Was the reauthorization of 94-142, which extended Free and Appropiate Education to children ages 3-5. This reauthorization required states to establish early intervention programs dor infants and toddlers ages 0-2 and established the requirements for Individual Family Service Plans.
Is the 1990 reauthorization of that law, renamed Public Law 94-142 the individuals with Disabilities Education Act. It emphasized "family rights" throughout the law, extended eligibility for children with autism and traumatic brain injury, and included the definition of Least Restrictive Environment (LRE) to ensure access for all children to the general education curriculum through the means of inclusion wherever possible.
Is the 1997 reauthorization that extended the LRE requirements to ensure access for all to the general education curriculum. It is also required that assistive technology devices and services be considered on every IEP, and included mobility and orientation services for children who are blind or are visually impaired.
Is the 2004 reauthorization that affected transition issues and created legal frameworks for student discipline. This law included how teachers needed to be credentialed in order to meet the requirements of "high qualified." This law also included language around paraprofessionals, and included terminology that defined scientifically-based research that backs instructional practices in No Child Left Behind
Is the Every Student Success Act (ESSA), which replaced the No Child Left Behind Act (NCLB) in 2015, as a reauthorization of the original Elementary and secondary education act of 1965. ESSA introduced modifications to special education requirements outlined in both NCLB and IDEA. For example, the "highly qualified teacher" requirements of NCLB were replaced with the requirement that special education teachers have state certification to teach special education. In addition, ESSA introduced a cap of 1 percent on the total number of students per state who can receive alternate assessments (which equates to roughly 10 percent of all students with disabilities- specifically those with severe cognitive disabilities)
Accepted classification systems
The IQ discrepancy model
The Response to intervention Model (RTI)
A language disorder that involves difficulties speaking and understanding spoken words.
The condition of impaired letter writing by hand
Refers to the ability to recognize letters, apply their associated sounds, and blend the sounds together to read words.
Refers to the ability to derive meaning from spoken language.
The ability to interpret written text, is the product of both decoding and language comprehension.
Sensory processing disorder
Individuals with Disabilities Education Act
Students with Sensory processing disorder (SPD)
May bump into things and demonstrate clumsiness. They may get upset easily, throw tantrums, demonstrate high anxiety, and not handle changes well.
Refer to larger motor skills that require movement of the body as a whole.