believe that individuals with intellectual

disabilities should be served in strictly special education classes.

a. True

b. False

________________________________________________________________________

5. A very small number of students have needs so severe that highly specialized treatment

offered in residential facilities is warranted.

a. True

b. False

________________________________________________________________________

6. Most students with intellectual disabilities in the public school system are in general

education classrooms for the greater part of their instructional day.

a. True

b. False

________________________________________________________________________

7. Instructing students with intellectual disabilities in the general education classroom

requires highly skilled teachers who are sensitive to learners’ needs.

a. True

b. False

________________________________________________________________________

8. Program planning with secondary students requires less assessment than with elementary

students.

a. True

b. False

________________________________________________________________________

9. Special class students who participate in general physical education, art, and music

classes maintain very close contact with the larger school environment.

a. True

b. False

________________________________________________________________________

10. Teacher-developed assessment tools often reflect what is being taught in the classroom

and thus are useful in guiding the teacher in planning instruction and measuring student

progress.

a. True

b. False

________________________________________________________________________

Discussion

1. Discuss the provisions of IDEA.

2. Discuss the evolution of educational service delivery.

3. Discuss the three types of resource programs that are available to students with

disabilities.

4. Create a scenario of a child with mild intellectual disabilities who is in need of

educational services. Then discuss the educational environment options which are most

appropriate for him or her.

5. Discuss educational assessment and program planning procedures used with students

with intellectual disabilities.

6. Discuss key elements of educational programming for elementary-age learners with

intellectual disabilities.

7. Discuss key elements of educational programming for secondary-age learners with

intellectual disabilities.

8. Compare and contrast the concepts of mainstreaming and inclusion.

Answer Sheet

Multiple Choice True or False