National Boards Study Set

The IEP document lists the academic and functional skills the IEP team thinks a student can achieve by the end of the school year. These goals are geared toward helping students take part in the general education curriculum. IEP goals need to be realistic and measurable.

Teacher of the Visually Impaired

1. 1. Must assess child in all areas of suspected disability

   1. 2. School must use a variety of assessment tools

Children begin to use logic and reason including mathematics, such as addition and subtraction. They can use inductive reasoning: true or false generalization based on observation or statement.

A consequence that decreases the likelihood that a behavior will occur

More than one impairment that significantly impacts the student beyond what classifying area

Impairment of the skeletal system- bones, joints, limbs, and associated muscles

Special Education services that are provided at public expense must meet the standards of that state's educational agency. Must be available to preschool, elementary, and secondary levels and must follow individual education plans.

Local agencies are legally obligated to provide all children, not some or not others, but all children eligible to receive special education and related services with FAPE.

Fund that helps children catch up on lost time, hours, and related services for when FAPE was denied.