Edse201 Midterm Review

Front 1

What is special education?

Back 1

Specially designed instruction, related services, supplementary aids and services.

Front 2

What are the six core principles of IDEA?

Back 2

Free appropriate public education, least restrictive environment, Individualized Education Plan, Non-discriminatory evaluation, the right to due process, zero reject

Front 3

What parts are their in our civil rights legislation for individuals with disabilities?

Back 3

Americans with Disabilities Act, Section 504, Individuals with Disabilities Education Act

Front 4

What rights does the Americans with Disabilities Act protect?

Back 4

The civil rights of all individuals with disabilities from discrimination, and it requires employers to make reasonable accommodations for them.

Front 5

What rights does Section 504 protect?

Back 5

It prevents discrimination against all individuals with disabilities to programs that receive federal funds.

Front 6

What rights does IDEA protect?

Back 6

Describes categories of disabilities that make students eligible to receive special education and specifies the related services and supplementary aids and services to which students might be entitled. It establishes procedures for identifying a student as needing sped and outlines the rights of parents.

Front 7

What is Response to Intervention?

Back 7

RtI permits school professionals to base the decision on whether or not increasingly intensive instructional interventions implemented to address the student's academic problems have a positive impact on learning.

Front 8

What are Positive Behavior Supports?

Back 8

PBS intervene before the problem is so serious that special education is viewed as necessary. When a student displays problematic behavior, professionals implement increasingly intensive interventions to try to clearly identify the reason for the behavior and help the student learn alternative behaviors that are acceptable in school.

Front 9

What is the multi-tiered system of support?

Back 9

MTSS enables educators to coordinate their work and focus their efforts to help all their students to succeed.

Front 10

What is curriculum access?

Back 10

Students must have access to the general curriculum, be directly involved in it, and make progress in it.

Front 11

What is evidence-based practice?

Back 11

instructional techniques that have been shown by research to be most likely to improve student outcomes in a meaningful way

Front 12

What is inclusive practices?

Back 12

Term to describe a professional belief that students with disabilities should be integrated into general education classrooms whether or not they can meet traditional curricular standards and should be full members of those classrooms.

Front 13

What are the primary categories of disability?

Back 13

Learning disability, Speech and language impairment, intellectual disability, emotional disturbance, autism, hearing impairment, visual impairment, deaf-blindness, orthopedic impairment, traumatic brain injury, other health impairment, multiple disabilities, developmental delay

Front 14

What is the role of a paraprofessional?

Back 14

Noncertified staff member employed to assist certified staff in carrying out education programs and otherwise help in the instruction of students with disabilities.

Front 15

What rules are in place to monitor special education services?

Back 15

Annual reviews, tri-annual re-evaluation, additional reviews as necessary, due process procedures

Front 16

What are the characteristics of collaboration?

Back 16

Voluntary; Parity; Shared responsibilities, accountability, and resources, emergent

Front 17

What is the INCLUDE strategy?

Back 17

Identify-What type of classroom will you design?, Note-Who are the students and what do they need (strengths and weaknesses)?, Check-How will your classroom foster success?, Look-For potential problem areas., Use-Information to Brainstorm ways to differentiate instruction., Differentiate- Instruction., Evaluate- Student progress.

Front 18

What is disproportionate representation?

Back 18

This refers to the fact that students from some racial and cultural groups historically have been identified as needing special education in greater numbers than would be expected given composition of student population.

Front 19

What is Universal Design for Learning?

Back 19

UDL is careful planning so that instruction is designed prior to delivery to be accessible by all learners.

Front 20

What is functional curriculum?

Back 20

Instructional approach in which goals and objectives are based on real-life skills needed for adulthood.

Front 21

What are high-incidence disabilities?

Back 21

Those that traditionally have been most commonly identified, including learning disabilities, speech or language impairments, mild intellectual disabilities, and emotional disturbance.

Front 22

What are low-incidence disabilities?

Back 22

Those that are less common and include all the other categories.

Front 23

What is the cross categorical approach?

(Also called multi-categorical, varying exceptionalities, or exceptional education)

Back 23

Instructional approach to which the cognitive, learning affective, and social and emotional needs of students, not their disability labels, form the basis for planning and delivering instruction.

Front 24

What is gifted and talented?

Back 24

Demonstrated ability far above average in one or several areas, including overall intellectual ability, leadership, specific academic subjects, creativity, athletics, or the visual or performing arts.

Front 25

What are the phases of the decision-making process for special education?

Back 25

Intervention Phase; Initial Decision-Making Phase; Delivery, Monitoring, and Revision Phase

Front 26

What is an intervention assistance team?

Back 26

A team that includes general education teachers, special services personnel, and an administrator. The traditional way to begin the process of helping a student suspected of having a disability.

Front 27

What is Tier 1 instruction?

Back 27

Instruction in RtI that is evidence-based and provided to all students in a class.

Front 28

What is Tier 2 Instruction?

Back 28

Instruction in RtI that is provided in tier 1 plus additional small-group session that provide extra practice of targeted skills and contented.

Front 29

What is Tier 3 Instruction?

Back 29

Instruction in RtI that consists of highly intensive instruction matched to the individual needs of students who continue to struggle despite well delivered, evidence-based instruction in Tier 2.

Front 30

What are the required components of an IEP?

Back 30

Present levels of performance; Annual goals and short-term objectives; hours of participation in general education; accommodations, modifications, and services needed; if needed, behavior intervention plan; Date of initiation; Method of evaluation on state assessments; By the age of 14-16 (depending on the state) transition plan

Front 31

What is shared problem solving?

Back 31

Process used by groups of professionals, sometimes including parents, for identifying problems, generating potential solutions, selecting and implementing solutions, and evaluating the effectiveness of solutions.

Front 32

What is assessment?

Back 32

The process of gathering information to monitor progress and to make educational decisions when necessary.

Front 33

What is diagnosis?

Back 33

Determines if a student meets the established federal guidelines for being classified as having a disability.

Front 34

What is screening?

Back 34

The decision about whether a student's performance differs enough from his or her peers to merit changes in instruction or more in-depth assessments to determine the presence of a disability.

Front 35

What is program placement?

Back 35

Involves the setting in which a student's special education services take place - for example, the gen. ed room, resource room, or separate sped room.

Front 36

What is curriculum placement?

Back 36

Involves deciding at what level to begin instruction for students.

Front 37

What is universal screening?

Back 37

the process used in RtI to assess all students in order to identify those who are having difficulty learning despite evidence-based Tier 1 instruction.

Front 38

What is Instructional evaluation?

Back 38

Determine whether to continue or change instructional procedures that have been initiated with students

Front 39

What is program evaluation?

Back 39

Determines whether a student's special education program should be terminated, continued as is, or modified.

Front 40

What is high-stake testing?

Back 40

Assessments designed to measure whether students have attained learning standards.

Front 41

What is criterion referenced?

Back 41

Assessment that involves comparing student performance to a specific level of performance rather than to a norm.

Front 42

What are standardized achievement tests?

Back 42

Tests designed to measure academic progress or what students have retained from the curriculum.

Front 43

What is norm-referenced testing?

Back 43

The performance of one student is compared to the average performance of other students in the country in the same age group/grade level.

Front 44

What are individually administered diagnostic tests?

Back 44

Diagnostic achievement test given to one student at a time, often administered by a special education teacher or school psychologist, useful as a diagnostic measure. They provide more specific information than group-administered achievement tests.

Front 45

What are psychological tests?

Back 45

Measures abilities that affect how efficiently students learn in an instructional situation. Include intelligence tests and tests related to learning disabilities.

Front 46

What are alternate assessments?

Back 46

A form of functional assessment for students with severe disabilities who are unable to participate in the standard state- and district-wide assessment programs.

Front 47

What is curriculum-based assessment?

Back 47

A method of measuring students' level of achievement in terms of what they were taught in the classroom.

Front 48

What are probes?

Back 48

Quick and easy measures of student performance in the basic skill areas

Front 49

What are the areas in which probes are given?

Back 49

Reading, math, and written expression

Front 50

What is fluency?

Back 50

Rate at which students think-write

Front 51

What is differentiated instruction?

Back 51

A form of instruction that meets students' diverse needs by providing materials and tasks of varied levels of difficulty, with varying degrees of support, through multiple instructional groups and time variations

Front 52

What is classroom climate?

Back 52

The overall atmosphere in the classroom

Front 53

What is behavior management?

Back 53

Teacher activities that directly promote positive student behavior.

Front 54

What is academic learning time?

Back 54

The amount of tim that students are meaningfully and successfully engaged in academic activities in school.

Front 55

What is transition time?

Back 55

The time it takes to change from one activity to another.

Front 56

What are same-skill groupings?

(homogenous groupings)

Back 56

Classroom grouping arrangement in which all students needing instruction on a particular skill are clustered for that instruction

Front 57

One-to-one instruction

Back 57

Students work with a teacher, para, or computer on well-sequenced, self-paced materials that are geared to their specific level

Front 58

Basic skills textbooks

Back 58

contain all the key components of the curriculum

Front 59

Scaffolding

Back 59

forms of support provided by the teacher to help students bridge the gap between their current abilities and the intended goal

Front 60

What is assistive technology?

Back 60

Any piece of equipment that is used to increase, maintain, or improve the functional capabilities of a student with a disability.

Front 61

Who teaches Tier 3 groups?

Back 61

Usually the special education teacher

Front 62

When, where, and for how long does Tier 3 instruction take place?

Back 62

Outside of the classroom, during the regular school day, for 45-120 minutes per week

Front 63

How long do students remain in Tier 3 groups?

Back 63

Can be as long as 1-2 years although Tier 3 support will usually turn into a special education referral