Special Education Comprehensive Exam (Grad School Level)

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autism

Back 1

a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance

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deaf-blindness

Back 2

coexisting 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 for students with either deafness or blindness alone

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deafness

Back 3

a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child's educational performance

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emotional disturbance

Back 4

a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance including, an inability to learn that cannot be explained by intellectual, sensory, or health factors. Also, an inability to build or maintain satisfactory interpersonal relationships with peers and teachers, inappropriate types of behaviors/feelings under normal circumstances, a general persuasive mood of unhappiness or depression, or a tendency to develop physical symptoms or fears associated with personal or school problems.

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hearing impairment

Back 5

an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness

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intellectual disability

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significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period

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multiple disabilities

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two disabilities that cause severe educational needs that cannot be accommodated in special education programs solely for on of the impairments. Does not include deaf-blindness.

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orthopedic impairment

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a severe orthopedic impairment that adversely affects the child's education. The term includes impairments caused by a congenital anomaly, disease, and other causes.

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other health impairments

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having limited strength, vitality, or alertness, including heightened alertness due to environmental stimuli, tha reults in limited alertness with respect to the educational environments. Includes chronic health problems (such as asthma, attention deficit hyperactivity disorder).

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specific learning disability

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a disorder in one or more of the basic psychological processes involved in understanding or 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, including conditions such as perceptional disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

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speech or language impairment

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a communication disorder, such as stuttering, impaired articulation, or a voice impairment

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traumatic brain injury

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an acquired injury to the brain caused by external physical force, resulting in total or partial functional disability or psychosocial impairment, or both. Includes impairments in one or more of the following, language, memory, attention, reasoning, abstract thinking, judgement, problem-solving, sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, information processing, and speech.

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visual impairment

Back 13

an impairment in vision that, even with correction, adversely affects a child's educational performance. Includes partial sight and blindness.

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All disability codes

Back 14

autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment

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How does gender impact identification and implementation of special education services?

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The ADA requires that adults with disabilities cannot be discriminated against based on gender. Title IX says, "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance." Gender should not affect identification or implementation of IEP services or evaluation.

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How do language and culture impact identification and IEP implementation?

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Families from CLD backgrounds may view special education and disability differently than mainstream American culture. Training is important so that all members of an IEP team are aware of cultural differences. Translation of the IEPs and other educational documents must be provided. ELL classes may be required at the same time as special education services.

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How does the culturally and linguistically responsive model differ from the deficit model of special education?

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Culturally and linguistically responsive teaching and assessment looks at all of the knowledge and skills a family and student have and can use to develop new skills. Deficit models look at what a family and student does not have in relation to peers.

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How can language affect special education services?

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A child can not be identified with a disability simply because they are an ELL student. Educational assessments must be given in the child's native language, and the IEP team must consider if a child's educational challenges are caused by cultural differences or language barriers rather than a disability.

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What are social skills?

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behaviors needed to work and socialize with other people

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What are the four categories of teaching social skills to students?

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modeling, shaping, coaching, and modeling/reinforcement

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modeling

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having student observe correct behavior

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shaping

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using positive reinforcement to encourage behavior

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coaching

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using verbal cues to encourage behavior

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modeling/reinforcement

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using a combination of methods to encourage behaviour

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What are ways of increasing generalization of social skills?

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encourage mastery, use realistic scenarios, give homework that uses social skills, make it a team effort, prompt and reinforce, teach self-management

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How do you develop lessons based on grade level standards?

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Start with the standard and determine what skill or content students need to master, then determine what accommodations or modifications to content or format the student may need, administer frequent formative and summative assessment to see if you need to adapt your instruction to ensure mastery of the skill for all students.

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How do you support students with atypical language development in your classroom?

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Collaborate with parents, speech-language pathologists, and assistive technology specialists to encourage language development through reading, writing, and speaking. Develop an augmented communication system when necessary.

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How do you write SMART IEP goals?

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IEP goals should be specific (targeted to the academic area weakness and focus on a needed skill), measurable (be easily observed or counted), attainable (within the scope of what can be mastered in no more than one academic year), realistic and relevant (based on the child's needs), time-limited (have a set date for measuring progress).

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How do I select and use evidenced-based practices?

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Look for whether the evidence is strong and valid and if it was effective for your population. Adhere closely to the what the research recommends to ensure success.

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How do I maintain high expectations for professional and ethical teaching?

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Maintain high expectations for all students, have integrity, promote inclusion, develop relationships with families, do not tolerate any practice that harms students, participate in professional organizations, use data/evidence/research to develop your teaching, and ensure safety.

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What is the role of the special educator?

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Modify general education curriculum, collaborate with IEP team and parents, be flexible, organised, and patient. Plan and conduct lessons, IEP meetings, and write IEPs. Implement student IEPs and monitor progress.

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What is the role of the general education teacher?

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Teaches any grade level, may be asked to implement an IEP

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What is the role of the school psychologist?

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administers, scores, and interprets educational evaluations

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What is the role of the school counselor?

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may conduct social/emotional assessments, advise teachers on how to address student behavior, counsels students

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What is the role of the speech/language pathologist?

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helps students with speech or langauge needs

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What is the role of a physical therapist?

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assesses and implements interventions for students with gross motor deficits

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What is the role of the occupational therapist?

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assesses and implements interventions for students with fine motor deficits

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What is the role of the school nurse?

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provides medical histories, administers medication, communicates with families about health issues

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What is the role of the school administration?

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helps organize, manage, and communicate between all parties. May include: principals, vice principals, IEP coordinators, directors, etc.

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What is the role of the social worker?

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serves families and students; communicates between schools and the home

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What is the role of the paraprofessional?

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helps teachers, special educators, and students

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What are some other specialists that may attend an IEP meeting?

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adaptive physical education, interpreters, mobility specialists, psychometrists, probation officers, assistive technology experts, etc.

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What is the 5 Step Process for collaborating for student mastery of curriculum?

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1. Review standard/task

2. Discuss learning needs of the student

3. Decide on accommodation/who is responsible for designing and measuring progress

4. Monitor and provide feedback

5. Evaluate student progress

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What does successful collaboration require?

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effective communication, respect, solution-based approaches, brainstorm ideas, focus on problem-solving, planning to guarentee students with disabilities receive FAPE

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What is effective communication?

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active listening, looking at situations objectively, finding common ground, solution-based, identifying solutions, summarizing the conversation

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What is interactive co-teaching (aka team-teaching)?

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Teachers alternate on who delivers instruction; one teach, one drift (or one teach; one observe). Students receive individualized support from a teacher, students stay on-task, transitions can be shorter. Students see one teacher as being in charge. Can be distracting for some students or condition the expectation that a teacher will be available at all times.

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What is station teaching?

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Students move between independent tasks for review, new information, or practice (teachers monitor), and teachers provide support at 2 of the stations. Clear teaching goals and more content can be covered, and students are active. Extensive planning is required. Noise levels are high, and pacing can be difficult.

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What is parallel teaching?

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Class divided into two ability groups and each teacher leads a group at the same time. Teachers can work with smaller groups and can teach at the level they are comfortable in. Students may get inferior instruction if the material is not familiar to the teacher. Pacing and noise level must be considered.

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What is alternative teaching?

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One teacher provides instruction while the other provides additional support to students (may be alinged with lesson or only based on remediation). This approach provides differentiation, and can provide one teacher the chance to observe an experienced teacher with the large group. Students may feel labeled, one teacher may be viewed as having more power, space and noise may be prohibitive.

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What is team teaching?

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Both teachers instruct students in the same lesson by having a conversation with each other and facilitating discussion with the students. Each teacher is engaged, and students view both teachers as having equal power. Teachers must have lots of planning time and clearly define roles.

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How can I collaborate with paraprofessionals?

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clarify roles and responsibilities and communicate effectively

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How can I collaborate with families?

Back 52

be sensitive to cultural differences, maintain positive communication, resolve any disagreements, communicate about homework, join a PTO, encourage families as they cope with disability issues

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What are some challenges to co-teaching?

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deciding on goals, ensuring adequate planning time, placement issues around the IEP, determining and responsibilities, respect between co-teachers

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What do expert co-teachers do?

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focus on their partner's strengths, complement each other, discuss all content and compromise when necessary, respect each other, co-plan, value each student, share responsibilities, be flexible, smoothly transition between activities and roles, alternate roles and focus on teaching