AAC Chapter Thirteen Flashcards Preview

AAC > AAC Chapter Thirteen > Flashcards

Flashcards in AAC Chapter Thirteen Deck (14)
Loading flashcards...
1
Q

“Professionals must be committed to providing ______ to the general education curriculum for all student regardless of their needs and abilities”

A

access

2
Q

In Oklahoma…

NOTE: Only 2% of students should legally be allowed to participate in the ___________ (OMAAP) as a modified format to the state-wide, standardized tests.

In the 2012-2013 school year, we had ____ of students participating in the OMAAP.

In the 2013-2014 school year, students who had previously taken the OMAAP were expected to take the same test as the peers in their grade.

What do you think happened to our test scores?

A

Oklahoma Modified Alternate Assessment Program

16%

3
Q

Modifications:

Accommodations:

A

Change an outcome
Write the first sentence of each paragraph

Same outcome as peers **Try this first
Type/dictate the paper

4
Q

Inclusive Education

Refers to a number of practices and outcomes that take place primarily in a _______________ classroom that is populated by students in the same chronological age as the student with CCN

1st requires the student with CCN to be a _______of the class

2nd requires that all students participate ______

3rd means that a student with CCN acquires skills that are meaningful and relevant across all _______ areas

No Child Left Behind Act of 2001 (PL 107-110)
Goals related to curriculum standards and functional skills are written in a student’s _________________

A

general education

member

actively

academic

individualized education program (IEP)

5
Q

Transition from Preschool to School

Begin providing AAC services to children with CCN during _______ to avoid spending months/years assessing once they enter elementary school.

Individuals with Disabilities Education Act of 2004 (PL 108-446) _______publicly funded preschool education

Section 504 of the ________ Act of 1973 (PL 93-112 provides the legal basis for AT supports including AAC)

***The goal should be that, by the time children who rely on AAC reach 1st grade, ________________________________.

A

preschool

mandates

Rehabilitation

they have the tools necessary for academic participation and instruction***

6
Q

Transition from Preschool to School

Prior to the student starting school:

May need to have _____to the school

Educators, staff, and related service providers should be familiar with the AAC system

The school AAC team should be up to speed with _________ required to facilitate communication efforts

Following the transition:
Educators, staff, and related service providers should _____ student’s needs

AAC system should not need to be ____ (if student was well prepared)

If not up to speed, the school AAC team should receive ________

A

visits

familiar

knowledge and skills

observe

changed

facilitator training

7
Q

The Participation Model: Planning Classwide Accommodations

***Universal Design for Learning (UDL) - is a set of principles for curriculum development that ______________

What benefits the student with CCN may benefit the _____

Use of various types of instructional media supports all ____

Allow students to respond in ______

May use yes/no or T/F methods OR find a way that the person with CCN can communicate these and have the other students use it too

A

give all individuals equal opportunities to learn***

whole class

learners

various ways

8
Q

Instructional Arrangements

_____________ – Use strategies that benefit all learners (audio, visual, tactile, etc.) provide lessons/vocabulary to students before the unit/lesson

_____________ – More opportunities to respond/share/ask questions; will need to be prepared ahead of time if student wants to use narratives

_____________ – involve peer conversational interactions and are less predictable; consider students’ ability to move around the classroom

  1. Involve a common task or activity that is suitable for _____ work
  2. Emphasize cooperative behavior and positive ______
  3. Include structures related to individual _______
A

Teacher-Led Whole-Class Instruction

Teacher-Led Small-Group Instruction

Cooperative Learning Groups

  1. small group
  2. interdependence
  3. accountability
9
Q

Instructional Arrangements
________________-
Can be delivered by adults or peers; typically question and answer; fairly predictable

____________
Usually does not require interacting with others

May need technology to help the students be more independent

Adobe for fillable forms/worksheets

Software for TTS/reading assignments

A

One-to-One Instruction

Self-Directed Seat Work

10
Q

Teacher Expectations

____ vs speaking up

Predictable questions vs ________

_______ responses vs group responses

Answer formats_____

A

Silence

discussion

Individual

vary

11
Q

The Participation Model: Planning Student-Specific Accommodations

Construct a student’s _____– use informal interviews and the Social Networks Inventory; answer questions on Page 367

Develop an IEP – include ______________________; instructional and support strategies and criteria to determine if goals are met

Plan lessons that include _______– use principles of UDL

ID individualized ________as needed – Page 373 has examples of curriculum accommodations

A

profile

academic, social, and cross-curricular goals

all students

accommodations

12
Q

Develop an IEP
1. ID ______ goal areas

  1. In each curriculum area ID at least one _______general education standard to address (Oklahoma Academic Standards)
  2. ID classroom _________ where goal will be taught an evaluation criteria
  3. Determine _______ the student will need to achieve the goals
    Page 369 – Donnellan (1984) “principle of the least dangerous assumption”
A

priority

grade-level

settings/activities

supports

13
Q

UDL in the classroom

To support recognition learning, teachers should provide multiple, flexible methods of _________

To support strategic learning, teachers should provide multiple, flexible methods of _____________

To support affective learning, teachers should provide multiple, flexible methods for __________

A

presentation**

expression and apprenticeship**

engagement

14
Q

Implement Instruction and Evaluate Outcomes

Ask 2 main questions:

A
  1. Was the student able to actively participate?

2. Did the student work on/meet IEP goals?