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58 Cards in this Set
- Front
- Back
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Individualized Family Service Plan (IFSP)
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A plan of services for infants and toddlers and their families. Includes statements regarding child's present development level, family's strengths and needs, the major outcomes of the plan, specific interventions and delivery systems to accomplish outcomes, dates of initiation and duration of service, and a plan for transition into public schools.
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Zero- exclusion principle
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No person with a disability can be rejected for a service, regardless of the nature, type, pr extent of disabling condition.
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Related Services
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services necessary to ensure that students w/ disabilities benefit from their educational experience.
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Individualized education plan (IEP)
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program devised to satisfy IDEA's requirement that students w/ disabilities must receive and educational program based n multidiscplinary assessment and designed to meet their individual needs. includes consideration of student's present level of performance, annual goals, special education, and related services, time in general education, timeline for special education services, and an annual evaluation.
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alternative assessments
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for students who are unable to participate in required state or district wide assessments.
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adaptive fit
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compatibility between demands of task or setting and a person's needs and disability.
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Standards Based approach
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emphasizes challenging academic standards specifying knowledge and skills and the levels at which students should demonstrate mastery of them.
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Special Education
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specially designed instruction provided to children, at no cost to parents, in all settings.
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Collaboration
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professionals, parents, and students working together to create and effective educational program designed to meet individual needs.
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Peer-mediated instruction
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structured interaction between two or more students under the direct supervision of classroom teacher. Peers assist in teaching skills to other students.
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early intervention
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comprehensive services for infants and toddlers who are disabled or are at risk of acquiring a disability.
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Child-Find
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system within a state or local area that attempts to identify all children who are disabled are at risk in order to refer them for appropriate support services.
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Functional Assessment
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determines the child's life skills, the characteristics of setting, and family's needs, resources, expectations, and aspirations.
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Multilevel instruction
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differing levels of instruction that provide students with many different ways to access and learn content within the general educational curriculum.
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Universal design
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Instructional programs that work for all students, to the greatest extent possible, without the need for adaption.
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Assistive technology
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any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child w/ disabilities.
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Transition services
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coordinated set of activities for students w/ disabilities that are designed to facilitate the move from school to employment, further education, vocational training, independent living, and community participation.
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Individualized Transition Plan (ITP)
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statement about transition services within student's IEP. Identifies the range of services needed, high school activities that will facilitate the individual's access to adult programs if necessary, timelines and responsibilities of these activities.
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Adult Service Agencies
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agencies with major focus on providing services and supports to help people with disabilities become more independent as adults.
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Income support
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government sponsored program whereby the individual receives cash payments to support living fees.
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Supported employment
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employment in an integrated setting provided for people with disabilities who need some type of continuing support and for whom competetive employment has traditionally not been possible.
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Multicultural education
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education that promotes learning about multiple cultures and their values
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Cultural pluralism
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arrangement in which multiple cultural subgroups live together in a manner that preserves group differences, thereby maintaining each group's cultural and identity.
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Norm-based averages
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Comparison of a person's performance with the average performance scores of age-mates.
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Pull-out programs
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programs that move the student with a disability from the general education classroom to a separate class for at least part of the school day.
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Social/ecological system
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organization that provides structure for human interactions for defining individual and group roles, for establishing expectations about behavior, and for specifying individual and group responsibilities in a social environment. AKA social system
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Dyadic relationships
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relationships involving two individuals who develop and maintain significant affiliation over time.
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Respite Care
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assistance provided by individuals outside of immediate family to give parents and other children within the family time away from the child with a disability for a recretational event, vacation and so on.
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Learning Disability
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condition in which one or more of the basic psychological processes involved in understanding or using language are deficient.
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hyperkinetic behavior
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an excess of behavior in circumstances where it is not appropriate
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Norm referenced assessment
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a person's performance is compared with the average of a larger group
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criterion referenced assessment
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assessment that compares a person's performance to a specific established level (the criterion). The performance is not compared with that of other people.
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curriculum based assessment
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assessment in which the objectives of a student's curriculum are used as the criteria against which progress is evaluated.
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Behavioral contract
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AS agreement, written or oral, between people,stating that if one party behaves in a certain manner then the other person will provide a reward.
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ADHD
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difficulties in maintaining attention because of a limited ability to concentrate . Children with ADHD exhibit impulsive actions and hyperactive behavior.
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Hyperactivity
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most frequent behavioral characteristic in regards to ADHD. Too much activity or activity is inappropriate for a given situation or context.
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Executive Function
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ability to monitor and regulate one's own behavior. Executive function reflects an individual's ability to exercise impulse control and to think about and anticipate consequences.
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Tourette's Syndrome
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motor or verbal tics that cause the person to make repetitive movements, emit strange involuntary sounds, or say words or phrases that are inappropriate for the context
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Emotional Disorders
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behavioral problems that are frequently internal in nature. Persons with this problem may have difficulties expressing or dealing with emotions evoked in normal family, school, or work related experiences.
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Behavioral Disorders
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emotional or behavioral responses of individuals in various environments specifically differ from those characteristics of their peer and ethnic and cultural group.
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socialized Aggression
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Participation in a delinquent subculture that involves activities such as gang behavior, cooperative stealing, and truancy.
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Strength based assessment
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assessment procedure in which parents, teachers, and other caregivers rate a child's or youth's strengths and use this information to develop strength-centered, rather than deficit-centered, individualized education programs for children and youth with E/BD.
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Adaptive skill
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collection of conceptual, social, and practical skills that people have learned in order to function in their everyday lives.
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Standard Deviation
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statistical measure of the amount that an individual score deviates from the norm.
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Natural Supports
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supporters for people with disabilities that are provided by family, friends, and peers.
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developmental disabilities
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mental and/or physical impairments that are diagnosed at birth or during childhood and adolescent years. There must be substantial functional limitations in at least three areas of major life activity (self care, language, mobility, self direction, capacity for independent living, or economic self sufficiency)
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Learned Helplessness
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refusal or unwillingness to take on new tasks or challenges, resulting from repeated failures or control by others.
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biomedical factors
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biologic process, such as genetic disorders or malnutrition, that can cause mental retardation or other disabilities.
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Chromosomal abnormalities
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defects or damage in chromosomes.
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Metabolic disorders
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Problems in the body's ability to process substances that can then become poisonous and damage the central nervous system.
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Behavioral factors
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behaviors, such as dangerous activities or maternal substance abuse, that can cause mental retardation or other disabilities.
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Infant stimulation
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early intervention procedures that provide an infant with an array of visual, auditory, and physical stimuli to promote development.
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Pragmatics
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component of language that represents the rules that govern the reason(s) for communicating.
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Receptive language disorder
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difficulties in comprehending what others say
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Aphasia
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acquired language disorder that is caused by brain damage and characterized by complete or partial impairment of language comprehension, formulation and use.
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Expressive language disorders
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difficulties in producing language
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Augmentative Communication
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forms of communication that provide non speech alternatives
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Cleft palate
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gap in the soft palate and roof of the mouth, sometimes extending through upper lip.
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