consists of a discussion be- tween a specially trained medical counselor and the prospective parents about the possibility that they may give birth to a child with disabilities.

means breaking down complex or multistep skills into smaller, easier-to-learn subtasks.

sysinformation provided to students about their performance— falls into two broad categories: • (a) praise and/or other forms of confirmation or positive reinforcement for correct responses, and • (b) error correction for incorrect responses.

When giving feedback on students’ responses to targeted items, the teacher intentionally presents “extra information.

when it objectively records the learner’s performance of the behavior of interest in the natural environment for that skill.

when it occurs on regular basis

refer to the extent to which students use what they have learned across settings and over time.

an observable response made to an instructional antecedent.

increases a student’s independence, self-direction, health and fitness, and enjoyment in everyday school, home, community, and work environments.

All students with intellectual disabilities should receive instruction in the basic skills of reading, writing, and math

enzyme need

simplest form of collaboration, requiring only ongoing communication and cooperation to ensure that services are provided in a timely and systematic fashion.

is designed to reduce the number of new cases of a disability it consists of efforts to eliminate or counteract risk factors so that a child never acquires a disability.

is aimed at individuals who have already been exposed to or are displaying specific risk factors and is intended to eliminate or counteract the effects of those risk factors.

is aimed at individuals with a disability and intended to prevent the effects of the disability from worsening.

to teach the person with disabilities skills (academic, social, self-care, or vocational) for independent and successful functioning.

involves teaching a substitute (i.e., compensatory) skill that enables a person to engage in an activity or perform a task in spite of a disability.

is individually planned, specialized, intensive, goal- directed instruction.

requires schools to educate students with disabilities with children without disabilities to the maximum extent appropriate

team members provide information and expertise to one another.

composed of professionals from different disciplines who work independently of one another.

characterized by formal channels of communication between members.

What is IEP

what is IDEA

is often conducted by a building-based early intervening assistance team (also called student support team, teacher assistance team, or problem-solving team), which helps teachers devise and implement interventions for students who are experiencing academic or behavioral difficulties in the general education classroom.

conducted by a school-based multidisciplinary evaluation team, sometimes called a student study team, which includes the child’s parents.

An individualized education program must be developed for children identified as having a disability.

The IEP must be thoroughly and formally reviewed on an annual basis. - Ongoing progress monitoring, annual review, reevaluation.

students receives a prescribed program under the direction of the general education teacher

students attend a special class for most or all of the school day and receives special education and related services under the direction of special school teacher

students receives special education because of specially trained staff

general education classroom for the majority of the school day

student receive special education for 24hrs a day

Schools must use nonbiased, multifactored methods of evaluation to determine whether a child has a disability and, if so, whether the child needs specially designed instruction to benefit from education. protection in evaluation procedures.

All children with disabilities, regardless of the type or severity of their disability, shall receive a free appropriate public education (FAPE). This education must be provided at public expense—that is, without cost to the child’s parents.

Schools must follow an extensive set of procedures to safeguard and protect the rights and interests of children with disabilities and their parents.

Schools must collaborate with parents and students with disabilities in the planning and implementation of special education and related services.

provides three basic types of intervention:

occuring before birth

occuring during or shortly after birth

after birth

1 Chromosomal 1. Poverty 1. Parental drug use disorders 2. Matemal malnutrition .2 Parental alcohol use .2 Single-gene disorders 3. Domestic violence 3. Parental smoking .3 Syndromes 4. Lack of access ot prenatal .4 Parental immaturity .4 Metabolic disorders care .5 Cerebral dysgenesis 6. Maternal illnesses .7 Parental age

1. Prematurity .1Lack of access ot birth 1 . Parental rejection of .2 Birth injury care .2Parental abandonment ofcdhli .3 Neonatal disorders

Traumatic brain injury 1. Impaired child caregiver 1. Child abuse and neglect 2. Malnutrition 2. Lack of adequate 2. Domestic violence .3 Meningoencephalitis stimulation 3. Inadequate safety measures .4 Seizure disorders 3 . Family poverty .4 Social deprivation .5 Degenerative disorders

newborn screening test; measures various components of blood, urine, or plasma in about 2 minutes for 20 to 30 different metabolic disorders.