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12 Cards in this Set
- Front
- Back
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to begin to identify a student's strengths and needs, in the IEP you should read the: |
Current Levels of Performance or PLAAFP |
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accommodations vs modifications: |
accommodations: changes to help learn the regular content, does not have to be in IEP modifications: changes to the learning content, usually in an IEP |
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accommodations should be: |
as simple and effortless as possible, only use complex ones when the simple ones don't work |
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how many concepts should a spec ed student be expected to learn per unit? |
2 or 3 |
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what errors should not be penalized in writing? |
mechanics and grammar (unless that is the objective) |
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alternative programs, RESTRUCTURED SCHOOLS: |
utilize programs that benefit students who struggle in mainstream public schools |
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alternative programs, DISCIPLINARY PROGRAMS: |
daily behavior modification and personal student teacher interaction, used for violent or highly disruptive students |
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alternative programs, PROBLEM-SOLVING SCHOOLS: |
provide academic remediation/rehabilitation for students unsuccessful in mainstream schools |
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laws about teachers in any alternative education setting: |
all teachers must be highly qualified |
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occupational/physical therapists, difference between collaboration vs consultation |
collaboration: working together and providing info and feedback consultation: therapists independently evaluates needs, provides interventions, makes recommendations to spec ed teacher |
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the best resource to prepare instruction for a student with special needs: |
student's IEP and objectives |
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instructional accommodations: |
changes to a student's environment to improve learning |
