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43 Cards in this Set
- Front
- Back
Exceptional Learners* |
those who require special education and related services in order to realize their full human potential (differ from most students |
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High Incidence Disabilities* |
Disabilities that occur with high frequency, most common (SLDs, Communication, emotional/behavioral, mild intellectual disorders) |
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Low Incidence Disabilities* |
Disabilities that occur relatively infrequently and require extensive support in more than one major life activity (traumatic brain injury, deaf-blindness) |
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Special education* |
Instruction specially designed to meet the unique needs of an exceptional student |
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Main purpose of IDEA* |
every school provides free appropriate public education for every child 3-21 |
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Major Provisions of IDEA (9)* |
Identification Free Appropriate Public Education Due Process Parent/Guardian, surrogate consuultation Least Restrictive Environment (LRE) Individualized Education Program (IEP) Nondiscriminatory Evaluation Confidentiality Personnel Development, In-service |
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13 Categories of Eligibility for IDEA* |
Autism, deaf-blindness, developmental delay, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech/language impairment, traumatic brain injury, vision impairment |
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LRE* |
Least Restrictive Environment, most amount of time appropriate must be spent in the general education classroom |
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Early intervention (IDEA)* |
States must have this Meet needs of children from B-2, services in natural environments Ex. Physical, occupational, and speech therapies, family support, special instruction, assistive technology |
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IEP* |
individual educational plan, must have parental involvement, must have measurable annual goals |
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Learning Disabilities* |
disorder in psychological processes involved in understanding or using language which may be manifested in problems with listening, thinking, speaking, reading, writing, spelling, or doing calculations |
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Achievement-Ability Discrepancy* |
Compares scores on standardized achievement and intelligence tests A significant discrepancy must exist between measured cognitive ability and achievement for there to be an SLD |
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Response to Intervention* |
Tier 1: evidence based instruction that occurs in the gen ed classroom Tier 2: small group instruction several times a week Tier 3: evaluation for special education |
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Causes of SLD (4)* |
Central nervous system dysfunction Genetic factors Toxins (ex. FAS) Medical factors (ex. premature) |
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Psychological and Behavioral Characteristics (9)* |
Reading problems (phonemic awareness, decoding, reading fluency, comprehension) Written language Spoken language Math Coordination ADHD Memory Motivation |
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Assessments for SLD* |
Informal reading inventory, math assess: in depth info about student math understandings |
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Types of ADHD |
Inattention, Hyperactivity, Combined |
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Identification of ADHD |
Medical exam, clinical interview, teacher and parent rating scales, behavioral observations |
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Causes of ADHD |
Hereditary, toxins and medical factors |
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Psychological and Behavioral Characteristics |
deficits in executive functioning, behavioral inhibition, problems with adaptive behavior |
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Medication considerations for ADHD |
controversial to use psychostimulants (Ritalin, Adderall, Strattera) Proper dosage is important Not a substitute for self responsibility |
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Assessment for ADHD |
Self monitoring checklists |
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Intellectual Disabilities |
Limitations in intellectual functioning and adaptive behavior These limitations can be improved |
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Causes of intellectual disabilities |
Prenatal (chromosome, inborn errors, disorders of brain function, environment) Perinatal (during birth)-oxygen deprivation, low birth weight, infections Postnatal-biological, psychosocial |
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Characteristics of intellectual disabilities |
Memory problems, limitations in language comp and development, self-regulation problems, deficits in metacognition, motivation |
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Education for all handicapped children act |
originally PL 94-142, became IDEA |
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Americans with Disabilities Act |
civil rights legislation for IWD ensuring nondiscrimination in many activities |
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Disability v. Handicap |
Disability-inability to do something, diminished capacity to perform Handicap-disadvantage imposed on an individual |
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Disability v. Inability |
disabilities are all inabilities, but not all inabilities are disabilities Ex. 6 month old has an inability to talk, but it is not developmentally appropriate |
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progress monitoring |
assessment that are frequent, quick and easy measures to provide info on if a student is learning |
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curriculum based measures |
common form of progress monitoring, student response to their usual instructional measures |
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ISFP |
individualized family service plan, broader than IEP b/c it includes family |
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intelligence tests |
many types available, individual ones can be used to predict intellectual disabilities |
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identification of ID |
IQ test and adaptive behavior |
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Adaptive behavior |
measured indirectly, through communication, life skills, socialization, motor skills, and maladaptive behavior |
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quality of life assessment |
Questionnaire: home, relationships, freedom, leisure, and opportunities for self-enhancement |
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early intervention for ID |
preschool to prevent ID or preschool to further those identified |
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ongoing assessment for LD |
CBM (to monitor expected growth norms), informal assessment (ex. informal reading inventory) |
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Early Intervention for LD |
hard to predict at a young age |
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Executive Function |
permit individuals to self-regulate their behavior |
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Functional Behavior Assessment |
determines consequences, antecedents, and setting events that maintain inappropriate behaviors |
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contingency based self management |
involve people keep track of their own behavior and then receive consequences (rewards) based on behavior |
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early intervention for ADHD |
identification is challenging b/c a lot of kids w/o ADHD have difficulty with executive function at such a young age, # has increased |