Exam 1 Flashcards
(48 cards)
1
Q
What is SPED
A
- Education that is free to parents and families in public schools
- Specifically designed instructions
- Supplementary aids and services
- Related services
2
Q
Treatment during the Ag. Revolution?
A
- Natural selection
- slavery, abuse, abandonment, infanticide
- eugenics
3
Q
Treatment during the Industrial Revolution?
A
- Labels of people with disabilities
- Potential contributions to society
- Burden of society
- Eugenics as a science and social responsibility
4
Q
Treatment during the Informational Revolution? 1900’s
A
- education is a privilege and not a right
- new exclusion on basis of ability (Stanford-Binet test)
5
Q
Treatment during the Informational Revolution?
1920’s-1960’s
A
- schools can choose who they serve
- compulsory laws in regards to exclusion of children with disabilities
- separate classes
- separate schools
- inclusion occurred but was very rare
6
Q
Treatment during the Informational Revolution?
1950’s-1960’s
A
- Parental advocacy
- separate but equal
- court cases (Brown vs. Board of Education (1954))
- Legislation and Public Policy
7
Q
FAPE
A
Free and appropriate public education for all (1975)
8
Q
Six major principal of IDEA
A
- Zero rejection: schools must educate all children with disabilities
- Non-discriminatory identification and evaluations: schools must use non-baised, multi factored methods of evaluation
- Free appropriate public education: An IEP must be developed for each child
- Least Restrictive Environment: must be educated with children without disabilities to the maximum extent appropriate (Mainstream)
- Due process safeguards: Parents’ and children’s rights protected
- Shared decision making: schools must collaborate with parents/ guardians
9
Q
Members of the IEP Team
A
- parents
- gen. ed teacher
- special ed teacher
- school system rep. (Principal)
- Evaluation interpreter
- student
- other
10
Q
IEP
A
- document for students aged 3-21
- need to be in effect at the beginning of the school year
- reviewed and revised at least once a year
11
Q
IFSP
A
- Document for children aged 0-2
- Describes the services both the child and family will receive
- Should be developed within 45 days of referral and reviewed at 6-month intervals every year thereafter
12
Q
Components of IEP
A
- students level performance
- measurable short term and long term goals
- special ed and related services
- explanation of time not spend in gen. ed classroom
- Assessment participations/ accommodations
- Transition plan implemented by age 16
13
Q
Content standards?
A
Define the knowledge, skills and understanding that all students should attain in academic subjects.
14
Q
Performance standards?
A
Define the level of achievement that students should meet in order to demonstrate proficiency in a subject
15
Q
Standards-based reform
A
- establishes content and performance standards
- develops and implements a general curriculum based on content standards
- Assesses students progress in meeting the general curriculum’s performance standards.
16
Q
Accommodations in assessment
A
- changes in presentation
- changes in responding
- changes in timing
- changes in setting
17
Q
Universal Design for Learning
A
- makes learning accessible to all students
- can happen on a state, national or classroom level
- a designed curriculum that accommodates to the needs and learning levels of students
18
Q
Universal design of the curriculum
A
differentiation between what is being presented and what level each student is expected to perform at
19
Q
Universal design of instruction
A
- how to teach the lesson to accommodate all students
- adding flexibility into the classroom (augmentation and adaptation)
20
Q
Universal design of evaluation?
A
Flexibility in determining how well the student has been taught and how well the students learn
21
Q
Three components of universal design?
A
curriculum, instruction, evaluation
22
Q
What is inclusion?
A
specially designed instruction and supports for students with special needs in the context of regular education settings
23
Q
What are the current placement trends?
A
- 61% of students spend 80%-100% of their time in a mainstream classroom
- 20% of students spend 40%-79% in a mainstream classroom
- 14% of students spend 0-39% of their time in a mainstream classroom
- 5% are in a separate setting
24
Q
Three tiers of support- Tier 1
A
- 80% -90%
- All students, core instruction, universal screening
25
Three tiers of support- Tier 2
- 5-10%
| - small group interventions
26
Three tiers of support- Tier 3
- 0%-5%
| - individual interventions
27
How to support inclusion?
- create respectful environment
- design units and lessons (blooms taxonomy)
- implement school-wide instructional strategies
28
Pros of inclusion?
- socialization
- academically motivate
- not isolated
29
Cons of inclusion?
- over looked
- lost in classroom
- adaptive learning
- "disruptive" to class
- lack of understanding certain matieral
30
Mainstream learning?
- student with disability has to demonstrate the ability to keep up with other G.E. students
- students travel to different services
- competence is encouraged
- physical integration is aimed
31
Inclusion learning?
- each student is educated in G.E. setting to maximize extends appropriate
- services necessary for the student are brought to him/her
- student's outcome is emphasized
- based on scientific method
32
Aspects of culture should educators consider?
- The practices of the cultural group to which the students belongs
- The group's history
- The particular child's history
- Cultural norms for the groups
33
Instructional Strategies
- culturally responsible teaching practice
- Includes personal, technical and institutional dimensions
- Personal dimensions:
- own biography
- own belief about culture, learning and teaching
- school and classroom contexts in which the teacher has learned and practices
- teachers professional development activities
34
Classroom characteristics for culturally diverse students
- nurturing and supportive social environment
- community of learners
- fluid and spontaneous social interactions
- teacher's beliefs
35
IDEA definition of LD
basic psychological processes that cause imperfect ability to listen, speak, read, write, spell or compute mathematics.
36
Inclusionary standard?
conditions such as perceptual disabilities, brain dysfunction, dyslexia and developmental aphasia
37
Exclusionary Standard?
learning problem that is primarily the result of visual, hearing, motor disabilities, MR, emotional distances or environmental, cultural, or economic disadvantages
38
LD defined by Wisconsin
Server and unique learning problems that interferes with the ability to acquire, organize or express information.
39
Academic LD: reading
Dyslexia
- fluency
- work recognition
- decoding ability
- comprehension
- reduced reading experience
40
Academic LD: Writing
Dysgraphia
- motor
- inattentiveness
- visual perception
41
Academic LD: Math
dyscalculia
- procedural
- semantic
- visual-spacial
42
Causes of LD's
- Neurological mechanisms
- Genetics
- environmental causes
43
Discrepancy model
- intelligence tests
- achievement tests
- compared two norm-referenced test scores
- states each had different criteria
- wait to fail approach
44
RtI
Response to intervention
- start with generally effective instruction
- monitor students progress
- unsuccessful= intervene
- monitor student's progress again
- if unsuccessful, child may either qualify for special edu ro sped eval.
45
Intensive instruction?
- provided on a frequent and consistent basis
- use additional materials than core programs t focus on specific skills
- utilize more vertical instruction, one skill at a time taught and practiced
46
Explicit instruction?
- provide as soon as it becomes clear that a student is struggling
- taught directly through teacher explanation, modeling, guided and independent practice.
- carefully sequenced and logical to both teacher and students
- frequent review and assessment to insure mastery of skills
47
Supportive instruction?
-individualized scaffolding
48
Benefits of RTI
- earlier intervention and support child
- differentiates students with LD from students needing remediations
- no labels needed to receive services
- provides supports to other students who need help but who are not eligible
- no IQ needed for eligibility
