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174 Cards in this Set
- Front
- Back
- 3rd side (hint)
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What is the difference between a gross motor skill and a fine motor skill? |
Gross motor skills are movements that involve using the large muscles of the body. (crawling, walking)
Fine motor control generally refers to control over the small movements of the hands and fingers, as well as the small muscles of the face and mouth (tongue) and feet. (color in the lines of a picture) |
list gross motor and fine motor skills |
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What causes Down Syndrome? |
A person is born with one extra chromosome, 47 instead of the normal 46. |
Genetic disorder |
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How do you treat a tonic-clonic seizure? |
Lay person on their side, remove potentially dangerous object near by, place pillow under head, never attempt to restrain or put anything in their mouth |
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Curriculum Based Measurment(CBM) |
Method for tracking a student's progress in reading, writing, spelling, and math. Directly assessing a students skills in the content of the curriculum being taught. Beneficial because they are quick to administer, simple to score, and can be given repeatidly. |
This assesment is scored on speed, fluency and accuracy. |
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Students with _________ disabilities, have the highest rates of inclusion in general education classes when compared to students with other disabilities. |
Learning Disabilities |
These students wil need evidence-based strategies for instructing them. |
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Biggest barrier to _______ and ________ for many students with disabilities may be their limitied social skills. |
inclusion and posesecondary outcomes |
Students who are taught self-advocacy skills and can self-report may have an easier time in this process. |
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No other category of diability is the issue of test accomodations as in the area of ______ disabilities. Students with _______, may need a wide array of accomodations to be able to learn to their highest level. |
specific learning disabilities |
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Specially designed instruction by data based preformance modifications and assisted assesment portions.
After the team identifies the students problem and degree of discrepency.
Students progress is monitored by data. collection.
This process is frequent measurements of indicators, can be done repeatltivly, and provide indicators of student improvement.
What type of assesment, therapy or intervention is this? |
CBM |
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Identify the disability: -inability to learn that cannot be explained by intellectual, sensory, or health factors. - inabilty to build or maintain satisfactory inerpersonal relationships with peers. - inappropriate types of behavior/feelings under normal circumstances -a general pervasive mood of unhappiness/depression - tendency to develop physical symptoms/fears associated with personal or school problems. |
Emotional Behavioral Disorder or Emotional Disturbance
** Can include schizophrenia |
A national study said (2006) that 14 to 22% of students in school were identified as this.... |
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Standard classifications for mental illness and EBD. 1. ______ disorder 2. ______ disorder 3. ______ disorder 4. ______ disorder 5. ________ |
Anxiety Mood Oppositional Defiant Conduct Schizophrenia |
Not all students with EBD recieve IEP services if their disability does not interfere with their acedemics. |
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Which is the most common childhood disorder?
Anxiety Mood Oppositional Defiant Conduct Schizophrenia |
Anxiety
What are some symptoms of childhood school wide Anxiety? |
Symptoms of ________.
Excessive worry, fear, uneasieness.
Students may be perfectionsist inorder to try to avoid mistakes due to the need of doing well.
Symptoms can include tension, headaches, & stomachaches.
Can be socially isolated from peers and may avoid threatning situations. |
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COGNITIVE BEHAVIORAL THERAPY (intervention) may be used for what type of student? |
used to treat anxiety disorders
Is used along with instructional approaches such as role playing, modeling, and relaxation training.
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_____ teaches students how their thoughts and feeling infuence their behavior.
____ helps students recongnize bodily feeling symptoms, identify thoughts in stressful situations, develop coping strategies |
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Provides assesment information primarily about a students progress in aquiring speficic acedemic skills. |
CBM |
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_____ effects a students verbal and nonverbal communication and social interaction.
Repetive activities, sterotypical movements, behavioral challenges, need for predictibility, unusal responces to stimuli and below-average intellectual functioning are qualities of _________ (disorder). |
Autism's characterisitcs |
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Autism is a (developmental, genetic, neuorlogical, or enviromental?) disorder that effects a students _______, _______, and ________. verbal and non verbal anxiety communication mood social interaction inappropriate types of behavior/feelings educational preformance |
_______ is a developmental disorder that affects a students verbal and non verbal communication, social interaction and educational preformance. |
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What age does autism generally shows up before what age? |
3
The child typically engages in repetive activites, sterotyped movements, resists environmental change or daily routines, displays unusal responces to sensory experiences. |
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Pervasive developmental disorders
The DSM has 5 conditions that have their onset in early childhood
1. 2. 3. 4. 5. |
5 conditions referred to as ____________ disorders.
1. austism 2. Rett's 3. Childhood disintergrative disorder 4. Aspergers disorder 5. Developmental disorder otherwise not specified |
Educators often use the term austism spectrum disorder when referring to some or all of these disorders otherwise known as ______ disorders. |
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Which has the highest prevelence in the DSM Pervasive developmental disorders.
1. austism 2. Rett's 3. Childhood disintergrative disorder 4. Aspergers disorder 5. Developmental disorder otherwise not specified |
Autism |
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Describes individuals who have significant challenges in social functioning but not significant delays in language developement or intellectual functinoing. |
Aspergers Syndrome characteristics |
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Autism is the highest prevelence of the DSM 5 Pervasive developmental disorders. Autism has increased over the last decade. Rates of Autism tend to be higher amoung students during ________ school years rather than preschool years because of more precise identification.
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This is more prevelant in elementary and secondary school years |
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This disorder has 6 distinct characteristics. 1. atypical language development 2. atypical social development 3. repetitive behavior 4. sensory and movement disorders 5. differences in intellectual functioning |
Autism's characteristics....
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Children with Autism that develop speech before the age of _____ have more favorable long term communication outcomes. |
5 |
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Those with autism often have limited communication. Two types of language disorders exsist in yougn children with autism. 1: disorders related to the _______________ and 2: disorders related to _______________. |
sounds of speech and grammer and communication and meaning aspects of language.
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Communication of children with autism involves... |
These are aspects of....
- focusing attention on one topic only - limiting communication topic to just a few interactions - using limited gestures - reversing pronouns - looking away from the speaker rather than maintaining eye contact - repeating or echoing other peoples language - difficulty with receptive and expressive language. |
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Echolalia is... |
repeating or echoing other peoples language |
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1. Impaired use of nonverbal behavior 2. lack of peer relationships 3. failure to spontaneously share enjoyment, interests, and achievements with others 4. lack of reciprocity
Are related to what disorder? |
Criteria by the American Psychiatric Association for Atypical social development with Autism |
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Theory of mind is related to... |
- individuals who do not understand that their own beliefs, desires, and intentions may differ from those of others.
- individuals may have difficulty comprehending others feelings, preferences, and emotions. When people say how they feel, individuals do not infer others social cues and non verabal signs. Individuals have difficulty emphathzing with others feelings and emotions. |
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Examples of evidence based approach could be... |
Social stories
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This student changes his clothes everyday after school. He then turns on every electronic device in the house to high volume. He then watches the shopping channel and the same 3 movies everyday. Sensory overload is not a problem for him as long as it is part of his routine. What disability? |
Autsim/Austism Spectrum Disorder |
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Eating inediable items is called |
Pica |
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A CBM assesment provides information primarily about a students |
progress in acquiring specific acedemic skills |
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RTI is... |
a way to determine (disability or not) whether a student needs more instensive instruction. It was developed for determining whether a student has a specific learning disability and is eligible for special education.
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-Is a research based intervention - can be used for acedemic or behavioral interventions - is custumizable with insensity, matches students needs - provides continous progress monitoring |
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An IEP team must decide how to access the students progress and modifiy instruction. IEP teams can do so by considering what strategies for designing educational supports? |
Responce to Intervention (RTI)
Positive Behavior Support (PBS) |
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Positive Behavior Support is... |
a systems level, problem solving oriented, data based approach to reducing problem behaviors, improving positive behaviors and achieving important acedemic, social, and communication outcomes for a particular student and for all students throught the school building.
- an inclusive and inventive approach |
This support seeks to rearrange school environments and change school systems to eliminate the value for students engaging in problem behaviors. This support involves tailoring students environments to their preferences, strengths and needs. |
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UDL |
Universal Design for Learning
Characteristics are....? |
the design of instructional materials and activities to make the content information accessible to all children.
- elements are multiple means of representing the curriculum, multiple means of using materials, and multiple means of engaging students in learning. |
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Multi-tier approach to the early identification and support of students with learning and behavior needs is....
is generally defined as a three-tier model of school supports |
RTI |
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RTI components |
High-quality, scientifically based classroom instruction. Ongoing student assessment. Tiered instruction. Parent involvement. |
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Part of...
Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions Tier 2: Targeted Interventions Tier 3: Intensive Interventions and Comprehensive Evaluation |
RTI |
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5 factors of IEP
IEP team must consider these when developing a students IEP |
1. does the childs behavior impede other students learning? 2. student have limited english proficiency? 3. student is blind/visually impired? 4. must consider students communication needs 5. student needs assistive technology services/devices? |
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IDEA components of an IEP
How many and what?
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1. PLOPS - Present levels of preformance 2. Measureable goals 3. How the progress of goals will be measured 4. SpEd and related services based on peer reviewd research that will be provided to the student 5. Explanation of extent of inclusion/general ed participation 6. indiv. approp. accomodations 7. projected date for SpEd services (frequency, location, duration) 8. Updated annually - measurable post secondary goals, statement of transition services |
8 Components |
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FBA is used to... |
This reduces or eliminates problem behaviors
Known as a positive behavior support
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FBA definition... |
identifies specific relationships between a students behavior and the circumstances that trigger them.
Can be used with all students but is esbicially helpful with those with autism.
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Steps for ______ are:
1. Describe the nature of the behavior that are impeding the students or other students ability to learn 2. Gather specific information from those who have first hand knowledge about the circumstances reguarly associated with the students behavior. 3. Determine why does the student engage in this behavior? - What is the student trying to communicate? Does the student obtain something positive, avoid or escape something unpleasant? 4. What could the relationship be between the behavior and the events occuring before, after and during the behavior? 5. Incorporate the information into the students IEP. 6. Help the student develop alternative behaviors and new skills to find more socially acceptabe behavior. |
Basic steps when you are conducting an FBA |
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Steps for _____ are: 1. Create a team 2. Conduct a FBA 3. Support the family 4. Embed a plan |
PBS
Positive Behavior Support |
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A speech disorder is an impariment of:
a. recieving information, understanding it, fromulating a responce.
b. articulation of speech sounds, fluency, or voice
c. social and emotional development |
b. articulation of speech sounds, fluency, or voice is an impariment of..... |
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A language disorder is an impariment of:
a. recieving information, understanding it, fromulating a responce
b. limitations of intellectual functioning, memory, generalization, motivation. |
a. recieving information, understanding it, fromulating a responce |
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IFSP accronym for? |
Individualized Family Services Plan |
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Individualized Family Services Plan (IFSP) is for what ages?
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Ages: birth - 2 |
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IFSP describes... |
services the infant/toddler and the family will recieve.
Must be updated annually |
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IDEA has how many principals?
what are they? |
6 principals of...
1. zero reject - of exclusion 2. nondiscrimitory evaluation 3. appropriate education 4. LRE 5. Procedural due process 6. parent & student decision making |
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THE NCLB... |
seeks to improve educational outcomes of all students - with and w/o disabilities. |
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The rehabillitiation act is....
a. curriculum related b. a protection for accessability laws. c. employment related |
c. employment related
** When the person is 16 years old they may recieve work evals., finacial aid to pursue job training and job locator services from the state. |
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Under what law/organization would a person with disabilities be granted....finacial aid to pursue job training and job locator services from the state? |
The Rehabiliation Act |
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What is the Arc of the United States? |
Advocacy Group for individuals with disabilities
*Largest Community based organization*
promotes and protects the human rights of people with intellectual and developmental disabilities and actively supports their full inclusion and participation in the community throughout their lifetimes. |
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Council for Exceptional Children |
Advocacy group for educator PROFESSIONALS for individuals with disabilities
The largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. |
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Which of these is listed as only a minor scale on the Behavior Problem |
a. is correct. |
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MOTOR EXCESS has to do with over activity, or hyperactivity, in physical
This is part of what checklist?
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Behavior Problem Checklist
** on a minor scale |
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Children who are characterized by impulsivity generally: |
c. is correct. |
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Which of these characteristics is NOT included in the IDEA definition of |
b. is correct. |
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6. Poor moral development, lack of empathy, and behavioral excesses, |
Conduct Disorder |
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A student with ________ disorder displays behaviors/values that are in conflict with the school, home, or community. The |
Conduct Disorder |
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Short attention span, daydreaming, clumsiness, and preference for |
Immaturity
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Truancy, gang membership, and a feeling of pride in belonging to a |
d. Socialized aggression |
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Temper tantrums, disruption or disobedience, and bossiness are |
Conduct Disorder
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Which of these is not true for most children with behavior disorders? |
c. They are bright but bored with their surroundings |
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Which behavioral disorder is difficult to diagnose in children because the |
d. Depression |
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SED is |
Serious Emotional Disturbance |
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Instruments to asses students behavior (4)... |
1. Walker Problem Identification Checklist 2. Burks Behavior Rating Scales (BBRS) 3. Devereux Rating Scale 4. Revised Behavior Problem Checklist (Adolescent)
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Walker Problem Identification is... |
One of 4 Instruments to asses students behavior |
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Burks Behavior Rating Scales (BBRS) is... |
One of 4 Instruments to asses students behavior |
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Devereux Rating Scale is... |
One of 4 Instruments to asses students behavior |
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Revised Behavior Problem Checklist (Adolescent) is... |
One of 4 Instruments to asses students behavior |
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P.L. 94-142 is... |
Education for All Handicapped Act in 1975
- renamed IDEA in 1990 |
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IDEA Public Law (P.L.) number is? |
P.L. 94-142 |
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____________ refers to a group of behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way. They are often viewed by other children, adults and social agencies as "bad" or delinquent, rather than mentally ill. Many factors may contribute to a child developing ___________ , including brain damage, child abuse or neglect, genetic vulnerability, school failure, and traumatic life experiences. |
"Conduct disorder" is... |
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Pervasive development disorder is... |
...is a neurological disorder that affects a child’s ability to communicate, understand language, play, and relate to others. PDD represents a distinct category of developmental disabilities that share many of the same characteristics. The different diagnostic terms that fall within the broad meaning of PDD, include: • Autistic Disorder |
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Skilled readers use all but which one of these knowledge sources to |
c. Morphological knowledge |
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Morphological language/knowledge is... |
The smallest units of language that convey meaning. They are root words such as...
ant, anti, , aqu, aqua, bi, bio, ced, ceed, chord, cord gut, string, cord, supporting, member, chron, time, cide, circum, around, con |
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These are examples of?
dic, dict, to say, to proclaim, dis, lack of, not, opposite, apart, away, du, duc, duct, lead, dyn |
Morphological language/knowledge |
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Indirect requests and attempts to influence or control others through one’s |
c. Pragmatics
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Pragmatics is... |
....what is notexplicitly stated and on how we interpret utterances in situational contexts.
the branch of linguistics dealing with language in use and the contexts |
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This explains....? * greeting (e.g., hello, goodbye)* informing (e.g., I'm going to get a cookie) * demanding (e.g., Give me a cookie) * talking differently to a baby than to an adult * giving background information to an unfamiliar listener * taking turns in conversation * introducing topics of conversation * staying on topic * rephrasing when misunderstood * how to use verbal and nonverbal signals |
Pragmatics' 3 major communication skill categories |
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Pragmatics involve 3 major communication skills
1. 2. 3.
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1. Using language 2. Changing language 3. Following rules
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Kenny, a fourth grader, has trouble comprehending analogies, using |
d. Semantics |
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Semantics is... |
language content: objects, actions, and relationships between objects.
is the study of the meaning of language. It also deals with varieties and changes in the meaning of words, phrases, sentences and text.
Examples... * A water pill at first glance could be a pill with water in it; but, it is understood to be a diuretic that causes a person to lose water from his body.* Crash can mean auto accident, a drop in the Stock Market, to attend a party without being invited, ocean waves hitting the shore or the sound of a cymbals being struck together. * A child’s alphabet block could be described as a wooden cube, learning aid, toy or block. |
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These are examples of.... * A female animal can be a tigress, ewe, hen, doe, mother, daughter or sister. * The verb motion can mean walk, run, fall, plod, hurry or fly. * The word create can mean build, make, construct, erect, compose or imagine. * A flower may be yellow; but, the hair color would be blonde. * A barking dog can be good, especially if he is a guard dog, or can be bad because he is untrained and awakens people. |
Semantics |
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Celia, who is in first grade, asked, “Where are my ball?” She also has |
b. Syntax |
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__________ refers to the rules for arranging words to make sentences.
a. Morphology |
b. Syntax |
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________ is grammar; how morphemes and words are correctly combined.
a. Morphology |
b. Syntax |
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Language is composed of 5 components.... |
Phonology Morphology |
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Mr. Mendez is assessing his students’ written expression. Which of these |
Morphology
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Teachers must be aware of PHYSICAL STAGES OF DEVELOPMENT and how the child's physical growth and development affect learning.
Factors determined by the physical stage of development..... |
- sit and attend - need for activity - relationship between physical skills & self esteem - the degree to which physical involvement in an activity affects learning |
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A developmental delay may be indicated by a: |
a. Second grader having difficulty buttoning clothing. Buttoning of clothing is generally mastered by the age of 4. While many children |
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Characteristics of students with disabilities - cognitive factors
Characteristics with regard to the degree of cognitive impairment fall into 4 categories
4 categories are.... |
Mild, Moderate, Severe, Profound |
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Mild, Moderate, Severe, Profound are the 4 categories of? |
Characteristics of students with disabilities - cognitive factors
Characteristics with regard to the degree of cognitive impairment fall into 4 categories |
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Down Syndrome, Dyslexia, Fragile X Syndrome & Retts disorders have what in common? |
They are genetic disorders |
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More (boys/girls) are identified as having - emotional behavioral problems - hyperactivity - ADD - autism - childhood psychosis - agression |
BOYS |
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More (boys/girls) are identified as having - withdrawls - phobias |
GIRLS |
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The first step in creating a BIP is... |
taking a detailed functional behavior assessment summary of the student. |
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**** These are steps of what?
- taking a detailed functional behavior assessment summary of the student. |
BIP Plan |
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Frequency in a BIP refers to what? |
- how often the behavior occurs - how many times the behavior occurs in the morning, afternoon, evening - does it occur during lunch, group time... - note when the behavior is less frequent and when it is most likley to occur |
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Duration when creating a BIP refers to what? |
- how long the behavior takes place by TIMING THE BEHAVIOR from start to finish |
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Of the various factors that contribute to delinquency and anti-social |
a. Criminal behavior and/or alcoholism in the father |
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Intensity when creating a BIP refers to what? |
whether the behavior is low, medium, or high intensity |
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Severity when creating a BIP refers to what? |
the category that the behavior falls into.
- screaming is less severe than physical violence |
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Examples of behaviors that are appropriate to be monitored by measuring |
b. Hitting
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Examples of behaviors that are appropriate to be monitored by measuring |
d. Daydreaming |
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Criteria for choosing behaviors to measure by duration include all but those |
a. last a short time
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Teaching Positive Behavior is what system/intervention/plan? |
Behavior Intervention Plan
BIP |
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A BIP or Behavior Intervention Plan, describes how teachers, special educators and other staff will help a child eliminate problem behavior. A BIP is required in an IEP if it is determined in the Special Considerations Section that behavior inhibits academic achievement.
What are the steps to a BIP?
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1. Identify & Name the Problem Behavior 2. Complete the FBA 3. Write the BIP Document 4. Take It to the IEP Team 5. Implement the plan
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REVIEW>>>>
A BIP or Behavior Intervention Plan, describes how teachers, special educators and other staff will help a child eliminate problem behavior. A BIP is required in an IEP if it is determined in the Special Considerations Section that behavior inhibits academic achievement. |
1. Identify and Name the Problem Behavior The first step in a BIP is to begin the FBA (Functional Behavior Analysis). Even if a Certified Behavior Analyst or Psychologist is going to do the FBA, the teacher will be the person to identify which behaviors most impact a child's progress. It is essential that the teacher describes the behavior in an operational way that will make it easy for the other professionals to complete the FBA. Ads $38 House Cleaning Dealwww.homejoy.com/Seattle2.5hr of Professional Home Cleaning Insured, Bonded, 100% Guaranteed. Special Needs Studentswww.childnow.orgSchool for students with special learning and behavioral needs. End Defiant Teen Behaviorthetotaltransformation.comHighly praised behavioral program for parents of ODD kids. Free Offer 2. Complete the FBA The BIP Plan is written once an FBA (Functional Behavioral Analysis) has been prepared. The plan may be written by the teacher, a school psychologist or a behavior specialist. A Functional Behavioral Analysis will identify target behaviors operationally and the antecedent conditions. It will also describe the consequence, which in an FBA is the thing that reinforces the behavior. See ABC in Special Ed 101. Understanding the consequence will also help choose a replacement behavior. Example: When Jonathon is given a math pages with fractions (antecedent,) he will bang his head on his desk. (behavior) The classroom aide will come and attempt to soothe him, so he doesn't have to do his math page (consequence: avoidance.) 3. Write the BIP Document Your state or school district may have a form you must use for a Behavior Improvement Plan. It, and your BIP should include: * Target Behaviors* Specific, measurable goals * Intervention description and method * Start and frequency of intervention * Method of Evaluation * Persons responsible for each part of the intervention and evaluation * Data from Evaluation 4. Take It to the IEP Team The last step is to get your document approved by the IEP team, including the general education teacher, the special education supervisor, the principal, the psychologist, the parents and anyone else who will be involved in implementing the BIP. A wise special educator has been working to involve each of the stakeholders at the beginning of the process. That means phone calls to parents, so the Behavior Improvement Plan is not a big surprise, and so the parent doesn't feel like they and the child are being punished. Heaven help you if you end up at a Manifestation Determination Review (MDR) without a good BIP and rapport with the parent. Also be sure that you keep the general ed teacher in the loop. 5. Implement the plan Once the meeting is over, it's time to put the plan into place! Be sure that you set a time with all the members of the implementation team to meet briefly and evaluate progress. Be sure to ask the tough questions. What is not working? What needs to be tweeked? Who's collecting the data? How is that working? Be sure you are all on the same page! |
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.....is a meeting which must take place within 10 days of a behavior infraction that would cause a student to be removed from their current placement in a public school for more than 10 days.
- held to determine if the behavior is due to the child’s disability
-whether the district has sufficiently addressed the issue,
-whether an alternate placement may be appropriate for a child |
Manifestation Determination Review (MDR) |
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Which of these groups is not comprehensively covered by IDEA? |
c. Specific learning disabilities
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IDEA has 14 categories for those with disabilities. What are they? |
* Autism
* Deaf-blindness * Deafness * Developmental delay * Emotional disturbance * Hearing impairment * Intellectual disability * Multiple disabilities * Orthopedic impairment * Other health impairment * Specific learning disability * Speech or language impairment * Traumatic brain injury * Visual impairment, including blindness |
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According to IDEA a child whose disability is related to being deaf and |
Answer: a. Multiple Disabilities |
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…means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with one disability |
Deaf-Blindness |
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…for children from birth - 3 and children from ages 3-9 the term means a delay in one or more of the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development. |
Developmental Delay |
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…means a condition exhibiting one or more of the following characteristics over a long period of time and that adversely affects a child’s educational performance: (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted |
Emotional Disturbance |
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…means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance. |
Intellectual Disability |
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…means [simultaneous] impairments, the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness. |
Multiple Disabilities |
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…means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that— (a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child’s educational performance. |
Other Health Impairment |
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…means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage. |
Specific Learning Disability - SDL |
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These are characteristics of....?
- FAPE - Due Process - Identification & services to all children - Related Services - Individulized assesments - IEP's - LRE |
IDEA provisions/requirements |
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REI is? |
Regular |
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Which of the following statements was not offered as a rationale for REI? |
b. Lack of funding will mean that support for the special needs children |
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Lack of regular follow-up, difficulty in transporting materials, and lack of |
c. itinerant model Rationale: The itinerant model, as the name implies, is not regular.
"itinerant - traveling from place to place" |
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Which of these would not be considered a valid attempt to contact a |
c. is correct. |
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What legislation started FAPE? |
Answer: a. Section 504
FAPE stands for Free Appropriate Public Education.
Section 504 of the Rehabilitation Act in 1973 is the legislation that enacted FAPE. |
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What is the CSE? |
THE COMMITTEE ON SPECIAL EDUCATION (CSE)
"THE IEP TEAM"
- is a multidisciplinary team, appointed by the Board of Education.
-determines eligibility - develops IEP's - Meets annually (IEP) - Members appointed by the Board of Education (administrators, etc. ) |
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ECHA? |
Education for All Handicapped Children Act |
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- The integrated response encompasses what? |
....all possible resources including the resources in the community such as the student, his/her parents, the teacher and community resources. |
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Section 504 differs from the scope of IDEA because its main focus is on: |
a. Prohibition of discrimination on the basis of disability. |
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To be entitled to protection under Section 504, the indiv. must be a person w/a disability.
The indiv. must be otherwise qualified. What does this mean?
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the person must be able to meet the requirements of a particular program in spite of his or her disability. |
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Section 504 requires that schools do not discriminate & provide reasonable accomodations in all programming aspects.
What are the differences between 504 and IDEA? |
Section 504 assists w/other categories of children that are not covered for SpEd under IDEA.
The major differences are the flexibility of the procedures. IDEA has federal specific requirements. 504 is more broad.
- IDEA covers disabilities from (from ages 3 to 21) only with education. - Section 504 covers the lifespan and safeguards the rights of persons with disabilities in many areas of their lives, including employment, public access to buildings, transportation, and education.
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School refusal, obsessive-compulsive disorders, psychosis, and |
c. depression |
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What is VESID?
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Vocational and Educational Services for Individuals with Disabilities
- VESID is not an entitlement program. To receive services, must be determined eligible.
- Requires documentation about: *that you have a medically diagnosed physical, developmental, or emotional disability *that your condition(s) creates significant impediments to your ability to work *that there is a reasonable expectation that VESID services will enable you to work *VESID services are required to enable you to become employed. |
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A review of a student’s eligibility for an exceptional student program must |
a. At least once every 3 years
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ADA is similar to the Rehabilition Act in terms of who it protects. ADA does not require... |
entitles to be recipients of federal financial assistance. |
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On an IEP, the PLOP requires a statement of..... |
how the child's disability affects their involvement and progress in the general curriculum.
- requires a statement of the extent to which the student will NOT be participating in the general education class. |
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IDEA 97 changed IDEA by requiring: |
d. BIPs for many students with FBAs
IEP committee must address the need for behavioral interventions and state whether or not a BIP is needed. |
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NCLB (No Child Left Behind Act), was signed on January 8, 2002. It |
Answer: d. Accountability of school personnel for student achievement. |
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NCLB addresses accountibility of school personnel for student achievement....with the expectation that every child (regular & SpEd) will demonstrate proficiency in... |
reading, math, & science |
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IDEIA ... |
Individuals with Disabilities Education Improvement Act
- 2004 revision |
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ESE is...
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Exceptional Student |
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Which is not a goal of collaborative consultation? |
d. Function as an ESE service model
Functioning as an Exceptional Student |
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An important goal of collaborative consultation is: |
c. Mutual empowerment of both the mainstream and the ESE teacher
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Knowledge of evaluation strategies, program interventions, and types of |
B. Process
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- P.L. 99-457 is
- P.L. 101 – 476 is
- P.L. 94 – 142 is |
- P.L. 99-457, provides services for children ages 3-5 and their
- P.L. 101 – 476 is IDEA
- P.L. 94 – 142, Education for All Handicapped Children Act
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Skills as an administrator and background in client, consulter, and |
a. people
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The ability to identify problems, generate solutions, and knowledge of |
c. Procedural implementation
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A Consultant Teacher should be meeting the needs of his/her students by: |
a. Pushing in to do small group instruction with regular ed.
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EH.. |
Emotionally Handicapped |
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OSERS... |
Office of Special Education & Rehabiliation Services |
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The transition activities that have to be addressed, unless the IEP |
b. Volunteer opportunities |
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If a child does not qualify for classification under Special Education the |
c. Recommend to the parent possible resources outside of the committee the child may qualify for. A student may qualify for a 504 Plan or not. |
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Teacher modeling, student-teacher dialogues, and peer interactions are |
b.Scaffolding |
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_______ is designed to change the culture of Americas schools by closing the achievement gap, giving more flexibility, providing parents with more options, and teaching students based on what is effective. |
NCLB - No child left behind |
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Guidelines for an Individualized Family Service Plan (IFSP) would be described in which legislation? |
B. P.L. 99 – 457
- P.L. 99-457, provides services for children ages 3-5 and their
- P.L. 101 – 476 is IDEA
- P.L. 94 – 142, Education for All Handicapped Children Act
- ADA is the Americans with |
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The Integrated approach to learning utilizes all resources available to |
d. The student, his/her parents, the teacher and community
- The integrated response encompasses all possible resources including the |
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94. To facilitate learning instructional objectives: |
c. They should be arranged in order of similarity.
To facilitate learning, instructional objectives should be arranged in order
Objectives involving similar responses should be closely sequenced |
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Grades 1 - 7, instruction time should be around ______ mintues |
5 - 15 |
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Grades 8 - 12, instruction time should be around ______ mintues |
5 - 40 |
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______ activities allow students to share ideas, expertise, and insight in a non threatning setting.
Peer Tutoring Cooperative Learning Group Instruction Independant Practice |
Cooperative Learning |
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Cooperative learning does NOT utilize? |
c. Independent practice
Cooperative learning focuses on group cooperation allowing for sharing of student expertise and provides some flexibility for creative presentation of the |
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100. Which type of grouping arrangement would be MOST effective for |
C. Small Group instruction
Ususally includes 5 - 7 students for basic math facts or reading |
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Criterion-referenced tests measure ... |
mastery of content rather than |
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113. Which of these would be the least effective measure of behavioral disorders? |
c. Standardized test |
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While some assessments include both formal and informal assessment tools, a |
Formal assesments is by gender, social economic status, and/or ethnic groups. |
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Self-Management is an important part of social skills training, especially for
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Motivation may be achieved through intrinsic reinforcers or extrinsic reinforcers.
extrinsic reinforcers are usually
Social approval, token reinforcers, and rewards, such as pencils or |
Extrinsic - These are rewards from external sources. |
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Recess, attending school social or sporting events, and eating lunch with |
These are entitlements. They may be used as consequences. |
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_____________ is an approach to classroom control that allows the teacher to constructively deal with misbehavior
The assumptions behind |
Assertive discipline |
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_______ Communication is
Electronic and non-electronic devices and software solutions that provide a means for expressive and receptive |
Augmentative Communication: |
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Assessment language has deep rooted meaning in a diversity of key terms such
?—Uses tests to determine student’s skill levels and current
?—Non-traditional method of helping students construct
?—Real life assessments that are relevant and meaningful in a
?—Judged according to pre-established standards.
?—Diversity of teacher assessments that either come with the textbooks or ones that are directly created from the textbooks.
• Diagnostic, • Authentic, • Normative, • Alternative, • Traditional, • Formative, • Performance based |
• Formative—Sets targets for student learning and creates an avenue to |
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