Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
22 Cards in this Set
- Front
- Back
|
What is the name of the law that governs special education? |
IDEA 2004- Individuals with Disabilities Education Act. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. - Education law ends when student turns 21 -Plan has to be approved before state can receive federal funds to support education for students with disabilities. |
|
|
Name the areas a child can be identified with a learning disability |
-Perception: organizing and interpreting info experienced through senses -Attention:inability to select and attend to important details in a lesson -Memory: long and short term memory -Metacognition: ability to monitor and evaluate your own learning. Requires planning, monitoring and evaluating. Requires attention, memory and perception. -Organization: unable to put info together in a cohesive manner. Related to metacognition. |
|
|
What percentage of students in special education are identified as learning disabled? |
50% |
|
|
What term does Montana use in place of mentally retarded? |
Cognitive Delay
|
|
|
IDEA requires students meet two criteria to be eligible for special education services |
1. A documented disability 2. A need for services |
|
|
List the four disability categories with the highest incidence served by special education nationally. |
1. Learning Disabilities 50% 2. Speech/Language Disorders 20% 3. Cognitive Delay 10% 4. Emotional disturbance 8% |
|
|
Describe confidentiality for teachers as it relates to children with disabilities |
Teachers should not share any personal or sensitive information about the student with others except on a need-to-know basis and with family's permission. |
|
|
List the categories of special education recognized by IDEA 2004. |
1. Specific learning disability 2. Speech/Language Impairments 3. Intellectual disability 4. Emotional Disturbance 5. Multiple disabilities 6. Hearing Impairment 7. Orthopedic impairments 8. Other health impairments 9. Visual impairments 10. Autism 11. Deaf/Blindness 12. Traumatic Brain injury 13. Developmental delay |
|
|
What are the two ways a student can be qualified as learning disabled under the law? Describe each process. |
IQ-Achievement Discrepancy Model- this is the traditional method used to determine if a student has a disability and needs special education services. This model is based on the concept of at the normal curve. It assesses water a substantial difference, or discrepancy, exists between a student's score on an individualized test of general intelligence (IQ test) and his or her scores obtained for one or more areas of academic achievement. The accepted criteria is a difference of at least two standard deviations. RTI Process- this is a multi-tier approach to the early identification and support of students with learning and behavior needs. It uses high quality, scientifically based classroom instruction. Tier 1- Curriculum based classroom learning: all students participate in a universal screening to target groups in need of specific instructional or behavioral support. Tier 2- Students who do not make progress in Tier 1 are provided more intensive support through intensive interventions still as part of general education. Tier 3- Students who need intensive individualized interventions either in small groups or one-on-one. |
|
|
Describe the process for referral and placement in special education. |
Phase 1: recognition Phase 2: pre-referral Phase 3: referral Phase 4: Evaluation Phase 5: eligibility Phase 6: IEP Process (IEP and LRE) Phase 7: IEP Implementation (FAPE) Phase 8: IEP Revaluation |
|
|
Describe BICS and CALP. Why is it important to know the difference between the two? |
Basic Interpersonal Communication Skills -Social language -Basic conversational English -Takes about 2 years to get Cognitive Academic Language Proficiency -Academic Language -More advanced and complex -Can take 5-7 years to master Teachers should know the difference between the two because a student speaking English to a peer may be misinterpreted as the student being fluent. A student may struggle academically and a teacher may dismiss language as a cause. These inaccurate assumptions can lead to low expectations for students, instruction that lacks appropriate scaffolds and inappropriate referrals to SPED. |
|
|
Discuss 2 factors that may be relevant to the academic achievement of culturally and linguistically diverse students. |
-Standardized tests are biased -SES lower teacher expectations. -Teacher quality: CLD student achievement is linked to teacher experience and knowledge. New, inexperienced teachers are assigned to schools with high percentage of minority and low SES. |
|
|
Describe the 6 steps in CBM. |
Curriculum Based Measurement 1. Create/select appropriate tests 2. Administer and score probes (weekly, biweekly, monthly) 3. Graph the scores 4. Set goals 5. Make instructional decisions 6. Communicate progress to student, parents, and other professionals CBM lets teachers evaluate students' progress and effectiveness of current instructional methods. It is beneficial because it helps teachers plan effective instruction, estimate student progress, document student progress and communicate that progress. |
|
|
What grade in school do they begin using reading skills to learn? |
3rd grade |
|
|
Define FAPE and its application to general education classrooms. |
FAPE- Free and Appropriate Public Education under IDEA 2004. The education must take place in the Least Restrictive Environment. LRE requires that students with disabilities be educated with their peers who don't have disabilities to the max extent appropriate. Students receive their special education in a separate class for the majority of the school day and participated int he same learning and social activities as their peers for the remainder of the day. Full inclusion of students with disabilities in the general education classroom with appropriate accommodations and modifications. |
|
|
Explain how low SES creates more risk for developing disabilities. |
-Low expectations may arise from teachers' assumptions about the impact of certain student characteristics such as behavior, language, and SES. Ex: a teacher may assume that because a student is from a low income household, they have fewer books at home and are therefore at risk for poor reading achievement. -Teacher may put students in low-performance group in class. -Teacher may not ask challenging questions. -May teach less advanced reading skills to the students. |
|
|
Describe how standards-based reform changes education for students with disabilities. |
Standards based reform is a set of goals for the schools that the school system adopts. The school leaders and teachers are responsible for making sure that students achieve those goals. A test is designed to assess whether students' education meets those adopted standards or not. |
|
|
Why does most behavior occur? |
Behavior occurs because someone wants to avoid or escape something or gain something. |
|
|
Name and define the five major components of language, and the differences between expressive and receptive language. |
1. Phonology- system of rules about sounds and sound combinations. Phoneme- smallest number of sounds that combines with another sound to make words. 2. Morphology- rules combining morphemes (smallest unity of language that convey meaning). The way we put words together. 3. Syntax- the grammatical arrangement of words in a sentence. 4. Semantics- set of rules by which we service meaning from words and sentences. 5. Pragmatics- social and non verbal language. Receptive language is receiving language which comes first. Expressive language is out-going language that begins around 18 months-2years old. |
|
|
Describe how disabilities contribute to overall diversity in schools. |
The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique and recognizing our individual differences. These differences can be race, ethnicity, gender, sexual orientation, physical abilities, SES, religion, political beliefs, and other ideologies. |
|
|
Describe issues that may cause conflict for schools and teachers when working with parents and give suggestions for overcoming them. |
1. A family may not feel respected. -Respect the family. -Ask how they want to be addressed. -Put them back in the driver's seat. -Respect their decisions. -Ask for their preference in communicating. -Keep information confidential -Be dependable 2. Lack of communication/involvement -Offer multiple ways to communicate. Newsletters, phone calls, emails, letters, text, etc. -Be flexible when it comes to meeting times. -Be understanding that parents may have other children, work, and other events to attend to. |
|
|
Explain generalization and how the impairment of that skill impact a student's education. |
The inability to to apply information learned in one situation to another similar situation. Deficits will appear when the student attempts to use newly developed/ learned skills in different settings. For example, sharpening a pencil at home vs at school. |
