EDSP LEARNING GOALS STUDY GUIDE!
1. Definitions:
a. Continuum of alternative placements- hierarchy that list a range of services
from the general classroom to hospital homebound. Schools must continually
make alternative placements with students. The Hierarchy is used to determine a
student’s LRE.
b. IEP TEAM- Group of people (general education teacher, special education
teacher, parents, etc….) that meet in order to decide what is best for the students
and if continuum of placements are needed. The team also decides what
modifications/aids/assistance the student will need.
c. Inclusion- All students are taught the in the general education classroom, students
with disabilities and students without disabilities.
d. Least restrictive environment- the general education classroom is the LRE, but
it is related to the student’s specific needs for their specific disability. Students
with SEVERE disabilities may be placed in a resource room or separate
classroom. The Continuum of alternative placements shows the area to where
students may be placed.
e. Multifactored evaluation- Students must be subjected to many test that is
specific to their needs (ex; their language, brail, read aloud to,) before they can be
classified in special education.
f. Prereferral Intervention- When a student is experiencing behavioral/academic
problems in the general education classroom, before testing/assessing for
disabilities, teachers try to “remedy” the problem.
g. Response to Intervention- research based intervention (through testing, trials of
intervention), before a student is referred for assessment for special education.
IDEA states that RTI can be used to determine a child’s eligibility in special
education.
2. List the 5 steps of the educational process. Discuss how each step is necessary in
providing appropriate education programs for students with disabilities.
a. Prereferral Intervention- Provides immediate help to students in need. This
differentiates those who have behavior disorders and need assistance from those
that are just “B.A.D.”
b. Evaluation and Identification- Students must receive a multifactored evaluation
(non discriminatory test) that is specific to a student’s needs. This is necessary so
students are given appropriate test and evaluations that will determine if they need
placement and aids in special education.
c. Program Plan- an Individualized Education Program, determines the “how,
what, when, and who” of a student’s plan. An IEP team forms this plan for a
student with disabilities. This process is important because without an IEP a
student cannot receive specific assistance or aids if they are not listed in their IEP.
