Sped 4375: Exam 1

Front 1

Mild does not mean...

Back 1

Not Serious!

Front 2

Provide some examples of appropriate language use when referring to individuals with disabilities.

Back 2

Person first language should ALWAYS be used.

Front 3

What is the prevalence of MR? What percentage of students with MR has mild, moderate, and severe and profound retardation?

Back 3

1-3% of total population
85% mild MR, typically diagnosed in elementary
10% moderate, typicaly diagnosed in preschool
5% severe/profound

Front 4

What are the principles of IDEA?

Back 4

- FAPE: Free & Appropriate Public Education
- Nondiscriminatory Assessment
- IEP: Individualized Education Programs
- Due Process
- Parent & Student Participation
- LRE: Least Restrictive Environment

Front 5

Name the four professional advocates.

Back 5

Lloyd Dunn
Evelyn Deno
Wolf Wolfensburger
James Gallagher

Front 6

What did Lloyd Dunn advocate for?

Back 6

Raised issue that too many children from diverse backgrounds were placed in special education. Also, raised issue that most students could have their needs met in general education setting.

Front 7

What did Evelyn Deno advocate for?

Back 7

Believed that the student should drive the services.
Created the cascade or continuum of placement options.
Believed that students should have more restrictive placements only after less have been tried.

Front 8

What did Wolf Wolfensburger advocate for?

Back 8

Normalization
People with disabilities should have access to the same things as people without.
People should be supported in not feeling “different”.
Should try to overcome barriers and provide supports for access.
Limit stigma, societal rejection, raise self-esteem.

Front 9

What did James Gallagher advocate for?

Back 9

Stated that children should not have restrictive placements or specialized service without accountability.

Front 10

Who coined the term learning disabilities to unite the field?

Back 10

Samuel Kirk

Front 11

What are the advantages of being prepared to teach students with cross-categorical disabilities (as opposed to a categorical or single certification program)?

Back 11

- Includes students with LD, ED, & MR
- K-12

Front 12

What percentage of all students with disabilities is represented by students with cross-categorical disabilities?

Back 12

70%

Front 13

What are some advantages of using labels?

Back 13

- Categorizing each disability
- Funding for special education programs, based on categories
- Without them, wouldn't have interventions or teaching methods to help students.

Front 14

Describe how professional advocacy and litigation influenced the principles of PL 94-142, now IDEA.

Back 14

- Advocacy: Parents & Professionals (Deno, Dunn, etc.) [IEP, LRE, FAPE, Continuum]
- Litigation: Brown v. Board of Ed., PARC v. Pennsylvania, Mills v. DC BOE, Diana v. State Board of Ed., Larry P. v. Riles [FAPE, Nondiscriminiatory Assessment, & Due Process]

Front 15

What is a student’s least restrictive environment?

Back 15

Closest to the general education environment where a stduent's needs can be met.

Front 16

What are some Cross-Categorical characteristics?

Back 16

- Acting Out
- Short Attention Span
- Low Self-Esteem
- Low Motivation
- Withdrawn Behavior
- Higher Drop-Out Rate

Front 17

What are some characteristics associated with MR?

Back 17

- Mute
- Very Low IQ

Front 18

What are some characteristics associated with LD?

Back 18

- Over 2 years under achievement
- Discrepency between IQ & achievement

Front 19

What was occurring in our society in the late 1960s and early 1970s that relates to classification of students with MR?

Back 19

Researchers were trying to unite the field with a definition of LD, outlining what makes this group different. Because of this, the amount of MR identification decreased dramatically.

Front 20

What is IDEA’s definition of MR?

Back 20

Significant limitations in both intellectual functioning and conceptual, social, and practical adaptive skills; the disability originates before age 18

Front 21

What are the three key components to IDEA's definition of MR?

Back 21

- Significantly subaverage general intellectual functioning
- Deficits in adaptive behavior
- Onset in the development period (Before 18 years old)

Front 22

Why are definitions important?

Back 22

- Determines who is identified & served
- Directs interventions
- Determines the context for disability

Front 23

Learning disabilities have been characterized as being a disability of exclusion. Explain why.

Back 23

Individuals aren't learning and it is not due to:
- Mental Retardation
- Sensory Issues
- Emotional Disturbances
- Lack of the ability to learn

Front 24

What percentage of students receiving services for disabilities has a learning disability?

Back 24

51%

Front 25

Explain possible reasons for the increase in students identified as having learning disabilities since 1976.

Back 25

- More Labeling
- Greater Awareness
- Better Testing

Front 26

What is the prevalence of learning disabilities?

Back 26

- 4-5% of all school aged children
- Males more than females 3:1

Front 27

Why can a student have a learning disability in one state but not in another?

Back 27

States can use different discrepancy formulas.

Front 28

What are the seven areas in the definition of learning disabilities children can qualify for services under in IDEA?

Back 28

1. Written Expression
2. Oral Expression
3. Listening Comprehension
4. Reading Decoding
5. Reading Comprehension
6. Math Calculation
7. Math Reasoning

Front 29

What are the two components of the definition that the majority of states use?

Back 29

- Discrepancy
- Expression

Front 30

What can states now opt to use instead of the discrepancy component?

Back 30

Response to Intervention

Front 31

What are some challenges specifically related to identifying problem behavior?

Back 31

- Range of normal & deviant behavior
- Measurement
- Transience

Front 32

Whose classic work with youth with emotional and behavior disorders was used, almost verbatim, in IDEA’s definition of ED?

Back 32

Bower

Front 33

What are some problems related to excluding children with social maladjustment unless it is also determined that they have an emotional disturbance?

Back 33

- Definition Problems
- Measurement Problems
- Different Theoretical Methods

Front 34

What questions arise when trying use IDEA’s definition of ED as a tool to identify students?

Back 34

- What is social maladjustment compared to ED?

Front 35

What are the conservative estimates of the prevalence of ED?

Back 35

4-5% of school-aged population

Front 36

How many students with ED are identified and served?

Back 36

1%

Front 37

Why are only 25% of students with ED served (1% of the population)?

Back 37

- Only the very, very severe get served
- Get identified much later than other children with cross-categorical disabilities.

Front 38

Describe several child, family, and school factors that contribute to behavior problems in children.

Back 38

Child - aggressive behavior
Family - Abuse, Divorce, etc.
School - Bullying

Front 39

When should children receive support for challenging behavior patterns?

Back 39

ASAP - Before 3rd grade

Front 40

How stable is problem behavior if it is sustained into third grade?

Back 40

Equal to the stability of intelligence

Front 41

How many possible causes have been linked to MR?

Back 41

250
In most cases (75%) one clear cause cannot be identified.

Front 42

In what percentage of cases can one cause of MR be identified?

Back 42

25%

Front 43

What are the biomedical conditions associated with MR?

Back 43

- Down Syndrome
- Fragile X Syndrome
- Fetal Alcohol Syndrome
- Phenylketonuria (PKU)

Front 44

What percentage of children with MR has Down Syndrome?

Back 44

5-6%

Front 45

Describe the most common causes of cross-categorical disabilities.

Back 45

- Injury to brain during early development
- Early environments