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246 Cards in this Set
- Front
- Back
- 3rd side (hint)
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define: language
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The systematic use of sounds, signs, or written symbols for the purpose of communication or expression.
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define: Receptive Language
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Ability to understand and comprehend information that is presented
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define: Expressive Language
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Ability to communicate thoughts, feelings, and ideas through words, gestures, sign systems, assistive devices, and so on.
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define: Articulation
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Using movements of the mouth to make speech sounds
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define: Pragmatics
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Knowledge of successful and appropriate language use, such as in conversation.
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define: Semantics
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The meaning that language communicates; it governs vocabulary development
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define: Syntax
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A system of combining words into sentences with rules that govern how words work together in phrases, clauses, and sentences.
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Most significant domain that affects all areas of development
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Cognition
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How can the Cognitive domain change?
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Through maturity, practice, & normal aging.
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name: Humanism theorist
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Maslow
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Name: Behaviorism theorist
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Skinner
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Name: Psychosocial theorist
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Erikson
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Name: Social Learning theorist
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Bandura
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Name: Multiple Intelligences theorist
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Gardner
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Name: Moral Reasoning theorist
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Kohlberg
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Name: Psychoanalystical theorist
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Freud
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name: Cognitive theorist
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Piaget
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name: Socio-Cultural theorist
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Vygotsky
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define: Proprioceptive
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is the sense of the relative position of neighbouring parts of the body
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describe: Adaptive Behavior
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Composite of abilities based on child's age and the cultural mores of the family. Are normally acquired during daily routines. E.g.: feeding, dressing, and toileting.
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Mastering Adaptive Behavior can build:
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Self-esteem and learn to function more independently.
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Describe this Exceptionality Type:
Medical/Physical |
Includes problems related to diseases, illnesses, trauma, genetics, fine & gross motor, sensory input, and sensory perception.
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Describe this Exceptionality Type:
Educational |
Includes cognitive and meta-cognitive deficits, low academic achievement, poor memory, attention problems, hyperactivity, and perceptual disorders.
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Describe this Exceptionality Type:
Social |
Includes affective behaviors, poor social skills, poor self-concept, poor motivation, and debilitating mood states.
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Describe this Exceptionality Type:
Psychological |
Includes various behaviors, adaptive behavior deficits, disruptive behavior, and withdrawal.
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List disability categories included under federal law (6-21 years)
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Autism;
Deaf-Blindness; Emotional Disturbance/ Behavioral Disorder; Hearing Impairment; Mental Retardation; Orthopedic Impairment; Other Health Impairment; Specific Learning Disability; Speech/Language Impairment; Traumatic Brain Injury; Visual Impairment; Gifted/Talented |
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summarize disability category:
"Autism" |
A syndrome related to neurological function that is evidenced by deficits in social interactions, communications, and patterns of behavior; associated with pervasive developmental disorder`
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summarize disability category:
"Deaf-Blindness" |
Includes the combination of both auditory and visual disabilities that are the cause of severe communication deficits and other learning problems; individual may need a combination of supplementary assistance.
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summarize disability category:
"Emotional Disturbance/Behavioral Disorder" |
This category refers to conditions that exhibit two or more of the following: an inability to learn, an inability to maintain relationships, or the exhibition of inappropriate behaviors, pervasive moods, or a tendency to develop physical symptoms or fears.
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summarize disability category:
"Hearing Impairment" |
A condition that may adversely affect the educational performance of students and includes deafness and hard of hearing.
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summarize disability category:
"Mental Retardation" |
Defines an indivdual with significant subaverage general intellectual functioning concurrently with deficits in adaptive behavior manifesting during the developmental period and adversely affecting performance.
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summarize disability category:
"Multiple Disabilities" |
A combination of concomitant impairments (e.g. mental retardation-vision impairment) that causes severe educational conditions that cannot be accommodated in special edcation programs for only one disability.
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summarize disability category:
"Orthopedic Impairment" |
A physical impairment, caused by such conditions as genetic anomalies, diseases, and trauma, which adversely affect a student's educational performance.
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summarize disability category:
"Other Health Impairment" |
Related to diseases or chronic health conditions a student with limited strength, vitality, or alertness that adversely affect a student's educational performance.
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summarize disability category:
"Specific Learning Disability" |
This refers to a disorder in one or more of the basic psychological processes involved in understanding or in using language and may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do math.
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summarize disability category:
"Speech/Language Impairment" |
Communication disorders that affect the educational performance in an adverse manner, including stuttering, impaired articulation, language impairments, or voice impairments.
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summarize disability category:
"Traumatic Brain Injury" |
An acquired injury to the brain caused by external physical force that results in total or partial functional disability or psychosocial impairments that adversely affects educational peformance and does not include brain injuries that are congenital, generative, or birth induced.
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summarize disability category:
"Visual Impairment" |
Includes any impairment of vision (totally blind, functionally blind, and low vision) that, even with correction, adversely affects a student's educational performance.
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Prevalence of Autism?
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20-60 : 10,000 of all children
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Prevalence in special education:
Communication Disorder |
18 - 20 %
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Prevalence of: Emotional Disturbance/Behavioral Disorder (EB/BD)
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33 % of school population,
10% requiring specific assistance 3 % identified w/problems significant enough to require direct special education services. |
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Prevalence of: Gifted/Talented
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3 - 5 % of all school-age students who are two standard-deviations above the norm.
10 - 15 % considered highly-talented. |
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Prevalence of: Hearing Impairment
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1.2 %;
may be under-reported b/c many may also be identified having other disabilities. |
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Prevalence of: Learning Disability
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50 % ( 3 million) of the school-age population.
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Prevalence of: Mental Retardation
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10% of Spec. Ed. population
1 % of total population |
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Prevalence of: Other Health or Physical Disability (OHI)
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8 - 9 % of the special education population receiving services`
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Prevalence of: Multiple Disabilities
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No specific definition to base this category
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Prevalence of: Traumatic Brain Injury
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Very few receive special education services under this category.
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Prevalence of: Visual Impairment
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0.4 % of children; very few need services.
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Causes/Prevention of:
Autism |
Not a specific known cause.
May be related to neurobiological conditions, abnormal brain development, genetics, multiple biological causes, and environmental factors. |
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Causes/Prevention of:
Emotional Disturbance/Behavioral Disorder |
2 major areas may contribute to these disorders: biological factors brain disorders, genetics, temperament) and environmental factors (home, community, school).
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Causes/Prevention of:
Hearing Impairment |
Many causes, but the more common are genetic factors, illness, prematurity, disease, noise-induced.
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Causes/Prevention of:
Mental Retardation |
Causes classified as either biomedical, environmental, or unknown and that result from factors that occur in one of three stages: prenatal, perinatal, or postnatal.
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Causes/Prevention of:
Orthopedic Impairment |
Primarily related to illness, disease, trauma, accident, or injury.
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Causes/Prevention of:
Other Health Impairment |
Primarily related to illness, disease, trauma, accident, or injury.
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Causes/Prevention of:
Specific Learning Disability |
Cause is often unknown; however, the four most prevalent known causes are brain damage, heredity, biochemical imbalance, and environmental.
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Causes/Prevention of:
Speech/Language Impairment |
Many possible causes, most likely attributed to damage or dysfuntion of a specific part of the body, environmental factors, cognitive impairments, hearing loss, brain injury, or disease.
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Causes/Prevention of:
Speech/Language Impairment |
Many possible causes, most likely attributed to damage or dysfunction of a specific part of the body, environmental factors, cognitive impairments, hearing loss, brain injury, or disease.
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Causes/Prevention of:
Traumatic Brain Injury |
Primarily related to illness, disease, trauma, accident, or injury.
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Causes/Prevention of:
Visual Impairment |
Damanges or changes in the optical, muscular, or nerve system, which may be related to diseases, trauma, malnutrition, or genetics.
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List 10 ways to prevent disabilities
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Proper and early medical care
Appropriate mother & child nutrition Advances in medical treatments Genetic counseling for families Testing such as PKU or amniocentesis Environmental improvements Early intervention programs Parent training programs Elimination of childhood diseases, traumas, and accidents Availability of vaccinations & immunizations. |
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The purpose of IDEIA
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1. To ensure all children with disabilities are guaranteed a free and appropriate public education (FAPE).
2. To assist all states in establishing early intervention services for infants and toddlers with disabilities. 3. To ensure that educators and parents have the necessary tools to improve the education for all children with disabilities. 4. To assess the effectiveness of the education for children with disabilities. |
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6 major principles of IDEIA
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1. Zero reject (Child Find system)
2. Protection in the evaluation process (non-bias testing) 3. Free & Appropriate Public Education (FAPE) 4. Least Restrictive Environment 5. Due Process Procedures (procedural safeguards) 6. Parent & Student participation (Shared decision making) |
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summary: Section 504
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Extends civil rights to individuals with disabilities focused on prohibiting discrimination in education, employment, and other community settings; requiring compliance by any recipient of federal funds even though these requirements are not monetarily supported by the federal governement.
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summary: ADA
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(American Disabilities Act-1990)
Based on Section 504, it extends civil rights to individuals with disabilities in private sector employment, public services, public accommodations, transportation, and telecommunications. These employment and public service entities must accommodate persons with disabilities in an appropriate and nondiscriminatory manner. |
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summary: NCLB
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(No Child Left Behind)
Primary goal is for all children to be proficient in all subject matter by 2014 and imposes a requirement that all teachers must be "highly qualified." |
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Four Key Principles of NCLB
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1. Stronger accountability through district and state testing for every student.
2. Increased flexibility to schools for use of federal funds. 3. Additional options for parents regarding the education of their child. 4. Focus on curriculum and instructional methods with scientifically researched and proven effects. |
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summary: FERPA
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(Family Educational Rights and Privacy Act)
Although not a specific education law, it affects schools, education programs, and those persons associated with students who have exceptional needs. This federal law protects the privacy of all students' educational records and applies to any and all schools receiving federal funds. |
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summary: Gifted and Talented Children's Eduction Act-1978
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Allows for funding to support the exceptional needs of students in the areas of identification, education, and programming.
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summary: Education Consolidation Act - 1982
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Merged the federal Office of Gifted and Talented with other federal programs and states received block grants to determine which programs and students to support.
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Jacob K. Javits Gifted and Talented Student Education Act
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1988
Federal funds provided specifically to students who are considered economically disadvantaged, who demonstrate limited English proficiency or have a disability while also identified as gifted or talented. |
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describe: Brown v. Board of Education
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1954; Based on the segregation of students according to race, it was tried at the Supreme Court who ordered that education must be on equal terms for all children.
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describe: Hobson v. Hansen
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1967; Determined the tracking system for regular and special education students based on intelligence scores was discriminatorily unconstitutional for some populations of students and could not be used.
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describe: Mills v. Board of Education
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1972; Determined that financial problems cannot be a reason for the lack of appropriate programs to children with disabilities
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describe: Pennsylvania Association for Retarded Citizens v. the Commonwealth of Pennsylvania
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1972; Established the right for all children with mental retardation to a free public education
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describe: Armstrong v. Kline
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1979; Ordered schools to provide extended school year services for students with disabilities who mayregress over long periods without attending formal school programs.
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describe: Larry P. v. Riles
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1979; Ruled that IQ tests could not be used as the primary or sole basis of placing students in special programs.
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Board of Education of the Hudson School District v. Rowley
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1982; Upheld that each child with a disability has the right to an individualized program and supportive services deemed appropriate and necessary.
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describe: Abrahamson v. Hershman
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1983; Ruled that the training and education for a student with multiple disabilities required in private residential placement would be supported through district funds.
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describe: Department of Ed. v. Katherine D.
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1984; Ruled homebound instruction for a student with multiple health problems did not comply with the LRE and required the student be placed in a class with non-disabled children and receive the necessary related medical servies.
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describe: Irving Independent School District v. Tatro
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1984; Forced the school to provide non-physician required medical services to allow a physically impaired student to attend school.
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describe: Honig v. Doe
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1988; Ruled that students with disabilities may not be excluded for misbehavior that is disability-related, but services could cease if the behavior was not related to the disability.
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behavior
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describe: Timothy v. Rochester School District
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1989; Upheld that all children with disabilities must be provided a free and appropriate public education without exception.
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describe: Zobrest v. Catalina School District
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1993; Determined that a student in a parochial school should be provided the assistance of a related service pertaining to the disability and that these findings did not violate the constitution of the separation of church and state.
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describe: Oberty v. Board of Ed.
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1993; Ruled to support a family preference to educate a child with mental retardation in the general education classroom.
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describe: Foley v. Special School District of St. Louis County
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1998; Affirmed that public schools are not obligated to provide special education services if parents choose to place their child in a private school.
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describe: Cedar Rapids v. Garrett F.
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1999; Ruled that medical services necessary to a student with a disability to access and benefit from special education must be provided by the school as long as the service does not require a physician.
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list: Conceptual Approaches to Teaching
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Cognitive
Constructionist Psychodynamic Behavioral Sociological Ecological Therapeutic Medical |
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describe: Coordination
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a simple form of collaboration that includes communication and cooperation so student services are ensured delivery. Professionals may not directly share their expertise, information, or ideas with one another, but they do provide updates on the progress of the student.
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describe: Consultation
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is the process in which professionals work with one another by directly communicating and sharing expertise to improve services to students. Teachers and other professionals share strategies and methods to help th student access the educational program.
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describe: Co-teaching
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An effective tool for inclusion settings. When two or more teachers work together to plan activities, deliver instruction, and assess students, additional supports are provided to all students in the classroom, thereby improving achievement.
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describe: Multidisciplinary Team
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professionals with defined roles, working independently of one another. May exhibit lack of communication or understanding of the student's needs.
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describe: Interdisciplinary Team
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Members conduct independent assessments, but works together to promote communication and collaboration.
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describe: Transdisciplinary Team
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Team delivers services in an integrated approach across disciplines. Members work together sharing roles and responsibilities unlike other teams, who work in isolation.
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list: Continuum of LRE
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General education classroom (inclusive model)
General education classroom (consultative model) Co-Teaching setting (collaborative model) Resource room (pull-in model, integrated model) Self-contained program (separate, segregated model) Separate school (private setting) Residential facility Homebound placement Hospital Setting |
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describe: Related Services
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may include:
transportation; speech therapy; physical therapy; occupational therapy; counseling; behavior coach; paraprofessional. |
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describe: Accommodations
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Instructional supports or services necessary to access instruction or the learning environment and to demonstrate individual knowledge.
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describe: Modifications
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Include actual changes made to the curriculum, to the environement, or to the expectations of an instructional task in order to meet the student's specific needs.
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describe: Adaptations
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Supports may make changes in how the student access the environment or in instructional delivery. Examples typically are physical objects.
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describe: Due Process (parents)
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Is allowable under IDEIA and emphasizes certain rights for children with disabilities and their parents (procedural safeguards).
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describe: Due process (schools)
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It ensures that schools follow the procedures set forth in the law for assessment, identification, placement, instructional services, and related or supplementary services.
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describe: Behavioral-based curriculum
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Demonstrates student interactions in the environment in order to instruct students in functional and age appropriate skills
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describe: Cognitive-developmental curriculum
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Provides age appropriate activities that are discovery-based and interactive, such as DAP.
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describe: Social Skills Curriculum
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Improves social skills areas such as engaging in personal interactions, following dircections, handling situations, increasing self-competence, and utilizing appropriate behaviors.
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describe: Functional curriculum
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Helps develop knowledge and skills to support independence in school, community, employment, personal, social, and daily living situations.
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list: 7 essential components of an IEP
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1. Statement of present levels of educational performance pertaining to disability.
2. Statement of measurable annual goals and may include obmjectives. 3. Description of the method to measure progress 4. Statement of related services, supplementary aids, and services 5. Explanation of the extent of involvement in general education programs. 6. Statement of accommodations and participation in state and district testing. 7. Description of the date, frequency, location, and duration of services. |
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What does an IFSP do?
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outlines family goals, identifies the service providers, and establishes the specific services.
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define: Authentic learning
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Instruction using real-world projects and activities to allow students to discover and explore in a more relevant manner.
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define: Cloze procedure
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The use of semantic and syntactic clues to aid in completing sentences.
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define: Concept generalization
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The ability for students to demonstrate concept knowledge by applying the information to ther settings without prompts from teacher.
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define: Contingent teaching
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A strategy for helping a student and eventually fading out the support as he gains mastery.
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define: diagnostic-prescriptive method
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Individualizing instruction to develop strengths and remediate weaknesses.
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define: facilitated groups
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Students engage in active learning with lessons designed and overseen by the teacher but managed by the students.
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define: Guided practice
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Providing opportunities to gain knowledge by offering cues, prompts, or added sequential information.
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define: mediated scaffolding
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A procedure that provides cues and prompts, while gradually removing them so students can perform and respond independently.
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define: Remediation
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A program technique to teach students to overcome an exceptionality through training and education
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Marianne Frostig did what?
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Developed materials designed to improve visual-perceptual performance and schools focused on cooperative and work-study programs.
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Samuel Kirk published...
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Illinois Test of Psycholinguistic Abilities (ITPA)
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ITPA is and does what?
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Illinois Test of Psycholinguistic Abilities; used to identify students with learning disabilities.
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The term: "Learning Disability" was first coined by...
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Samuel Kirk
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What is "the zone of proximal development?"
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The range between what a child is capable of doing independently and a task that needs assistance.
A Vygotsky contribution to developmental theory |
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What does Cognitive Theory emphasize?
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The mental abilities in order to understand how children think and learn. problem solving.
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4 notable Learning Disability professional organizations
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- Learning Disabilities Association
- National Center for L.D.s - Coordinated Campaign for Learning Disabilities - Council for Exceptional Children-Division for Learning Disabilities |
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List 10 L.D. intervention strategies
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1. Mastery model of specialized instruction
2. Direct Instruction methods 3. Environmental adjustments 4. Accommodations and modifications 5. Special Equipment or devices 6. Peer Tutoring 7. Paraprofessional assitance 8. Special Education services 9. Medications 10. Related services |
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8 common definitions that are used to define "Learning Disabilities"
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1. Difficulty with academics and learning tasks
2. Discrepancy between potential and achievement. 3. Uneven growth patterns and psychological processing deficits. 4. Cause may be due to a central nervous system dysfuntion. 5. Possess perceptual problems. 6. May have minimal brain dysfunction or brain injury. 7. Problems exist across a person's life span. 8. Exclusionary of other causes. |
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What year did the first definition of learning disability emerge? And under what mandate?
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1975; Education for All Handicapped Children
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2 main components to determine eligibility for a student with a learning disability.
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1. The student does not achieve at the proper age and ability levels in one or more specific areas when provided with appropriate learning experiences.
2. The student has a severe discrepancy between achievement and intellectual ability in one or more of these seven areas (oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematics calculation, and mathematics reasoning). |
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What is ICLD and what did it do?
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Interagency Committee on Learning Disabilities (ICLD);
Developed a three-component definition for the condition of a learning disability. |
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The three elements that define the federal definition of L.D.
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1. Difficulties in listening, speaking, reading, writing, reasoning, mathematics, or social skills.
2. Can occur concomitantly with other conditions (socioenvironmental influences and A.D.D.s) 3. are intrinsic to the individual and are presented and are presumed to be caused by central nervous system dysfunction. |
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Three criteria most often used to determine whether a student has a learning disability include:
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1. There must be a severe discrepancy between the student's intellectual ability and the student's academic achievement.
2. The difficulties that the student is exhibiting may not be the result of other known learning problems, such as hearing problems, vision problems, educational disadvantage, among others listed in federal law. 3. The student requires special education services directly related to the specific type of learning disability in order to access the general education programs and be successful in school. |
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define: Dyslexia
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A disability of language in which the individual has problems understanding written words (reading)
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define: Dyscalculia
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A disability in the area of mathematics in which the individual has trouble solving arithmetic problems, understanding math concepts, or remembering facts.
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define: Dysgraphia
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A writing disability in which the individual has problems with writing.
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define: Dyspraxia
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A form of the disability in which the brain messages are not processed well. This may cause problems with speech or motor control.
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define: Nonverbal Learning Disability
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A neurological disorder that originates in the right hemisphere of the brain and may cause problems with visual-spatial, organizational, evaluative, intuitive, and holistic processing functions, as well as interpersonal skills. These individuals have problems with social relationships, poor self concept, poor social perceptions, a lack of social judgment, and difficulty perceiving other's emotions.
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define: Specific Learning Disability
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A neurological disorder pertaining to the ability to understand or use language spoken or written, expressive or receptive, and that may manifest through an inability to listen, think, speak, write, spell, or do math calculations.
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A L.D. is considered what kind of disability and what kind of disorder?
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a Cognitive Disability, and a neurological disorder.
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What neurological functions are challenged by L.D.?
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Thinking & reasoning.
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Fact...
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Students with L.D.s have typical intellectual capacity and often are found to have average or above average intellectual ability, but they do not process the information in the same manner or at the same time as typical same-aged peers.
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The majority of children who have L.D.s are generally diagnosed at what age?
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Between 6 and 12 years.
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Six key academic areas identified as possible concerns for an individual to develop a learning disability:
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1. Reading
2. Writing 3. Mathematics 4. Oral Language 5. Phonological Awareness 6. Motor Skills |
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Describe L.D. challenges with: Reading
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Problems decoding words, basic word-recognition skills, and reading comprehension
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Describe L.D. challenges with: Writing
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Lack skills that require written expression tasks, spelling, and handwriting
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Describe L.D. challenges with: Mathematics
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Difficulties with quantitative processing, arithmetic, time, space, and calculation of facts.
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Describe L.D. challenges with: Oral Language
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Issues identified in a variety of language disorders, such as difficulties with language development, listening, speaking, and learning vocabulary.
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Describe L.D. challenges with: Phonological Awareness
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Possesses poor skills in recognizing the sounds of language (phonemes).
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Describe L.D. challenges with: Motor Skills
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Demonstrates problems with gross motor skills and fine motor coordination, therefore showing awkwardness, clumsiness, and little coordination.
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Assessment information is used to determine if a student with L.D. is...
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achieving at his or her potential.
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list four Informal Assessments
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1. Portfolio Assessment
2. Dynamic Assessment 3. Diagnostic teaching assessment 4. Direct daily measurement |
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define: Portfolio Assessment
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Collected samples of student work during a specific period of time, used to assess the student's achievement level and progress
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define: Dynamic assessment
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Teacher determines a student's ability to learn in a certain situation rather than documenting what the student has actually learned.
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define: Diagnostic teaching assessment
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Teacher collects information about a student to use in assessment throughout the period of instruction.
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define: Direct Daily Measurement
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Classroom form of daily assessment of a student's performance on the skills that are taught each day and instruction for particular students may be modified as needed.
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list 3 Formal Assessments
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1. Observation
2. Standardized Tests 3. Curriculum-based measurement |
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define: Observation (assessment)
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Required as a component of a formal assessment. Information is gathered by indentifying the learning behaviors of a student and how those behaviors affect the student's learning. Information is collected about a student's participation in class, tasks completed, and social interactions.
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define: Standardized Tests
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- offer information about he discrepancy between intellectual ability and achievement, which is necessary when working with students who have learning disabilities.
- are norm referenced so the student's score may be compared to other students of the same age. Tests that are used to evaluate a student's overall academic achievement include Iowa tests of Basic Skills, the Woodcock-Johnson Tests of Achievement, and the Wide Range Achievement Test-3. |
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define: Curriculum-based measurement
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Recommended in the assessment of a student with a possible learning disability is the use of a curriculum-based measurement tool (CBM) as it is a more direct and regular assessment addressing the student's learning patterns and growth, while providing information to educators helpful in program development. A CBM is important as it measures a student's performance, checks the learning patterns and progress, and provides feedback to the teacher regarding effective instruction.
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What's an IRI, and what does it do?
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Informal Reading Inventory; can determine a student's reading level: independent, instructional, or frustration.
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What are Modifications?
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changes made to the existing curriculum so the individual needs of a student may be met. Changes may include: providing different materials, require a different task to be completed, remove some of the expected skills, or exempt the student from an assignment.
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Oral language disorders may be demonstrated by...
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Poor phonological awareness
Delayed speech Poor articulation Disorders of grammar or syntax Deficiencies in learning vocabulary Poor understanding of oral language and its uses. |
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define: Developmental Aphasia
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a severe problem with the acquisition of oral language and may be described either as receptive or expressive language disorders.
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define: Dysnomia
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a specific expressive disorder with problems involving word retrieval, word expression, or memory.
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Techniques to naturally stimulate language in young children, include:
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Expansion, parallel talk, and self-talk.
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Strategies for teaching listening skills, may include:
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- Promote phonological awareness activities (clap rhythms, recite nursery rhymes).
- Help understand words and concepts. - Build a listening vocabulary - Facilitate understanding of sentences and linguistic elements. - Teach listening comprehension (follow directions or find the main idea). - Allow listening to stories. - Produce oral questions (instruct on who, what, when, where, why, how). - Teach sentence structures and patterns. - Instruct on homonyms, synonyms, and antonyms. |
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5 stages in developing speaking skills
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babbling, jargon, single-word usage, two- and three-word sentences, and language acquisition.
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list some strategies for teaching speaking skills:
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- build a speaking vocabulary
- production of speech sounds. - teach linguistic patterns. - Formulate sentences - Practice oral language skills - Engage in parallel talk - Utilize self-talk |
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list 5 essential elements for learning to read successfully:
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1. Phonemic awareness
2. phonics 3. Fluency 4. Vocabulary 5. Text comprehension |
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Examples of strategies to improve this area of reading:
Phonics |
- Play word and rhyming games
- Analyze phoneme elements |
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Examples of strategies to improve this area of reading:
Word Recognition |
- Use remedial reading lessons
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Examples of strategies to improve this area of reading:
Fluency |
- Repeat readings
- Use predictable books - recognize sight words |
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Examples of strategies to improve this area of reading:
Vocabulary |
- Teach content
- find words to study - create word webs |
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Examples of strategies to improve this area of reading:
Reading Comprehension |
- Use basal readers
- Build vocabulary - Use graphic organizers |
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Two approaches to teaching areas of reading are:
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Implicit & Explicit
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What is an Implicit approach to teaching readings skills?
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A whole-language focus on the relationships of oral language, reading, and writing.
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What is an Explicit approach to teaching reading skills?
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An emphasis on teaching skills by direct instruction in phonics, word identification, and decoding skills.
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What is the Cloze Procedure?
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Technique to build comprehension and language skills by supplying a passage with missing elements.
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What is DIBELS?
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A measurement system to assess a child's skill levels in phonological awareness, alphabetic principles, and oral reading fluency.
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What is the Fernald Method?
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Uses the visual, auditory, kinesthetic, and tactile senses to teach whole words.
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What is the Orton-Gillingham Method?
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Focuses on the multi-sensory, systematic, and structured language procedures for reading, decoding, and spelling.
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What is Reading Recovery?
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A reading program designed for young children who have problems learning to read.
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What are the stages of writing?
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Pre-writing, drafting, revising, and sharing
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List some strategies for teaching written expression.
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- Allow students to choose their own topic.
- Model the writing process. - Use graphic organizers. - Encourage the use of inventive spelling. - Vary the writing tasks. - Teach the process. - Promote ownership and control of the assignment. - Provide frequent and clear input. - Schedule opportunities to write. - Use computers and word processors. |
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List some strategies for teaching: Spelling.
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- Play sound-word games.
- Conduct informal testing. - Analyze new words. - Teach word families - Utilize multi-sensory methods. - Promote a visual memory of words. - Develop auditory perception of letter sounds. |
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List some strategies for teaching: Handwriting
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- Use prewriting practice
- Include fine motor activities and tools - Conduct training periods - Use verbal cues - Model letters |
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Students with mild to moderate disability conditions may fall under what categories in special education?
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- Learning disability
- Behavior/emotional disturbances - Autism - Other health impaired (OHI) - Mental retardation |
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Mild disabilities may refer to students with...
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- Learning disability
- OHI - some ED - some MR |
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Moderate disabilities may refer to students with...
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- ED
- MR - Autism |
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List the 7 steps of the special education assessment requirement:
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1. Pre-referral
2. Screening 3. Referral 4. Evaluation and identification 5. Instructional program planning 6. Placement 7. Review & Evaluation |
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Describe Pre-Referral in terms of the assessment process.
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A student exhibiting problems in the general education classroom is provided interventions to determine any benefit from them.
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Describe "Screening" in terms of the assessment process.
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Professionals gather additional information that may detect individuals in need of a more comprehensive evaluation.
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Describe "Referral" in terms of the assessment process.
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Professionals use information from several sources and conduct an observation to study classroom performance and behaviors.
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Describe "Evaluation & Identification" in terms of the assessment process.
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A comprehensive evaluation is conducted to determine the student's disability and possible eligibility for special education services.
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Describe "Instructional program planning" in terms of the assessment process.
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Assessment inforation is used to create goals, determine placement, and make plans for instructional delivery.
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Describe "Placement" in terms of the assessment process.
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Decisions about least restrictive environment and services are made.
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Describe "Review and evaluation" in terms of the assessment process.
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Monitor the student's progress and overall program.
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List 5 types of assessment types used for a comprehensive evaluation.
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1. Criterion-referenced
2. Curriculum-based 3. Norm-referenced 4. Performance-based 5. Standards-based |
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What is a Criterion-referenced assessment?
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A formal measure that evaluates a student on specific content domain and is used to provide students with feedback and teachers with information on progress.
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What is a Curriculum-based assessment?
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Evaluates student progress and performance of skills based on the curriculum or student behaviors, which helps teachers decide how to assist the student.
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What is a Norm-referenced assessment?
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A formal tool used to compare the performance of one student to other peers in the same age group.
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What is a Performance-based assessment?
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An informal measure used by teachers to assess a student's knowledge, skills, and abilities.
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What is a Standards-based assessment?
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Formal evaluation that measures progress toward meeting goals or standards as previously established by the district or state.
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Students who have what are considered students with Mild Disabilities?
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- learning disabilities
- mental retardation - behavioral disorders - speech/language disorders |
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What type of instruction does the following describe: incorporates accommodations, options, and flexibility into the teaching day.
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Differentiated instruction.
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What is an Instructional Strategy?
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a teaching routine or method in which the steps, techniques, or activities are grouped in a logical manner to promote and reinforce academic achievement.
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Describe this instructional strategy:
Coaching |
Helps students by giving them hints or suggestions to enhance learning by performing a task or gaining a skill.
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Describe this instructional strategy:
Cooperative Learning |
Students work together to gain knowledge and enhance social skills.
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Describe this instructional strategy:
Cueing |
This is a stimulus or reminder for the student to perform the correct response.
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Describe this instructional strategy:
Guided Practice |
Activities related to goals in which students can practice the concepts and skills under the supervision of the teacher, through homework, or with a small group of students. Guided practice may include review, organizing information, rehearsing, summarizing, comparing, and so on.
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Describe this instructional strategy:
Incidental Teaching |
A strategy that teaches a skill or concept during an event or situation in which it is presently occurring.
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Describe this instructional strategy:
Modeling |
A more skilled person performs the task, activity, or project for a person less skilled so that person may learn to perform the same.
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Describe this instructional strategy:
Monitoring |
The teacher is constantly involved in the student's work to observe the progress and identify areas of concern.
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Describe this instructional strategy:
Preteaching |
Helps students recall prior knowledge and background information as well as previous experiences about a topic.
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Describe this instructional strategy:
Reciprocal Learning |
Helps students learn skills, concepts, information, and new ideas by completing a task after viewing the modeling of the teacher or other students. The teacher may then provide coaching, cueing, or scaffolding as the student engages in the activiity.
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Describe this instructional strategy:
Scaffolding |
These are strategies that support a student as he acquires knowledge, skills, or gains concepts.
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Describe this instructional strategy:
Sequencing |
A task is broken into segments or steps and the student completes the activity by completing one step at a time until the entire task is done.
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Describe this instructional strategy:
Shaping |
This is the beginning stage of task completion, as it is an approximation of the target behavior. The student is rewarded when repeatedly attempting the mastery of the task.
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IEP goals must be _____ and ____.
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Measurable and attainable.
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IEP goals must state the ______ for the student.
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Expectations
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PLEP stands for:
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Present Levels of Educational Performance Statement
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PLEP is:
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An overall summary of the student's abilities and disabilities, as well as outline what the student requires to become successful in school.
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List examples of various Instructional Models:
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- Brain-Compatible Instruction
- Direct Instruction - Functional Curriculum approach - Learning Strategies method - Multisensory instruction - Precision Teaching - Student-centered learning - Task analysis approach |
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Describe the following instructional model:
Brain-compatible Instruction |
Use of brain research and the suggested techniques.
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Describe the following instructional model:
Direct Instruction |
Includes a set of designed instructional steps with demonstration, guided practice, and feedback essential.
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Describe the following instructional model:
Functional Curriculum approach |
Teaching basic life skills in a meaningful and practical manner.
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Describe the following instructional model:
Learning Strategies method |
Giving students a set of methods to help them improve their own ability to learn.
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Describe the following instructional model:
Multisensory instruction |
Including all the senses to make learning more effective.
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Describe the following instructional model:
Precision Teaching |
When the teacher or learner records responses on a standardized chart.
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Describe the following instructional model:
Student-centered learning |
Focus on student's developmental needs related to learning and her whole self.
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Describe the following instructional model:
Task Analysis Approach |
Breaking down tasks into smaller parts and teaching each as a separate skill.
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What is Self-Control/Self-Regulation
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it identifies the ability of an individual to manage her own behavior in a given situation
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List the Eight Steps to teaching a learning strategy to students with disabilities:
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1. Pretest student on tasks to identify strengths and weaknesses
2. Separate the strategies into parts and discuss with student. 3. Model the new, expected steps in the strategy. 4. Suggest student rehearse each step until it is absorbed. 5. Develop a controlled situation for the student to practice using the strategy, giving feedback. 6. Attempt the use of strategies in real solutions. 7. Post test student, providing feedback. 8. Support student in generalizing strategy and monitor progress. |
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2 Approaches that are found to be most effective in enhancing academic success are:
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1. Students with disabilities work cooperatively with peers and receive feedback from them.
2. Teachers use direct instruction and strategy instruction to promote skill development. |
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What categories might students with Severe to Profound disabilities be listed under?
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- Behavior disorder/emotional disturbances.
- Autism - Mental retardation - Developmental disability |
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A definition to describe persons with severe disabilities is:
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summarized as including individuals who need ongoing, intensive support in one or more areas of major life functions so they may participate in community activities and enjoy some quality of life. They may need help with communication, self-care, mobility, and learning in order to pursue employment and independent living.
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Students with severe to profound disabilities demonstrate problems with:
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- memory
- attention - language - generalizing skills across settings - understanding presented info. - retaining knowledge - using learned skills |
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What's a splinter skill?
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Is one that is observed or considered to be more advanced or unusual to the determined ability level of the student, so evaluations should not be based on this skill.
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List 6 main purposes of an assessment for a student with severe to profound disabilities.
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1. Evaluate existing skills.
2. Link the collected information to instruction. 3. Measure progress in achievement. 4. Improve behaviors. 5. Analyze instruction. 6. Identify support services and strategies. |
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What is an Applied Curriculum?
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it provides students with authentic activities that apply to regular and real-world occurrences, making learning more meaningful. Teachers can observe the student's skills acquisition and identify progress in a more direct manner.
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A tube that feeds through the nose is called:
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Nasogastric tube
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A tube that feeds into the stomach is called:
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Gastronomy tube
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Jean Piaget's was of the
____ school of thought, and was a _____-ist, and a pioneer in the theor of ______ development. |
Developmental;
Constructivist; Theory of Cognitive development |
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Lawrence Kohlberg
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Moral Development
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Urie Bronfenbrenner
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Ecological systems theory
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Bandura
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Social Learning Theory
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5 Main components of an IEP Goal?
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- Conditions
- Performance - Criteria - Assessment - Standards |
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Essential Elements of Instruction include:
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- Anticipatory set presented.
- Objective and purpose explained. - Input provided (step-by-step instruction) - Modeling of task used. - Check for understanding - Allow guided practice. - Give closure. - Allow independent practice. |
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