SHLD 515 pg. 5557-562; 576-618 (quiz 5)

federal funding provided for the education of children with disabilities, and requires as a condition for receiving federal funds the provision of free and appropriate public education

Free and appropriate public education (FAPE)

The law that started it all. Assures that all handicapped children have available to them to free appropriate education

Public Law 94-142 (Nov. 29, 1975)

A child who has a disability could be placed with the least limitations and still thrive when compared to peers who did not have a disability

Least restrictive environment

Provides for specialized instruction for individuals who have disabilities and who meet eligibility requirements, typically that the disability causes adverse educational effects

Individuals with Disabilities Education Act (IDEA)

Of public Law PL 108-446 refers to early-intervention services that are available to eligible children from birth through the age of 3 years and to their families

Part C

reauthorized several federal programs aimed at improving the performance of U.S. primary and secondary schools by increasing the standards of accountability at the school, district, and state levels.

No Child Left Behind Act of 2001 (NCLB)

A team-developed, written plan that identifies goals and objectives that address the educational needs of a student aged 3-21 years who has a disability. The plan should take into account the family's preferred mode of communication, the child's linguisti

An individualized education plan (IEP)

A federally mandated plan for children aged birth to 3 years that ensures appropriate early-intervention services for infants and toddlers and their families.

Individualized Family Service Plan

Designated person who helps the family during the development, implementation, and evaluation of the IFSP

Service coordinator

the approach to providing health care services, and involves a partnership of health care and personnel and family

Medical Home

Manual system of communication used by members of the Deaf Culture in the United States

American Sign Language (ASL)

Children with significant hearing loss learn ASL as their first language and then later learn English in school, as they develop reading and writing skills

Bilingual/ bicultural model

Children attend therapy for a designated number of hours per week

Center-based program

An early interventionist visits the infant's home and provides instruction for the child and parents

Home-Based program

Provide opportunities for parents to share their feelings and issues related to having a child with hearing loss with others who have experienced them firsthand

Parent support groups

Stimulate language growth in young children through the course of conversational interactions

Facilitative language techniques

Adult waits for the child's response and signals expectations by tilting the head or raising the eyebrows

Signaling Expectations and Time Delay

Adults speak aloud what they are doing and what they are thinking, thereby illustrating that language can be used to organize, analyze, and direct actions (I'm unpacking the groceries. I'll take out the apples. Maybe we'll make a pie


Adult copies the meaning of the child's utterance and ass one or more morphemes or words. When new information is included, this technique is also referred to as expatiation

Expansion and Modeling

Adult matches language to an activity a child is preforming or an object that the child is looking at

Parallel talk

Adult "recasts" a child's utterance into a question. "Daddy go." "Did daddy go to the store?


Adult makes a comment to keep the conversation going or to positively reinforce the child ("Yes, thats right. Good job")


Adult expresses in words or interprets the child's intended message using context as a clue ("That's a car" after the child hands her a toy)

Linguistic Mapping (labeling)

A group of professionals with different expertise who contribute to the assessment, intervention, and management of a particular individual

Multidisciplinary team

Section of the Public Law PL 105-17 (IDEA) that refers to intervention services for eligible children between the ages of 3-21 years in the public school system

Part B

Work in several school, providing support services to children who are deaf and hard of hearing and to their teachers

Itinerant teachers

Include only children who are deaf and hard of hearing

Self-contained classrooms

Children who are deaf and hard of hearing attend classes with their normally hearing peers

Mainstream classroom

Provide instruction in particular areas for children who spend part of their day in regularclassroooms

Resource rooms

Integrates all students and activities into the daily routine of the general education classroom

Inclusion integrates

a model of educating children who have hearing loss that entails a team of teachers, one a regular classroom teacher and the other, a trained teacher for children who have hearing loss


Allow children with hearing loss to participate with children who have normal hearing on a "fair playing ground"-- (abbreviated assignments, content enhancement, class notes, extra credit)

Appropriate format accommodations