be sure to include, at a minimum, the following issues: numbers/percentages of students serviced through IDEA; recent increase in numbers and possible reasons;
     This IDEA act though started in 1997 5.7 Million Students were covered under this act that were between the Ages 6 – 21, and Increased by over 1 million from 1990-1991 to 2000-2001.  The possible reasons for this increase in these number of students that have disabilities is one boys mature later, two female teachers refer boys more often, and three boys take longer to develop language.
st the 13 disability categories served under IDEA. Be sure to indicate the four or five most prevalent disabilities.
The 13 listed disability’s served under IDEA are Mental Retardation, Emotional Disturbance, Other Health Impairments, Hearing Impairments, Autism, Orthopedic Impairments, Developmental Delay, Visual Impairments, Traumatic Brain Injury, Deaf-Blindness.  Out of the 13 disability that are served under IDEA the five that stand out the most are, Mental Retardation, Emotional Disturbance, Other Health Impairments, Multiple Disabilities, and Autism.
Discuss the pros and cons of person-first language.
By putting the person first before the language it purpose for this is to show that the person is much more than there disability.
Trace special education legislation. Be sure to include the following cases: Brown v. Board of Ed (1954), EHA, PARC v. Commonwealth, Mills v. Board of Ed (1972),
Brown v. Board of Education (1954) – had absolutely nothing to do with disabilities, it was a civil rights case, but set a precedent that led to desegregation for students with disabilities
List and discuss the six principles of IDEA.

1.              Zero Reject

2.              Nondiscriminatory Identification and Evaluation

3.              Free, Appropriate Public Education (FAPE)

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4.              Least Restrictive Environment (LRE)

5.              Due process safeguards

6.              Parent and student participation and shared decision making


 refers to the selective placement of special education students in one or more “regular” education classes.



Provide an overview of special needs students in American public schools.
In 1975 the American public schools past a law saying that all children must be educated ALL regardless of abilities or disabilities at no charge under the least restricted Environment.
What are the three age groups served and corresponding percentages – be sure to include the most prevalent disabilities within each age group; discuss factors that affect students’ abilities to develop normally.
The three age groups that are covered under the IDEA act are ages 6-11, 12-17, 18-21. Children have a greater risk of detrimental effects on academic achievement and socioemotional functioning than those who live in occasional poverty”
to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class
Section 504, PL. 94-142 & IDEA (and Amendments), ADA.
Section 504 – not about children specifically, schools receive public funds and can’t be discriminated against
Many students who are not protected under IDEA are protected under section 504
Injuries, accidents etc. are covered under section 504 in “other impairments”
A student may qualify under section 504 with a medical condition like HIV even though they do not participate in special education services
Discuss benefits of inclusion (to exceptional students, normally developing classmates, teachers,
Benefits and outcomes of inclusion –  higher expectations and more appropriate social models for students with disabilities, opportunities to promote self-determination,
Benefits to peers without disabilities – MAY increase acceptance of students who are different from themselves, CAN provide better understanding of individual strengths and weaknesses, MAY provide leadership opportunities
 Discuss barriers to successful inclusion practices.  For each barrier, discuss a minimum of three
strategies to overcome the barrier.
The three barriers that might arise when have a child who is disabled is not being able to do the activity that the other children are doing, so you find a way to adapt it. The child might have a hard time keeping or might it off task so you find a way to repeat the task but keep going on at the same time
Discuss the need for pre-kindergarten/early intervention.  Be sure to include the following topics:
definition/characteristics; educational objectives for infants and developmentally delayed toddlers;
characteristics of young children in music tasks; adaptive strategies

Children aged birth to 5 years who have been diagnosed with a disability or are considered at
risk for developing one (genetic, prenatal, perinatal, postnatal, environmental indicators).evelopment delays
! Physical disabilities – sensory, neurological, medical, genetic abnormalities
! Premature birth or low birthweight
Moving to Music/Playing Music for Motor Coordination
! Singing to Increase Language/Cognitive Skills
! Multi-sensory, Multi-layered Activities
! Use Novelty


 Describe two to three
characteristics one can expect to find among students with mental retardation in each of the following
areas:  intellectual skills, adaptive behavior, academic achievement, speech/language characteristics,
and physical characteristics.  Describe three to four teaching techniques that may be used successfully
with mentally retarded students.
 Language skills often poor – find another way to speak to them that is easy for the both of you and the students
 Easily distracted and focus uneasily – putting then close by in th front of the room
7.  Express feelings straightforwardly – making aware to them that everyone doesn’t like to express feeling and show them another way to greet people
Define mental retardation and
a disorder characterized by a significantly below average score on a test of mental
ability and limitations in such areas as self-direction; school, work, and leisure activities;
and daily-living, social, and communication skills.; (formerly know was mental
list the levels of severity and their characteristics.
Borderline, Intellectually Disabled
; General IQ, 70-85
; Can do grade 7, 8, or 9 level work
; Needs remedial help and can integrate into society
! EDUCABLE—EMH (2 to 3 s.d. below the mean on IQ test)
< General IQ, 50-70
< Achieve grade 5 or 6 work
< Can function in society and hold a job
! TRAINABLE-–TMH (3 to 5 s.d. below the mean on IQ test)
< General IQ, 35/40-50/55
< Can do approximately grade 2 work
< Needs help to perform many tasks
! PROFOUND—PMH (more than 5 s.d. below the mean on IQ test)
< General IQ, 25 and below to 35/40
< Some self-help skills, difficulty speaking
< May have other handicaps
< Frequently live in institutions
! MULTI-HANDICAPPED (more than one severe impairment, such as MH-Blind; MPhysically Impaired, etc.)  This does not include Deaf-Blind children
Define specific learning disabilities – provide characteristics and symptoms of students with SLD.  Include
a discussion of problems that limit their academic and social success in school.
Define traumatic brain injury.  Discuss causes and domains of functioning affected.
Discuss a minimum of five strategies for adapting instruction within the music classroom for students with
mental retardation, SLD, or TBI.
Provide an overview of students with behavior disorders.  Be sure to include the following information:
three criteria for classification as behavior disordered; externalizing and internalizing behaviors;
symptoms; causes; prevalence and gender associations.
Define and discuss AD/HD.  Include behavioral characteristics of students diagnosed with ADD and
Why are students with behavior disorders considered to be the most difficult exceptional students to
mainstream or include? Describe non-music and music goals for BD students in your classroom.  List
strategies for accomplishing these goals.