Foundations Of Special Ed Midterm

Front 1

Exceptional Learners*

Back 1

those who require special education and related services in order to realize their full human potential (differ from most students

Front 2

High Incidence Disabilities*

Back 2

Disabilities that occur with high frequency, most common (SLDs, Communication, emotional/behavioral, mild intellectual disorders)

Front 3

Low Incidence Disabilities*

Back 3

Disabilities that occur relatively infrequently and require extensive support in more than one major life activity (traumatic brain injury, deaf-blindness)

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Special education*

Back 4

Instruction specially designed to meet the unique needs of an exceptional student

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Main purpose of IDEA*

Back 5

every school provides free appropriate public education for every child 3-21

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Major Provisions of IDEA (9)*

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Identification

Free Appropriate Public Education

Due Process

Parent/Guardian, surrogate consuultation

Least Restrictive Environment (LRE)

Individualized Education Program (IEP)

Nondiscriminatory Evaluation

Confidentiality

Personnel Development, In-service

Front 7

13 Categories of Eligibility for IDEA*

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Autism, deaf-blindness, developmental delay, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech/language impairment, traumatic brain injury, vision impairment

Front 8

LRE*

Back 8

Least Restrictive Environment, most amount of time appropriate must be spent in the general education classroom

Front 9

Early intervention (IDEA)*

Back 9

States must have this

Meet needs of children from B-2, services in natural environments

Ex. Physical, occupational, and speech therapies, family support, special instruction, assistive technology

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IEP*

Back 10

individual educational plan, must have parental involvement, must have measurable annual goals

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Learning Disabilities*

Back 11

disorder in psychological processes involved in understanding or using language which may be manifested in problems with listening, thinking, speaking, reading, writing, spelling, or doing calculations

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Achievement-Ability Discrepancy*

Back 12

Compares scores on standardized achievement and intelligence tests

A significant discrepancy must exist between measured cognitive ability and achievement for there to be an SLD

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Response to Intervention*

Back 13

Tier 1: evidence based instruction that occurs in the gen ed classroom

Tier 2: small group instruction several times a week

Tier 3: evaluation for special education

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Causes of SLD (4)*

Back 14

Central nervous system dysfunction

Genetic factors

Toxins (ex. FAS)

Medical factors (ex. premature)

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Psychological and Behavioral Characteristics (9)*

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Reading problems (phonemic awareness, decoding, reading fluency, comprehension)

Written language

Spoken language

Math

Coordination

ADHD

Memory

Motivation
Inactive learner

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Assessments for SLD*

Back 16

Informal reading inventory, math assess: in depth info about student math understandings

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Types of ADHD

Back 17

Inattention, Hyperactivity, Combined

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Identification of ADHD

Back 18

Medical exam, clinical interview, teacher and parent rating scales, behavioral observations

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Causes of ADHD

Back 19

Hereditary, toxins and medical factors

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Psychological and Behavioral Characteristics

Back 20

deficits in executive functioning, behavioral inhibition, problems with adaptive behavior

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Medication considerations for ADHD

Back 21

controversial to use psychostimulants (Ritalin, Adderall, Strattera)

Proper dosage is important

Not a substitute for self responsibility

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Assessment for ADHD

Back 22

Self monitoring checklists

Front 23

Intellectual Disabilities

Back 23

Limitations in intellectual functioning and adaptive behavior

These limitations can be improved

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Causes of intellectual disabilities

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Prenatal (chromosome, inborn errors, disorders of brain function, environment)

Perinatal (during birth)-oxygen deprivation, low birth weight, infections

Postnatal-biological, psychosocial

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Characteristics of intellectual disabilities

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Memory problems, limitations in language comp and development, self-regulation problems, deficits in metacognition, motivation

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Education for all handicapped children act

Back 26

originally PL 94-142, became IDEA

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Americans with Disabilities Act

Back 27

civil rights legislation for IWD ensuring nondiscrimination in many activities

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Disability v. Handicap

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Disability-inability to do something, diminished capacity to perform

Handicap-disadvantage imposed on an individual

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Disability v. Inability

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disabilities are all inabilities, but not all inabilities are disabilities

Ex. 6 month old has an inability to talk, but it is not developmentally appropriate

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progress monitoring

Back 30

assessment that are frequent, quick and easy measures to provide info on if a student is learning

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curriculum based measures

Back 31

common form of progress monitoring, student response to their usual instructional measures

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ISFP

Back 32

individualized family service plan, broader than IEP b/c it includes family

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intelligence tests

Back 33

many types available, individual ones can be used to predict intellectual disabilities

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identification of ID

Back 34

IQ test and adaptive behavior

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Adaptive behavior

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measured indirectly, through communication, life skills, socialization, motor skills, and maladaptive behavior

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quality of life assessment

Back 36

Questionnaire: home, relationships, freedom, leisure, and opportunities for self-enhancement

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early intervention for ID

Back 37

preschool to prevent ID or preschool to further those identified

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ongoing assessment for LD

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CBM (to monitor expected growth norms), informal assessment (ex. informal reading inventory)

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Early Intervention for LD

Back 39

hard to predict at a young age

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Executive Function

Back 40

permit individuals to self-regulate their behavior

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Functional Behavior Assessment

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determines consequences, antecedents, and setting events that maintain inappropriate behaviors

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contingency based self management

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involve people keep track of their own behavior and then receive consequences (rewards) based on behavior

Front 43

early intervention for ADHD

Back 43

identification is challenging b/c a lot of kids w/o ADHD have difficulty with executive function at such a young age, # has increased