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96 Cards in this Set
- Front
- Back
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one word to describe the students we'll work with
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diversity
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3 main roles of teacher
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make content accessible to all learners
help build connections between content and learner school achievement |
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4 types of knowledge required by teachers
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knowledge of learning
knowledge of learning differences knowledge of "your" standards knowledge of self |
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mainstreaming
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focus on social interaction
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inclusion
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focus is on academics
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full inclusion
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both social and academic inclusion
never leaves general education setting |
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LRE
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general education classroom is the least restrictive available, but it is not always the LRE depending on the student
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pros of full inclusion
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civil right, reduces stigma, beneficial, efficient, promotes equality
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cons of full inclusion
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gen ed classroom may be stigmatizing, gen ed teachers may not be prepared for it or may lack appropriate resources
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continuum of services
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gen ed classroom
gen ed classroom with consultative services gen ed classroom with instruction, co-teaching, etc. gen ed classroom with resource room services full time special ed classroom special school special facilities, nonpublic school |
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Beattie vs. Board of Ed
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13 year old with cerebral palsy wasn't allowed to attend neighborhood public school
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Brown vs. Board of Ed
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end of "separate but equal"
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Diana vs. State Board of Ed
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Mexican American student placed in special ed based on IQ test given in English
ruled nondiscriminatory assessment |
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person first language
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putting the person first, not the disability
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main reason that litigation is filed in special ed
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students are being assigned to special ed when their parents believe they should not be
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Section 504 of the rehabilitation act of 1973
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prevents discrimination against all people with disabilities
equal opportunity for participation in full range of school activities |
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Education for All Handicapped Children Act (P.L. 94-142)
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first federal law protecting student with disabilities
federal guidelines for special ed LRE procedure for identifying student with needs |
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IDEA 6 core principles
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participation/involvement of families
protection of kids and families LRE FAFE appropriate evaluation individualized education |
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Who is eligible under IDEA?
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must have specified disability under one of the 13 categories
disability must have an adverse impact on educational performance |
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13 IDEA disability categories
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H hearing impairment
O orthopedic impairment L speech/language impairment O other health impairment V visual impairment S specific learning disability B emotional disturbance/behavioral disorder A autism D deaf-blindness D developmental delay T traumatic brain injury I intellectual disability M multiple disabilities |
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steps of the special ed process
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someone notices a problem
make a referral to the SAT begin the special education process conduct assessments to determine if disability exists MDT develops the IEP |
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things the gen ed teacher needs to do before referring a student to the SAT
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look at available data
collect data conference with people implement more ideas |
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SAT
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student assistance team
parents, referring teacher, counselor, admin, no special ed teacher come up with written plan of action and follow up meeting before special ed process |
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MDT
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multi disciplinary team
plan and conduct assessments to determine if disability exists develop IEP or formulate strategies to address referral concerns admin rep, gen ed teacher, special ed teacher, psychologist, parents |
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IEP
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MDT formulates plan which is converted into IEP by special ed teacher
implement ASAP |
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due process
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procedure outlined in law for resolving disagreements between school district personnel and parents
to avoid due process and make positive environment, must offer mediation to parents (neutral professional meets with both parties to help resolve) if mediation or dispute resolution session doesn't work > hearing > state-level hearing > court |
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high incidence disability
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disabilities that makeup about 80% of all students with disabilities
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types of high incidence disabilities
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LD, emotional disturbance, speech/lang impairment, mild intellectual, ADHD (not under IDEA)
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general characteristics of high incidence
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academic, social, behavior, language challenges
difficult to distinguish from non-disabled peers receive majority of services in gen ed class |
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identification of high incidence
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general characteristics
types of assessments |
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low incidence disabilities
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makeup less than 20% of students with disabilities
needs are very diverse |
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types of low incidence
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moderate/sever intellectual, multiple, HI, ortho, OHI, VI, autism, deaf-blindness, TBI, developmental delay
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identification of low incidence
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usually identified at a young age or have received special services from young age
exceptions...TBI, some physical disabilities |
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where is the focus for high incidence?
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identification and inclusion/instruction
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where is the focus for low incidence?
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possible inclusion/instruction and knowing where to find resources
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challenges for low incidence
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lack of qualified staff
more likely to be educated in settings that specifically address unique needs coordination of services |
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IEP
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written document, individualized, developed by team, address all unique needs, binding commitment
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required components of IEP
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present level of performance
annual goals specific benchmarks leading to goal extend of participation in gen ed services and modifications to be produced behavior intervention plan date of initiation frequency and duration of services transition plan for 16+ evaluation procedures |
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LD identification
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IQ
RtI |
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emotional disturbance identification
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RtI
observation |
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mild intellectual disability identification
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IQ (55-70)
adaptive behaviors observation academic and behavior tests |
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speech/language impairment identification
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SLP tests
observations |
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ADHD identification
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medically
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2 types of emotional disturbance
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externalizing
internalizing |
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types of speech impairments
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articulation, voice, fluency
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types of language impairments
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receptive and expressive language
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3 types of ADHD
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hyperactive impulsive
inattentive combination of the two |
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who is eligible for 504
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students who don't qualify for special ed through IDEA
has physical or mental impairment which substantially limits one or more major life activities |
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common 504 impairments
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behavior disorders, ADHD, diabetes, asthma
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what law is 504 under?
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Rehabilitation Act of 1973
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CLD
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culturally and linguistically diverse
may be different from mainstream culture because of race/ethnicity, social class, language |
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at-risk
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those in situations that can lead to academic, personal, and behavioral problems that could limit their success in school and later in life
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common at-risk situations
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don't qualify for IEP/504 but still struggle
abused/neglected child welfare system behind in core academics (especially reading) have life circumstances that influence school behavior/learning/preparedness |
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students with disabilities, at-risk, or CLD are more likely to...
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fail/repeat grades
skip school/dropout be unemployed be incarcerated |
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CLD students are more likely to...
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be diagnosed with behavior disorders and intellectual disabilities
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norm referenced
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performance of one student is compared to the average performance of other students in the country at same age/grade level
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types of norm referenced assessment
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achievement, IQ, behavior, adaptive behavior
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criterion referenced
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performance of student is compared to specific level of performance (benchmark)
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high stakes test
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aka criterion referenced
measures whether they have attained learning standards |
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standardized
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administered and scored in a consistent way
can be norm-ref or criterion-ref |
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normal curve usage
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to make identification and placement decisions
IQ achievement scores average 100 average range 85-115 |
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normal curve...LD
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average IQ
20 point difference between IQ and achievement |
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normal curve...E/BD
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average IQ
low/average achievement behavior |
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normal curve...MID
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low IQ
low achievement adaptive behavior |
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RtI
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series of increasingly intensive instructional practices to support students who need support
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3 essential components of RtI
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screening
progress monitoring school-wide, multi-level prevention system |
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screening
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all students, a couple times a year
identify students at risk brief assessment |
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progress monitoring
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for students identified through screening
more frequent, regular intervals assessment |
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tier 1
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gen ed
screening 80-90% successful |
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tier 2
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gen ed
supplemental instruction progress monitoring can return to tier 1 10-20% of all students will receive at some point |
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tier 3
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need sustained intensive intervention
weekly progress monitoring may require special ed evaluation 1-5% receieve |
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curriculum based assessment
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measures level of achievement in terms of what they are taught in the classroom
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curriculum based measurement
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standardized measurement tasks and scoring procedures but used to measure what students are taught in the classroom
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accomodations
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changes in how the student learns
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modifications
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changes in what the student learns
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exceptional
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someone who has abilities significantly different than "norm"
can be someone with a disability or someone that is gifted/talented |
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self-determination
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involve students in decision making so they can directly state needs/goals and learn to self-advocate
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annual review
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progress reviewed and IEP updated once a year
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three year evalutions
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reassessed every 3 years to determine if needs have changed
MDT meets again |
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passive learners
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students with learning and behavior disabilities
don't believe in their own abilities |
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learned helplessness
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see little relationship between efforts and school or social success
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behavior contract
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clearly specifies student performance expectations
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attribution retraining
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if you can convince them that their failures are due to a lack of effort rather than ability, they'll be more persistent and improve
use for LD and E/BD |
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ASD
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autism spectrum disorders
regular autism or Asperger syndrome |
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types of OHI
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seizure disorders, sickle cell, asthma, allergies
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gifted/talented can be described by IQ and...
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multiple intelligences
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interventions for gifted/talented
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curriculum compacting, acceleration, enrichment, differentiation
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problems for CLD students
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lack of role models
not enough student-centered learning lack of specialized school programs |
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curriculum placement
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deciding at what level to begin instruction for students
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instructional evaluation
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whether to continue or change instructional procedures that have been initiated
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program evaluation
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whether special ed program should be terminated, continued, or modified
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alternate assessments
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1% of students with disabilities that have more individualized curriculum
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probes
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quick and easy measures of performance in basic skills of reading, math, and writing
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4 types of probes
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see-say, see-write, hear-write, think-write
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fluency
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student's rate
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accuracy
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number of errors
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