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Adaptive Physical Education > EXAM #2 > Flashcards

EXAM #2 Flashcards

1
Q

INTELLECTUAL DISABILITIES WHAT IS IT?
Rosa’s Law (Pub. L. 111-256) is a _

A

United States law which replaces “mental retardation” in law with “intellectual disability

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2
Q

Intellectual Disabilities is a characterized by _

A
  1. significant limitations in intellectual functioning
  2. significant limitations in adaptive behavior, as expressed in conceptual, social, and practical adaptive skills
  3. Must originate before the age of 18
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3
Q

Classification of Intellectual Disabilities by
IQ Level:
_ imitations: IQ 50-55 to 70-75

A

Mild

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4
Q

Classification of Intellectual Disabilities by
IQ Level:
_ limitations: IQ 35-40 to 50-55

A

Moderate

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5
Q

Classification of Intellectual Disabilities by
IQ Level:
_ limitations: IQ 20-25 to 35-40

A

Severe

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6
Q

Classification of Intellectual Disabilities by
IQ Level:
_ limitations: IQ below 20-25

A

Profound

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7
Q

Intellectual Disabilities:
- There are over 300
million worldwide
- _ of those reside in the United States

A

7.5 million

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8
Q

Intellectual Disabilities:
_ of adults with mental disability live independently or with family members, while 8% live in an institution or group home

A

92%

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9
Q

Intellectual Disabilities:
In about 40 to 60% of children born with mental disability, the cause is _

A

unknown

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10
Q

Compared to Other Disabilities:
Intellectual disabilities are 7 times more prevalent than _

A

deafness

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11
Q

Compared to Other Disabilities:
Intellectual disabilities are 9 times more prevalent
than _

A

cerebral palsy

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12
Q

Compared to Other Disabilities:
Intellectual disabilities are 15 times more prevalent
than _

A

total blindness

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13
Q

Compared to Other Disabilities:
Intellectual disabilities are
35 times more prevalent
than _

A

muscular dystrophy

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14
Q

Intellectual disabilities causes:
- There are about 400 known causes
- Most prevalent known cause is _

A

fetal alcohol syndrome

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15
Q

Intellectual disabilities causes:
Most prevalent _ cause is Down Syndrome and Fragile X Syndrome

A

genetic

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16
Q

1 in _ Baby’s born with Down syndrome

A

697

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17
Q

It’s caused by an error in cell division during prenatal growth results in an extra third chromosome 21
- It’s called Trisomy 21

A

Down syndrome

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18
Q

There are more than _ people living with Down syndrome in the U.S

A

400,000

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19
Q

Down syndrome causes:
_ Instability- Spinal issues

A

Atlantoaxial

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20
Q

Down syndrome:
In 1983, the average life expectancy of a person with Down syndrome was a mere 25-years-old
- Today, it’s _

A

60 years old

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21
Q

Down syndrome:
40% of the children have
_ defects

A

congenital heart

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22
Q

Intellectual Disabilities -Learning Characteristics:
Limited support needs
- learning rate is 40% to 70% of those without intellectual disabilities

A

Intermittent

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23
Q

Intellectual Disabilities -Learning Characteristics:
Pervasive support needs
- usually incapable of traditional schooling
- Need to master basic life skills and communication skills

A

Extensive

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24
Q

Intellectual Disabilities - Social and Emotional
Characteristics:
More frequent _ to social and emotional situations

A

inappropriate responses

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25
Q

Intellectual Disabilities - Social and Emotional
Characteristics:
- Difficulty learning from _, do not fully comprehend what is expected of them, so respond inappropriately

A

past experiences

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26
Q

Intellectual Disabilities - Social and Emotional
Characteristics:
- Difficulty generalizing information _

A

“No Gray Area”

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27
Q

Intellectual Disabilities - Physical and Motor
Characteristics:
Differ least in _ domain
- The greater the intellectual deficit, the
greater the lag in development
- Walk and talk later; slightly shorter
- more susceptible to physical problems and illnesses

A

physical and motor

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28
Q

Intellectual Disability - Instructional Organizational Methods:
Learning styles

A
  • community-based instruction
  • Partial Participation
  • Peer instruction and cross-age tutoring
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29
Q

Intellectual Disability - Instructional Methods:
Use _ teaching methods

A

concrete

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30
Q

Intellectual Disability - Instructional Methods:
Be as black and white as you can, nothing _

A

vague

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31
Q

Intellectual Disability - Instructional Methods:
_ teaching- Keeping track of what works and what doesn’t for a student

A

Data-based

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32
Q

Intellectual Disability - Instructional Methods:
Moving from familiar to unfamiliar
- Trouble connecting past info with new info even if similar
- New info given in _

A

small increments

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33
Q

Intellectual Disability - Instructional Methods:
Be consistent so students know what to expect

A

Consistency and predictability

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34
Q

Intellectual Disability - Instructional Methods:
ID students have very little choice allow them to take some control

A

Choice making

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35
Q

Intellectual Disability Instructional Methods:
Make as little as possible and only when it benefits the student

A

Activity modifications

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36
Q

Intellectual Disability Instructional Methods:
Students have trouble transfer information from classroom to _

A

real life

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37
Q

Intellectual Disability Instructional Methods:
In WCSD _
- Select activities that are popular and available in the community
- Employ teaching methods appropriate to the cognitive development stage

A

“Comprehensive Life Skills”

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38
Q

Special Olympics Components

A
  • Year-round
  • Training and competition
  • Olympic-type sports
  • Individuals with intellectual disabilities
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39
Q

Why Special Olympics is Unique:
No _ to athletes or families

A

fees charged to

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40
Q

Why Special Olympics is Unique:
Sport opportunities for all _

A

ability levels

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41
Q

Why Special Olympics is Unique:
Divisions for _

A

equitable competition

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42
Q

Why Special Olympics is Unique:
_ for all participants

A

Awards

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43
Q

Why Special Olympics is Unique:
_ draw for advancement to higher levels of competition

A

Random

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44
Q

If a student is not eligible for special education under IDEA, they may still be covered under
Section 504 of the _

A

Rehabilitation Act of 1973

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45
Q

A student may have a _ that addresses unique educational needs, including those in physical education

A

504-accommodation
plan

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46
Q

Most accommodations in 504 plans don’t change what the student learns rather, they _
- It’s an access law

A

remove barriers to learning

47
Q

Some examples under _
- sitting in a certain place or with a certain desk or chair in the classroom
- extra time on tests and assignments
- use of speech-to-text (dictation) for writing
- adjusted class schedules
- verbal (out loud) testing
- allowing visits to the nurse’s office

A

Section 504

48
Q

Key differences between Section 504 and IDEA:
1. _ does not require written plans

A

Section 504

49
Q

Key differences between Section 504 and IDEA:
2. Parents have few rights and safeguards under _

A

Section 504

50
Q

Key differences between Section 504 and IDEA:
3. The school does not have to invite the parent to the meeting when the _ is developed

A

504 plan

51
Q

Key differences between Section 504 and IDEA:
4. _ protections follows the child after she/he leaves the public school system
- _ does not

A
  • Section 504
  • IDEA
52
Q

The special Education Process:
Step #1

A

The referral

53
Q

The special Education Process:
Step #2

A

An assessment

54
Q

The special Education Process:
Step #2 - An assessment
- For APE we are going to focus on the _

A

TGMD-2

55
Q

The special Education Process:
Step #3

A

The eligibility meeting

56
Q

The special Education Process:
Step #3 - The eligibility meeting
- For Special Education the student must fit in _ and it must affect their learning

A

1 of the 13 disability
categories

57
Q

The special Education Process:
Step #4

A

The IEP

58
Q

Special education students (aged 3-21)
must have an _ that outlines the child’s special
education

A

individualized
education program
(IEP)

59
Q

Who is the IEP team?

A
  • Parent(s)
  • At least 1 special education teacher
  • At least 1 regular education teacher
  • LEA representative
  • Person knowledgeable of evaluation procedures and results
  • Others as determined by parents or school
  • Student, if over 14; younger if appropriate
60
Q

IEPs:
Specific States and local districts may require additional information
- However, IDEA requires _ components for the IEP document and for this class that is all you are
going to be responsible for knowing

A

“nine”

61
Q

IEPs:
I.
- Includes statements of how disability affects
the child’s progress in general curriculum.
- Consists primarily of test results.
- Uses standardized and alternative assessments.
- Establishes that the child has a unique need and includes classroom-based information

A

Present levels of academic achievement and functional performance

62
Q

IEPs:
II.
- These goals state what a student is expected to achieve each year
- Measurability requires specificity
- Six elements ensure specific, meaningful, measurable annual IEP goals

A

Statement of measurable
annual goals (and if appropriate, short-term objectives benchmarks)

63
Q

IEPs:
III. Description of _

A

measuring and reporting progress toward annual goals to parents

64
Q

IEPs:
IV.
Some examples would include
- study guides and advanced organizers
- Use supplementary materials
- Scan tests and class notes into computer
- adapted equipment—such as a pencil grip, special seat, or cut-out cup for drinking;
- a one-on-one aide

A

Statement of special education and related services and supplementary aids

65
Q

IEPs:
V.
- The expectation is that the child will participate in regular class with peers
without disabilities to maximum extent possible.
- IEP must explain when and why child will not be with nondisabled peers

A

Statement of participation in regular settings and activities

66
Q

IEPs:
VI.
- Assumption is made that child will take the same
assessments as students without disabilities
- If they cannot it must say why an alternative is
appropriate for this child

A

Statement of alternative assessment accommodations

67
Q

IEPs:
VII.
- Projected beginning date, frequency, location, and duration of special education and related services and modifications listed in IEP must be specified

A

Schedule of services and modifications

68
Q

IEPs:
VIII.
- By age 16, list annual measurable transition goals necessary for child to move from school-based to community-based programs when he or she ages out of required special education
- Includes preparation for physical activity participation in the community

A

Transition services

69
Q

IEPs:
IX.
- Beginning at least one year prior to the student reaching 18 years old the IEP must include a statement that the student has been informed that his or her rights

A

Transfer of rights at age of majority

70
Q

In the 1980’s about one out of every 2,000 children had _

A

autism

71
Q

Today, it’s estimated 1 in 54 children in the U.S. has an _

A

autism spectrum disorder, or ASD

72
Q

Between 2000 and 2010, the number of children in the autism category more than _ from 93,624 in 2000 to 419,647 a decade later

A

tripled

73
Q

The total number of children labeled as having an “intellectual disability” fell from 637,270 to 457,478
- Same students different _

A

label

74
Q

History of ASD:
_ described the traits of 11 children he was studying as early infantile autism

A

Dr. Leo Kanner

75
Q

History of ASD:
Dr. Leo Kanner
- His study showed that these children demonstrated three unique characteristics

A
  1. They lacked social instinct
  2. They obsessed over certain topics
  3. They had a “need for sameness” or a “resistance to (unexpected) change
76
Q

History of ASD:
Dr. Hans Asperger, an Austrian pediatrician, described similar characteristics
- He identified the children as having _ in 1944

A

Asperger syndrome

77
Q

History of ASD:
Many thought _ research was far superior to Kanners

A

Dr. Hans Asperger

78
Q

5 Autism Spectrum Disorders (ASD)

A
  1. Autism
  2. Asperger syndrome
  3. Rett’s disorder
  4. Childhood disintegrative disorder
  5. Pervasive developmental disorder, not otherwise specified (PDD-NOS)
79
Q

Autism - Communication

A
  • Nonverbal
    – Echolalia
    – High pitch
    – Unusual statements or jingles
80
Q

Autism - Social interaction

A
  • Isolated
    – Avoidance of eye contact
    – Limited signs of attachment
81
Q

Autism - Repetitive activities
(stemming)

A

– Rocking back and
forth
– Hand flapping
– Head banging

82
Q

Autism - Resistance to change

A

Need for sameness

83
Q

Autism - Sensory responses

A

– Extreme sensory overload

84
Q

Aspergers - communication

A
  • High vocabulary
    – May persist on a topic
    – Very literal
85
Q

Aspergers - Social interaction

A

– No understanding of social norms of behavior

86
Q

Aspergers - Interests and behaviors

A

– Has trouble changing a topic of interest

87
Q

Aspergers:
Normally Asperger’s = Normal _

A

IQ or maybe even on the high side

88
Q
  • It’s very rare
  • Only affects girls
  • Onset between 6 and 18 months of life
  • Excessive hand wringing
  • Severe developmental
    delays
A

Rett’s

89
Q

Is reserved for individuals who have clear difficulty
- relating to others
- communication problems
- repetitive behaviors,
But who do not meet the criteria for any other PDD

A

PDD-NOS

90
Q

ASD Causes:
- Most common is fragile X syndrome
– Parents with one child with an ASD have a 2% to 3% chance of having another child with ASD

A

Genetic link

91
Q

ASD Causes:
- Problems with neurotransmitters in the brain
- The brain starts out small and then grows rapidly in first year

A

Neurological link

92
Q

ASD Causes:
- AMA vehemently denies any connection

A

Vaccination link (No factor)

93
Q

Incidence:
Males are _ more likely to have an ASD than
females

A

four times

94
Q

Incidence:
ASD is now the _ childhood disability condition

A

second largest

95
Q

Physical and Motor Characteristics:
- Rett’s disorder, CDD

A

severe motor impairments

96
Q

Physical and Motor Characteristics:
- Asperger syndrome

A

clumsy

97
Q

Physical and Motor Characteristics:
- Autism

A

inconsistent results

98
Q

Applied behavior analysis
- Systematically apply _ to improve behaviors
- These can relate to social behaviors or skill development

A

interventions

99
Q

Applied behavior analysis
- Variety of interventions; most known as _
- All of which focus on consistency

A

discrete trial training

100
Q

Programs: TEACCH
- Developed by _ at UNC in the 1970s

A

Eric Schopler

101
Q

Programs: TEACCH
Model based on the culture of _
– Structured teaching
– Visual prompts
– Organizing the physical environment
– Developing daily work schedules

A

autism

102
Q

Programs: Gray’s Social Stories & Comic Strip Conversations
- Social stories are written according to specific guidelines to describe a _

A

situation, event or activity

103
Q

Programs: Gray’s Social Stories & Comic Strip Conversations
- Comic strips are _ such as drawings or symbols

A

visual representations

104
Q

Programs: Gray’s Social Stories & Comic Strip Conversations
- They are used to _

A

illustrate a story

105
Q

ASD Physical Education Assessment:
- Tester needs to consider the _, _, and _
- Allow time for familiarity with the learner
- Use clear and consistent cues

A

learner, the task, and the environment

106
Q

ASD Physical Education Activity Selection:
- Consider the _ of the learner

A

needs and interests

107
Q

ASD Implications for Physical Education:
- Supports the visual learning style of students with ASD
- Uses photos, drawings, and symbols
- Aids in predictability

A

Picture/communication board

108
Q

ASD Implications for Physical Education:
- Include set beginning and end points
- Reduce the need for verbal directions
- Provide clear understanding and interpretation of the environment

A

Routines and structure

109
Q

ASD Implications for Physical Education:
Learning modalities
- Types of learners _

A
  • Auditory
  • Motor or kinesthetic
  • Visual
110
Q

ASD Implications for Physical Education:
Learning modalities
- Students with ASD tend to learn best using _

A

visual cues

111
Q

ASD Applied Behavior Analysis:
- Reward students with a reinforcer that can be traded in for a desired object or privilege
- Encourage students to participate in a less preferred activity before they participate in a more preferred activity

A

Token Economy

112
Q

ASD Inclusion:
- Provide a continuum of placement options suited to the _ of the learner with an emphasis on inclusion

A

best interest

113
Q

ASD Inclusion:
- Utilize the _ to obtain the necessary support to
ensure success

A

IEP

Adaptive Physical Education (7 decks)

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