Models of disability

Conceptual frameworks used to understand how society views and interacts with disabled people

Medical model of disability

Disability is viewed as a deficit that needs curing; emphasizes diagnosis, treatment and rehabilitation

Social model of disability

Disability is viewed as a result of societal barriers and prejudices rather than an inherent flaw in the individual; advocates for removing these barriers

Reframing disability

Shifting from a deficit-based view of disability to a strengths based-approach that recognizes individuals' abilities, assets, and contributions

Deficit perspective

Mindset that explains struggles or failures by focusing on what a person or group lacks, rather than examining broader systemic or environmental issues

Asset-based perspective

Mindset that focuses on valuable experiences, cultural wealth, and capabilities that individuals and communities already possess, using those strengths as a foundation for growth and equity

Cultural competence

Ability to understand, communicate with, and work effectively with people from diverse cultural backgrounds

Cultural humility

Ongoing stance of learning and self-reflection, examining one's own positionally, power, privilege, assumptions, and biases while listening to and learning from culturally and linguistically diverse individuals

Cultural brokering

Act of bridging between groups or persons of different cultural backgrounds

Ethnocentric assumptions

One's own cultural norms, values, communication styles, and practices are the standard against which other cultures should be judged

Community cultural wealth framework

Asset-based framework that challenges deficit views by recognizing the knowledge, skills relationships, and strengths that communities of color bring to schools and other institutions (grounded in CRT)

Who created the community cultural wealth framework?

Dr. Tara Yosso (2005)

What does the community cultural wealth framework problematize?

The persistent ethnocentric assumption that RCLD families are incapable and disinterested in participating in their children's education

6 forms of cultural capital: A

Aspirational; hopes and dreams

6 forms of cultural capital: L

Linguistic; various language and communication skills

6 forms of cultural capital: F

Familial; wisdom and values gained from families and home communities

6 forms of cultural capital: S

Social; social contracts, connections to communities and individuals

6 forms of cultural capital: N

Navigational; abilities to navigate social institutions within unsupportive or hostile environments

6 forms of cultural capital: R

Resistance; foundation to secure equal rights and solve challenging problems

The Hoover-Dempsey and Sandler model

Model of parent involvement defined by school-based behaviors and home-based behaviors

Hoover-Dempsey and Sandler model: B

Parent's beliefs about their roles and their ability (self-efficacy) to support their children

Hoover-Dempsey and Sandler model: P

Parent's perceptions of invitations for involvement

Hoover-Dempsey and Sandler model: C

The circumstances of the family's life

Epstein's 6 types of parent involvement: P

Parenting

Epstein's 6 types of parent involvement: Com

Communicating

Epstein's 6 types of parent involvement: V

Volunteering

Epstein's 6 types of parent involvement: L

Learning at home

Epstein's 6 types of parent involvement: D

Decision making

Epstein's 6 types of parent involvement: Col

Collaborating with the community

Roles of parents: A

Advocates; social support, interpersonal advocacy, and legal advocacy

Roles of parents: L

Learners; receive training and support for parenting

Roles of parents: T

Teachers; provide resources for educators, w/ extensive knowledge about their children and culture

Collaborative attitudes: D

Descriptive messages, rather than evaluative

Collaborative attitudes: C

Collaborative messages, rather than controlling

Collaborative attitudes: H

Honest, rather than strategic

Collaborative attitudes: Em

Empathetic, rather than natural or casual

Collaborative attitudes: Eq

Equal, rather than superior

Collaborative attitudes: P

Provisional, rather than certain or definitive

IDEA

Individuals with disabilities education act

FAPE

Free appropriate public education

FERPA

Family educational rights and privacy act

ADA

Americans with disabilities act

Section 504

Rehabilitation act of 1973

IEP

Individualized education plan

IFSP

Individualized family service plan

ITP

Individualized transition plan

LRE

Least restrictive environment

MTSS

Multi-tiered system of supports

AT

Assistive technology

AAC

Augmentative and alternative communication

PECS

Picture exchange communication system

PBIS

Positive behavioral interventions and systems

RTI

Response to intervention

UDL

Universal design for learning

Brown v. Board of Ed. (1954)

Ends educational segregation based on race/ethnicity

Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania (1972)

Requires schools to provide a free appropriate public education to all students with mental retardation: based on the 14th amendment to the Constitutions, which provides that 'no state shall deny persons within its jurisdiction equal protection from the law'

Section 504 of the Rehabilitation act of 1973

Protects qualified individuals, including students with disabilities, from discrimination based on their disabilities (in programs and activities that receive federal or financial assistance)

Americans with Disabilities Act (1990)

Comprehensive civil rights law for people with disabilities; prohibits discrimination against people with disabilities in employment, public services, public accommodations and telecommunications

No Child Left Behind Act (2002)

Specifies academic progress and assessment for all students; requires teachers to be highly qualified

The Education for All Handicapped Children Act (EHA; 1975)

Guaranteed children (5-21) years with disabilities to a free appropriate public education (FAPE) in the least restrictive environment (LRE)

The 1986 reauthorization of the EHA (P.L. 99-457; 1986)

Mandates services to include children 3-5 years of age; provides discretionary grants to extend services to infants and toddlers from birth through age 3 and their families; renamed law to IDEA

The Individuals with Disabilities Education Improvement Act (IDEA; 2004)

Aligned IDEA with key accountability and instructional provisions of the No Child Left Behind Act, including a greater emphasis on early intervention services, research based- practices, and qualified special education personnel (requires teachers of students with disabilities to be highly qualified)

Elementary and Secondary Education Act (ESEA) of 1965

Created a clear role for the federal government in K-12 educational policy, offering more than $1b a year in aid for Title I schools to help cover the cost of educating disadvantaged students

Title I of ESEA

To provide supplemental financial assistance to school districts form low-income families; to provide a fair, equitable, and high-quality education for all students; to close educational achievement gaps by allocating federal funds

ESEA has been reauthorized as

No Child Left Behind (2002) and Every Student Succeeds Act (2015)

No Child Left Behind (2002)

States required to ensure teachers are highly qualified; test students in reading and math in grades 3-8 and in high school; report the results for the whole and particular subgroups of students; bring all students to proficient level on state tests

5 principles of NCLB: A

Accountability for states, school districts, and schools for student achievement

5 principles of NCLB: P

Parental choices for child's school placement

5 Principles of NCLB: F

Flexibility for districts in use of federal funds

5 Principles of NCLB: S

Scientifically based instructional methods

5 Principles of NCLB: H

Highly qualified teachers and paraeducators

Every Student Succeeds Act (ESSA; 2015)

Replaced NCLB; extended more flexibility to states in education; less emphasis on testing; gives educators a bigger opportunity to make decisions based on students and schools need

ESSA maintains the

requirement to disaggregate key data about student progress to ensure students receive supports they need

ESSA recognizes that

Multidisciplinary individualized education program team, which includes parents, is in the best position to make critical decisions about student's needs

ESSA grants access to

Appropriate accommodations, like assistive technology

ESSA retains NCLB's

Parents-right-to-know provisions regarding teacher qualifications; require parents of students in Title I schools to be advised annually of this right; schools must notify parents when their student has been taught 4 or more consecutive weeks by a teacher who does not meet applicable state certification or licensure requirements

Section 504 of the Rehabilitation Act of 1973

Prohibits discrimination based on disability in any program or activity operated by recipients of federal funds

Section 504 FAPE

FAPE to each qualified student with disability regardless of the nature or severity of the disability; consists of provision of regular or special education and related aids and services designed to meet the student's individual educational needs as adequately as the needs of non-disabled students are met

504 plan

For students who do not qualify for an IEP; student must attend a school that receives federal financial assistance and must have a disability that limits one or more major life activities; requires periodic re-evaluation; general educators typically responsible for meeting student needs

Family Educational Rights and Privacy Act (FERPA; 1974)

Affords parents the right to have access to their children's educational records until the student is 18, then transfers to students

3 Rights of FERPA: A

Access; inspect and review

3 Rights of FERPA: P

Privacy; control over disclosure of personally identifiable information

3 Rights of FERPA: R

Request amendment or destruction

ADA Title I

Employers with 15 or more employees

ADA Title II

All public entities regardless of whther or not they recieve federal financial assistance

Part A of IDEA

General provisions, purpose and definitions

Part B of IDEA

Formula grands that assist states in providing FAPE in LRE for children ages 3-21

Part C of IDEA

Formula grants that assist states in providing early intervention services for infants and toddlers 0-2 and their families

Individualized Transition Plan (IDEA)

Transition planning prior to age 16, included in IEP; in NH begins at 14; updated annually

Key provisions of IDEA: P

Procedural safeguards; legal rights for parent protection ad due process

Key provisions of IDEA: C&Z

Child find & zero reject; school must locate, identify, and evaluate children suspected of having disability and no child will be denied FAPE

Key provisions of IDEA: A

Appropriate evaluation; for eligibility, by qualified professionals, in all areas related to suspected disability within 60 days of receiving parental consent using a variety of assessment tools and strategies

Key provisions of IDEA: F

Free appropriate public education (FAPE); at public expense, under public supervision, at no cost to parents

Key provisions of IDEA: L

Least restrictive environment (LRE); children with disabilities must be educated with their non-disabled peers to the maximum extent possible

Key provisions of IDEA: I

Individualized education program (IEP); legally binding, individualized document developed for public school children with disabilities that outline goals, services, accommodations, and modifications in LRE

Required members of IEP team: P

Parents of child with disability

Required members of IEP team: G

General education teacher

Required members of IEP team: S

Special education teacher

Required members of IEP team: L

Local education agency (LEA) representative

Required members of IEP team: I

Individual who can interpret evaluation results

Optional members of IEP team: R

Related service providers like occupational therapist

Optional members of IEP team: S

The student

Major components of IEP: P

Present level of academic achievement and functional performance

Major components of IEP: M

Measurable annual goals

Major components of IEP: P

How student's progress will be measured and when periodic reports on the student's progress will be provided

Major components of IEP: S

Special education, related services, and supplementary aids and services to help student meet goals and participate in general ed. curriculum

Major components of IEP: E

Explanation of the extent to which the student will not participate with non-disabled students

Major components of IEP: I

Individual appropriate accommodations that are necessary to measure academic achievement and functional performance on state and district-wide assessments

Major components of IEP: D

Date for the IEP to go into effect and anticipated frequency, location, and duration of the services and modifications

Major components of IEP: T

Individualized transition plan for students at least 16, includes postsecondary goals and transition services

Steps in NH special education process: 1

Disability suspected

Steps in NH special education process: 2

Referral made

Steps in NH special education process: 3

Evaluation for eligibility

Steps in NH special education process: 4

Determination of eligibility and disability

Steps in NH special education process: 5

Development and approval of IEP

Steps in NH special education process: 6

Determination of placement (LRE)

Steps in NH special education process: 7

Ongoing monitoring w/ annual review of IEP