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24 Cards in this Set
- Front
- Back
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Asperger syndrome (2) |
-often considered a high functioning form of autism -can lead to difficulty interacting socially, repeat behaviors, and clumsiness |
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Autism |
-developmental disability -significantly affecting verbal and nonverbal communication and social interaction -generally evident before age 4 -adversely affects educational performance |
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Behavior Intervention Plan (BIP) |
-a plan to address problem behavior that includes, as appropriate, positive behavioral interventions, strategies and supports, program modifications and supplementary aids and services that may be required to address the problem behavior. |
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Cognitive delay |
-usually refers to developmental lag -means that an individual's cognitive abilities do not match the expectations of their chronological age |
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Content knowledge |
-knowledge about the actual subject matter that is to be learned or taught |
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Co-teaching |
-classrooms include students with and without disabilities and have 2 teachers, a general education teacher, and a special education teacher |
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Comprehension |
-the ability to read text, process it and understand its meaning |
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Decoding |
-the ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. |
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ELLs or English Language Learners |
-a person who is learning that the English language in addition to their native language |
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Fluency |
-the ability to read a text accurately and quickly |
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Functional Behavioral Assessment (FBA) |
-a problem solving process for addressing student problem behavior -relies on a variety of techniques and strategies to identify the reasons for a specific behavior and to help IEP Teams select interventions that directly address the problem behavior |
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IEP or Individualized Education Plan |
-documents a child's eligibility for special education services and formalizes the school system's plan to provide special education services that are appropriate for his or her unique needs -contains specific information about the child and the education program designed to meet these needs |
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Inclusion setting |
-under the inclusion model, students with special needs spend most or all of their time with non-disabled students |
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Instructional scaffolding |
-a learning process designed to promote a deeper level of learning -the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals |
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Maintenance bilingual program |
-the goal of this program is to preserve and enhance students' skills in the mother tongue while they acquire a second language |
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Mandated reporter |
-people who have regular contact with vulnerable people such as children, disabled persons and senior citizens and are therefore legally required to report (or cause a report to be made) when abuse is observed or suspected |
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Oral proficiency |
-language proficiency has been defined as the ability to use language accurately and appropriately in its oral and written forms in a variety of settings |
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Paraprofessional |
-a person who provides assistance (eg behavior management, health services, transportation or toileting, awaiting placement services, alternate placement services, or sign-language interpretation) either to the entire class or an individual or group of students |
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Phonemic awareness |
-the ability to hear, identify, and manipulate individual sounds--phonemes--in spoken words |
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Phonics |
-phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language |
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Resource room |
-a separate, remedial classroom in a school where students with educational disabilities, such as specific learning disabilities, are given direct, specialized instruction and academic remediation and assistance with homework and related assignments as individuals or in groups |
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Response to Intervention (RTI) |
-a method of academic intervention used in the US to provide early, systematic assistance to children who are having difficulty learning. -seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children who continue to have difficulty |
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Structured immersion program |
-focuses on developing second language abilities of students who speak a minority language (ex Spanish speakers learning English) |
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Transitional bilingual program |
-goal is to prepare students to enter mainstream English classrooms (a transition usually completed within 2 or 3 years) -provides a portion of instruction in children's native language to help them keep up in school subjects, while they study English in programs designed for second-language learners |
