Child w/ Special Needs CH. 1-4

Question 1

Special Edu.

Answer 1

children who have disabilities receive edu. to help them reach learning potential

Question 2

related services

Answer 2

means transportation & developmental corrective & other supportive services:

• speech/ lang
• audiology
• interpreting
• psychological

Question 3

Supplementary aids & services

Answer 3

aids, services & other supports that are provided in regular education classes

Question 4

Education of the Handicapped Act

Answer 4

considered as basis for all sp. edu practices

Question 5

IDEA

Answer 5

Individuals w/ Disabilities Education Act

special edu was expanded to include servics to infants & young children

Question 6

Zero Reject

Answer 6

Entitles all students w/ disabilities to public edu regardless of nature of severity or their disabilities

Question 7

Child find

Answer 7

set of procedures for alerting that public services are available for students w/ disabilities

-activities to ensure that students will be identified

Question 8

FAPE

Answer 8

Free Appropriate Public Education

Education to which all students w/ disabilities are entitled to; parents can’t be asked to pay for special education; school district bares the cost for placement

Question 9

LRE

Answer 9

Least Restrictive Environment

Students must be educated in the setting most like that of typical peers where they can succeed and are provided with supports & services; right to be w/ peers

Question 10

IEP

Answer 10

Individualized Education Program

document summarizes all the information gathered concerning the student, sets the expectations of what the student will learn over the next year, and prescribes the
types and amounts of special services the student will receive

Question 11

nondiscriminatory evaluation

Answer 11

IDEA outlines the rights of students and their parents to ensure that any assessment completed as part of a special education decision-making process is unbiased,

Question 12

procedural safegaurds

Answer 12

Any decisions concerning a student with disabili-
ties are made with parent input and in compliance with all aspects of the law.

PARENTS MUST GIVE CONSENT

Question 13

section 504

Answer 13

a law that guarantees educational rights, special education
is affected by laws that guarantee the civil rights of children and adults.

No qualified handicapped person shall, on the basis of handicap, be excluded
from participation in, be denied the benefits of, or otherwise be subjected to
discrimination under any program or activity which receives or benefits from
Federal financial assistance.

ex://physical/mental impairments

Question 14

ADA

Answer 14

Americans w/ Disabilities Act

protecting the rights
of individuals with disabilities, no matter their age,

ADA largely
has replaced Section 504

it directly addresses communication, and so it requires
that closed captioning be provided to accommodate individu-
als who are deaf or hard of hearing. It is the ADA that ensures
that buildings have access ramps and that most have elevators,
that buses and trains can accommodate wheelchairs, and that
employers may not refuse to hire a new employee because that
individual has a disability

Question 15

Disability

Answer 15

(13)

• Specific learning disabilities
• Speech or language impairments
• Intellectual disabilities (formerly called mental retardation)
• Emotional disturbance
• Multiple disabilities (i.e., students who have more than one disability)
• Hearing impairments
• Orthopedic (or physical) impairments
• Other health impairments
• Visual impairments
• Autism
• Deaf/blindness (i.e., students who are both deaf and blind)
• Traumatic brain injury
• Developmental delays

Question 16

person-first language

Answer 16

Say “students with disabilities” or
“John, who has a physical disability.” Placing the disabil-
ity first (e.g., “LD students,” “special education kids”)
inappropriately emphasizes the disability instead of the
person.

Question 17

NOT INCLUDED IN IDEA

Answer 17

• Gifted/talented
• ADHD
• At risk/ school failure

Question 18

Inclusion

Answer 18

it is about how adults and classmates welcome all students to access learning and
recognize that the diversity of learners in today’s schools dictates that no single
approach is appropriate for all

Question 19

UDL

Answer 19

Universal Design for Learning

The instructional approach for accomplishing the complex task of ensuring
that students with disabilities access curriculum

Question 20

Differentiated instruction

Answer 20

changes can be made in many
different aspects of the teaching/learning process to enable diverse student learn-
ing needs to be met

Question 21

RTI

Answer 21

Response to Intervention

teacher raises concern about students rate of learning; increase intervention

Question 22

IFSP

Answer 22

Individualized Family Service Plan

Birth-3

Review every 6 months

Question 23

Connor’s Law

Answer 23

Instrument to screen for ADHD

Question 24

assistive technology

Answer 24

the devices, equipment, and services that
improve the learning and functional capabilities of students with disabilities

Question 25

positive behavior supports

Answer 25

First, they establish schoolwide and classroom standards for behavior so that students understand expectations; sensory enhancers Keyboard adaptations and emulators

Question 26

speech language pathologist

Answer 26

refers to the way in which professionals interact with each other and with parents or family members as they work together to educate students with disabilities. It concerns the quality of their professional relationships

Question 27

educational interpreter

Answer 27

students who are deaf or significantly hard of hearing have one; a professional who listens to the words being spoken in school and then translates them into sign language

Question 28

occupational therapist

Answer 28

helps students gain independence in school and the community by teaching functional and other living skills such as grasping a pencil, cutting with scissors, buttoning and zipping clothes, and tying shoe laces

Question 29

Paraeducators

Answer 29

paraprofessionals, teaching assistants, instructional assistants, one-to-one assistants, and aides; are educators who work under the direction of a teacher or another school professional to help in the delivery of services for students with dis- abilities

Question 30

teacher / intervention assistance team

Answer 30

The professionals designated to serve on these teams also vary: Some teams are composed exclusively or primarily of gen- eral education teachers; some include at least one special education teacher; and some include those two professionals in addition to related services profession- als such as the school nurse and the speech-language pathologist.

Question 31

continuous progress monoriting

Answer 31

The ongoing use of data to determine whether a student is responding to the in- terventions being implemented

Question 32

three tiered approach (1)

Answer 32

Tier 1 is used most often with reading but is sometimes applied to math or behavior concerns, and it generally refers to using research-based approaches for all students so that high-quality instruction is ensured.

Question 33

three tiered approach (2)

Answer 33

Tier 2 generally involves small-group instruction several times each week using more intensive instructional strategies and other supports, such as peer tutoring or small-group remedial instruction.

Question 34

three tiered approach (3)

Answer 34

Tier 3 is the most intensive level, usually involving daily one-to-one instruction or small-group instruction outside the classroom.

Question 35

multidiscpliary team

Answer 35

The team may include some of the same team members as the intervention assistance team; parents also are members of this team

Question 36

annual review

Answer 36

During the review, they update information about the student’s learning, review the student’s progress, and set goals for the upcoming year. After the new IEP is written, parents receive a copy of this document, which guides the student’s education for the next year.

Question 37

3-year evaluation

Answer 37

At least every three years, and more often if the team decides it is necessary, the student with a disability is reassessed using many of the same procedures included in the initial assessment process; is to determine whether the student’s program and services remain appropriate or whether they need to change, either to become more or less intensive.

Question 38

PLOP

Answer 38

present lvl of academic achievement and functional performance; IEP component often comprises individual and group achievement test scores, teacher ratings of student behaviors, and scores on assessments completed by specialists such as speech-language pathologists and occupational therapists.

Question 39

shrt term objectives

Answer 39

intermediate steps that lead toward accomplishment of the goal, used for discrete skills such as addition of two-digit numbers

Question 40

benchmarks

Answer 40

major milestones, used when specific skills cannot be specified, such as grade level reading performance

Question 41

due process

Answer 41

refers to a clear set of procedures for making all the critical decisions that are part of special education

Question 42

culture

Answer 42

complex system of underlying beliefs, attitudes, and actions that shapes the thoughts and behaviors of a group of people, distinguishing them from other groups

Question 43

values

Answer 43

those cultural elements held in great esteem or considered to be important by a society.

Question 44

macroculture

Answer 44

All members of a society, to some extent, share cultural aspects of that society; occurs within a society

Question 45

microculture

Answer 45

subgroups that have distinguishing characteristics with respect to culture, such as language or dialect, values, behaviors, and worldviews

Question 46

behavior patterns

Answer 46

customary ways of conducting oneself

Question 47

Field independence;

Answer 47

cognitive styles of some cultural groups; characterized by the inclination to be analytical in processing information

Question 48

field sensitivity

Answer 48

cognitive styles are those that reflect a holistic approach to processing information.

Question 49

cultural dissonance

Answer 49

refers to a significant discrepancy between two or more cultural frames of reference.

Question 50

disproportionate representation

Answer 50

percentage of students of color placed in special and gifted education varied significantly from the percentage of these students in the general population

Question 51

Systemic bias

Answer 51

favoritism toward a particular group that occurs at multiple levels within a society or institution, making such favoritism an implicit part of it.

Question 52

Multicultural Education

Answer 52

approach to education that includes perspectives from and content about diverse groups, embraces diverse cognitive styles, and promotes equity in a diverse society; 5 dimensions: - content integration - knowlege construction - prejudice reduction - equity pedagogy - empowering school culture

Question 53

Content integration

Answer 53

implies that the curriculum that students learn should include content about diverse populations and present information from diverse points of view. Instruction should include examples of key concepts and principles from a variety of cultures.

Question 54

Knowledge construction

Answer 54

focuses on how teachers explore with students the influences of culture on (a) the manner in which knowledge itself is constructed and (b) the manner in which decisions are made regarding what does and does not constitute valuable or important knowledge. The point is to determine how cultural assumptions and biases influence key instructional components.

Question 55

Prejudice reduction

Answer 55

refers to activities that are designed to examine and reduce bias in attitudes by using methods and materials that build positive perspectives.

Question 56

Equity pedagogy

Answer 56

refers to the use of instructional strategies that embrace the learning characteristics and cognitive styles of diverse populations. The goal is to modify teaching so that all students can achieve academic success.

Question 57

empowering school culture

Answer 57

focuses on eradicating systemic factors such as the negative effects of grouping and tracking practices and disproportionality in achievement and placement in special education. Elements that contribute to this dimension include staff-student interactions, sports participation, labeling, and other practices.

Question 58

bilingual edu

Answer 58

approach that uses the student’s dominant lan- guage along with English for instructional purposes

Question 59

Collaboration

Answer 59

“a style for direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work to- ward a common goal” - voluntary - parity = - mutual goal - emergent - shared responsibilities & decisions

Question 60

collab; Voluntary

Answer 60

the choice of whether you and your colleagues use the style of collaboration remains voluntary.

Question 61

parity

Answer 61

concept that, in collaboration, the contributions of all participants are equally valued.

Question 62

Essential Elements of Collaboration

Answer 62

- personal belief system - communication skills - interation process - programs & services - supportive context

Question 63

Co-teaching

Answer 63

is a service delivery model in which two educators—one typically a general education teacher and one a special education teacher or other specialist—combine their expertise to jointly teach a heterogeneous group of students, some of whom have disabilities or other special needs, in a single classroom for part or all of the school day.

Question 64

One Teach, One Observe

Answer 64

one teaches, the other gathers data

Question 65

parallel teaching

Answer 65

two professionals may decide to split a group of students in half and simultaneously provide the same instruction.

Question 66

station teaching

Answer 66

the teachers divide instruction into two, three, or even more nonsequential components, and each is addressed in a separate area of the room.

Question 67

alternative teaching

Answer 67

pulling a small group of students to the side of the room for instruction is an appropriate strategy.

Question 68

teaming

Answer 68

When teachers have built a strong collaborative relationship and their styles are complementary, they may decide to use a teaming approach to co-teaching One teacher delivers a brief lecture while the other teacher models note-taking skills for students using the media projector or interactive whiteboard.

Question 69

One Teach, One Assist

Answer 69

one teacher manages the instruction of the entire student group while the other circulates through the classroom, providing assistance.

Question 70

consultation

Answer 70

a voluntary process in which one professional assists another to address a problem concerning a third party