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Special Education > Chapters 7-9 > Flashcards

Chapters 7-9 Flashcards

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1
Q

Speech and language impairment characteristics

A

receptive and expressive language

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2
Q

receptive language

A

understanding what people say to you

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3
Q

expressive language

A

communicating

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4
Q

speech and language impairment accommodations

A

classroom climate, model good listening, have students attention before you give instruction, use visual aids

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5
Q

reading difficulties

A

decoding problems (identifying words accurately and fluently), comprehension skills (identify the main parts of material), unable to read

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6
Q

learning difficulties

A

attention (following information), memory (following directions, recalling information), reasoning (reading comprehension), academic survival (attendance, interest in learning, interpersonal skill)

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7
Q

Math difficulties

A

spatial organization, alertness to visual detail, procedural errors, failure to shift mindset, memory, difficulty forming numbers, problems with judgement, problems with language

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8
Q

Written language difficulties

A

handwriting, spelling, written expression

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9
Q

Characteristics for gifted students

A

maybe not identified, high verbal ability, sensitivity to feelings, positive or low self concept, model or troublesome student

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10
Q

high incidence disabilities

A

speech or language disability, learning disability, emotional disturbance, mild intellectual disability

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11
Q

speech articulation

A

inability to pronounce sounds correctly

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12
Q

Accommodations for students with communication disorders

A

create an atmosphere of acceptance, encourage listening and teach listening skills, use modeling to expand students language, provide many meaningful contexts for practicing speech and language

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13
Q

students with learning disabilities have trouble with

A

processing, organizing, and applying academic information

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14
Q

mild intellectual disabilities

A

difficulty meeting the academic and social demands for general education

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15
Q

emotional disturbance

A

average intelligence but trouble learning because of external problems

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16
Q

2 major types of reading problems

A

decoding and comprehension

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17
Q

decoding

A

identifying words accurately and fluently

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18
Q

2 major types of written expression

A

product and process problems

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19
Q

Dunns model of learning styles

A

biological, emotional, sociological, physiological, psychological

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20
Q

students with learning and behavioral disabilities social needs

A

classroom conduct, interpersonal skills, personal and psychological adjustment

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21
Q

learned helplessness

A

see little relationship between their efforts and school or social success

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22
Q

attribution refraining

A

convince students that their failures are due to lack of effort rather then ability

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23
Q

steps to enhance student self image

A

set reasonable goals, provide specific feedback contingent on student behavior, give students responsibility, teach students to reinforce themselves, give students a chance to show their strengths

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24
Q

disabilities under section 504`

A

ADHD, gifted and talented, non-native language and culturally diverse, at risk due to life circumstances

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25
ADHD lacks these executive functions
working memory, self-directed speech, control of emotions and motivation, reconstitution
26
Academic interventions for students with ADHD
emphasize essential information, read short passages, extended periods of time, keep pace perky
27
ADHD behavior interventions
emphasize structure and reward
28
multiple intelligences
verbal/linguistic, visual/spatial, logical/mathematical, bodily/kinesthetic, musical, intrapersonal, interpersonal, naturalist, extinalist
29
Groups at risk for being unidentified as gifted
young boys, adolescent girls, geniuses, diverse students, disabled students
30
4 strategies used to challenge gifted students
curriculum compacting, acceleration and enrichment, specific differentiation strategies during instruction, individualized interventions
31
curriculum compacting
assess students achievement of instructional goals and then eliminate instruction on goals already met
32
acceleration
skip a grade
33
enrichment
provides students with information, materials, and assignments that enable them to elaboration concepts being presented as part of the standard curriculum
34
differention
systematically planned lessons
35
specialized interventions
students may need further special information
36
multicultural education
curriculum and instruction that reflect the diversity of society
37
bilingual education programs
students need to be embersed in class to learn english
38
3 groups of students at risk
poverty, abused or neglected, substance abuse
39
interventions for students at risk
set high but realistic expectations,establish peers as teaching partners, collaborate with other professionals, support family and community involvement
40
basic skills instruction
primarily instruction in the academic skills of reading, writing, and math
41
4 essential aspects of basic skills
preskills, selection and sequencing of examples, rate of introduction of new skills, direct instruction and practice and review
42
preskills
basic skills necessary for performing more complex skills
43
example selection
careful selection of student practice to help differentiate among problem types
44
example sequencing
order of presentation of examples during instruction
45
rate of skill introduction
pace of which new skills are introduced during instruction
46
strategies when planning content area instruction
activating background knowledge, organizing content, teaching terms and concepts,using clear oral and written language
47
prep strategy
preview the text or lesson and choose important concepts, conduct brainstorming session, evaluate student responses to determine the depth of their prior knowledge
48
anticipation guides
series or statements, some of which may not be true, related to material students are about to read
49
providing planning think sheets
set of questions too which students respond as a straitegy for assisting them to help writers focus on background knowledge and purpose of paper
50
activating background knowledge
prep strategy, anticipation guides, planning think sheets
51
Organizing content
advance organizers, organizational pattern, study guides, and graphic organizers
52
advance organizers
information presented verbally and/or visually that makes content more understandable by putting it within a more general framework
53
organizational pattern
ways in which content area texts are written to reflect main ideas, such as compare-contrast, cause-effect, and problem solution
54
study guides
outlines, abstracts, or questions that emphasize important information in texts
55
graphic organizers
visual format that helps students to organize their understanding of information being presented or read and the relationships between various parts of the information
56
Teaching terms and concepts
using definitions, making concept diagrams
57
using definitions
state definitions clearly and simply, ask students questions to discriminate positive and negative examples, ask open ended questions
58
making concept diagrams
word definition, characteristics of word, posititive and negative examples
59
Communicating clearly
clear written communication and oral communication
60
4 guidlines for giving instruction in class
state commands clearly, give bite-size directions, accompany explanations with direction, use cueing words
61
6 guidlines for questions to ask
phase them clearly, balance between high and low questions,adapt to skill level, vary wait time, involve all students, scaffold incorrect answers and "no responses"
62
accommodations for independent practice
differentiating seat work assignments and homework assignments
63
differentiating seat work assignments
verbally present the tasks, practice examples,alternative set of directions, highlight important words, have students help each other

Special Education (3 decks)

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