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5253: Child and adolescent > Ch 9: Addressing the needs of children and adolescents with disabilities and those classified as gifted > Flashcards

Ch 9: Addressing the needs of children and adolescents with disabilities and those classified as gifted Flashcards

(71 cards)

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1
Q

When serving students with disabilities, counselors must

A

first understand the legislation that exists

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2
Q

The disability rights movement (early 1970s)

A

promotes a paradigm shift from the medical model to an interactive model (disability occurs through the interaction between the individual and society and barriers)
people with disabilities rank among one of the larges protected class of minorities

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3
Q

disability identity development

A

an all or nothing concept in which the medical model assigns a diagnosis as an aspect of an individual rather than a focus on the disability
neutral view

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4
Q

in order to advance and protect disability equality…

A

the educational community must progress to meet the needs of students with disabilities in the classroom

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5
Q

inclusion

A

the process of involving and valuing all people in the environment, regardless of their differences
requires a proactive strategy that reflects a conscious decision to respect individuals by affording them the opportunist to become a valued part of an organization

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6
Q

Education for all handicapped children act (1975) or Individuals with disabilities education act

A

to support states and localities in protecting the rights of, meet the needs of, and improve the results for children with disabilities and their families
amended in 1997 and reauthorized in 2004
governs how states and public agencies provide early intervention, special education, and related services

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7
Q

accomplishments under IDEA

A

increased graduation rates
increased post school employment rates

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8
Q

child find

A

legislative mandate
supports free and appropriate public education
a legal requirement that schools find all children who have disabilities and who may be entitled to special education services

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9
Q

least restrictive environment (LRE)

A

intends that students with disabilities spend as much time as possible in the classrooms with their peers who do not receive special education services

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10
Q

Disability evaluation

A

response to intervention
formal intervention
admission, review, and dismissal (ARD) process

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11
Q

response to intervention (RTI)

A

a process provided by general education teachers and such, addresses both the learning and behavior of the student
consists of 3 tiers (6-9 weeks each to complete)
tiers vary in intervention (1 least invasive to 3 most invasive)
includes the students teachers implementing different scientifically based learning strategies and accommodations in the classroom

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12
Q

Differences between tiers 1, 2, 3

A

look at screenshot in desktop

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13
Q

tier 1

A

implementation of scientifically based strategies

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14
Q

tier 2

A

support now supplemental of specific needs of the student

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15
Q

tier 3

A

most needed intensive interventions and individualized and strategically structured instruction

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16
Q

formal evaluation

A

determine if child needs special education services
parents must give consent prior
may include speech/language testing, behavior inventories, observations, history of the student (parent), and related medical information

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17
Q

admission, review, and dismissal (ARD)

A

represents a specific meeting where teachers and other support staff bring their expertise on education , and parents bring their expertise on their child
they both write and develop an individualized education plan (IEP)

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18
Q

Individualized education plan (IEP)

A

serves as written documentation that outlines the students functioning, strengths, needs, and measurable goals for the school year
also outlines the programs and services offered to the student

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19
Q

IDEA 13 disability categories

A

autism
deafness
blindness
hearing impairment
emotional disturbance
intellectually disabled
multiple disabilities
orthopedic impairment
other health impaired
specific learning disability (SLD)
speech or language impairment
traumatic brain injury
visual impairment

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20
Q

autism

A

developmental disorder
consists of challenges with social skills, communication skills and repetitive behaviors

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21
Q

deafness

A

defined as a hearing impairment so severe that the person cannot understand linguistic information, even with assistance of hearing aids

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22
Q

hearing impairment

A

described as permanent hearing loss or one that can change over time

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23
Q

multiple disabilities

A

a child with more than one condition covered by IDEA

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24
Q

other health impaired

A

overarching term
covers conditions that limit a Childs strength, energy, or alertness

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25
specific learning disability
overarching term covers a specific group of learning challenges affect their ability to read, write, speak, or do math dyslexia, dysgraphia, dyscalculia, auditory processing disorder, and nonverbal learning disabilities
26
speech or language impairment
a child who experiences trouble pronouncing words or making sounds (stuttering)
27
when counseling students with disabilities, use..
bibliotherapy solution-focused brief therapy (SFBT) cognitive behavioral therapy (CBT)
28
bibliotherapy
helps students understand the issues they experience, amplifies the effects of other treatments, normalizes experiences with mental health concerns offers hope to positive change
29
SFBT
short-term, goal focused approach, allows school counselors to help students change by focusing on solutions, rather than problems
30
CBT
can help students recognize the way they think about themselves and how their experiences influence how they feel
31
popular CBT techniques for students with disabilities
reframing negative thoughts progressive muscle relaxation relaxed breathing
32
the rehabilitation act of 1973
first federal legislation to address the notion of equal access for individuals with disabilities through the removal of architectural, employment, and transportation barriers Title VI of the civil rights act of 1964 provides the framework for key info within the legislation authorized formula grant problems, vocational rehabilitation, supported employment, independent living, and client assistance
33
Section 504
a civil rights law that is a part of the rehabilitation act of 1973 provides access to programs and encompasses students diagnosed with a disability that affects them in school, but does not require the student to receive special education services EX: a child with average learning ability that struggles with epilepsy or ADHD all students who qualify for IEP also qualify for 504 plan, but not all students with a 504 plan qualify for IEP
34
rehabilitation act amendments of 1998
covers access to federally funded programs and services strengthens section 509 and requires access to electronic and info technology provided by the federal government
35
Americans with disabilities act (ADA)
civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, school, transportation, and all public and private places open to the public
36
five areas (titles) of the ADA where people with disabilities hold legal rights
employment public services public accommodations telecommunications miscellaneous provisions
37
americans disabilities act amendments act (ADAAA)
broadened the scope of the definition of disability, the elimination of the mitigating measures, a new definition of the term "substantially limits", and an inclusion of episodic conditions
38
professional school counselors service delivery system components
guidance lessons individual planning responsive services system support
39
role of pro school counselors does not include
being the sole decision maker on the placement of students with disabilties deciding on the execution of IDEA writing, putting together, or ensuring adherence to the IEP plan performing educational our psychological assessments providing long-term therapy
40
person-first language
using person's name/pronoun, follow it with the appropriate verb, and then stating the name of the disability
41
disability identity development model
1. passive awareness 2. realization 3. acceptance
42
passive awareness
individual fails to connect to or gain awareness of their disability
43
realization
brings awareness to the disability; can result in anger and davaluing
44
acceptance
points to where the individual with the disability begins to accept their disability identity
45
transitioning to post-secondary (how its different than high school)
students must seek out services services based on situational and individual needs/requests students acts as self-advocate no annual review or individualized education plan completed no regular parent contact
46
self-advocacy skills include
having an understanding of your disability and how it affects the students abilities discuss with instructors about effective study strategies
47
gifted children
students with gifts and talents perform at higher levels as compared to others of the same age, experience, or environment in one or more domains asynchronous development IQ of 130 or higher
48
Every student succeeds act (ESSA)
included mandates for school districts to address gifted and advanced learners developmentally, systematically, relationally, and multiculturally ensures inclusion of advanced student achievement levels
49
Instruments used to detect giftedness
cognitive abilities test (CogAT) Iowa stanford achievement test the stanford achievement test naglieri nonverbal ability test woodcock-johnson tests of cognitive abilities
50
mildly gifted
IQ 116-129
51
highly gifted
IQ 145-159
52
exceptionally gifted
IQ 160
53
profoundly gifted
IQ 175+
54
six profiles of giftedness
1. the successful learner 2. the creative learner 3. the underground learner 4. the at-risk learner 5. the twice/multi-exceptional learner 6. the autonomous learner
55
the successful learner
students that figured out how to play the game of school (typical good two shoes)
56
the creative learner
impulsive and defensive high degree of creativity and frustration with the system
57
the underground learner
insecure anxious students that hide their talents
58
the at-risk learner
appear angry and will retreat emotionally, making them seem disengaged in school talents rooted in stuff that is not typically associated with traditional curriculum options
59
the twice/multi-exceptional learner
typically difficult to identify for gifted programs; rarely receive services needed can be highly creative and strong problem-solvers, but may struggle with rigid coursework
60
the autonomous learner
self-directed and confident
61
Dabrowski five types of overexcitabilities (connect strongly to giftedness) (AKA theory go positive disintegration)
intellectual over excitability imaginational psychomotor sensual emotional
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intellectual overexcitability
stereotypical behavior often associated with giftedness ask questions, want to learn
63
imaginational overexcitability
students deeply drawn to fictional worlds often daydream and doodle need open-ended creative opportunities
64
psychomotor overexcitability
exhibit abundance of energy excessive talking, fidgety
65
sensual over excitability
students strongly react to light, textures, and tastes
66
emotional over excitability
feel tragedies, injustices, and reminders of mortality deeper and greater than others
67
how to help children with over excitability
can encourage them to talk about these characteristics focus on positive aspects
68
unique affective conditions found among the gifted
multi potentiality perfectionism underachievement introversion
69
multipotentiality
individuals who show interest in a wide variety of disciplines and possess the ability to be highly successful in every one of them may experience early fatigue
70
helping children with perfectionism
1. encourage students to separate their self-worth from their grades or products 2. encourage youth to focus more on improvement than end game 3. lead students to concentrate on small improvements on way to excellence 4. share lives of famous people who struggled 5. inform students it takes hard work and persistence in the face of obstacles 6. highlight that failure can be constructive
71
underachievement
manifests when students regrind from submitting what they perceive as imperfect

5253: Child and adolescent (6 decks)

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