Special and Inclusive Education Flashcards
(130 cards)
1
Q
Question
A
Answer A
2
Q
An education that includes non-disabled and people with disability learning together in mainstream schools; collages, and universities. It benefits ALL learners.
A
Inclusive Education
3
Q
Two paradigms of disability
A
Medical Model (Me Problem), Social Model (Labas Problem)
4
Q
Which paradigm of disability?Intrinsic Individual Impairment, Deficiency, Dysfunctional, Need Fixing, Medical Professionals are responsible, need medical treatment or rehabilitation.
A
Medical Model
5
Q
Which paradigm of disability?Societal barriers, exclusion, remove barriers, everyone is responsible, social inclusion and equality is the emphasis.
A
Social Model
6
Q
Modifications or adjustments made, not imposing undue burden, that enable individuals with disabilities to perform their duties, access services, or participate fully in activities.
A
Reasonable Accomodation
7
Q
Which act guarantees a FAPE to all disabled children?
A
Education for All Handicapped Children Act
8
Q
What does FAPE mean which is the emphasis of EAHCA and IDEIA (2004)
A
Free Appropriate Public Education
9
Q
What is the full name of the acronym IDEIA?
A
Individuals with Disabilities in Education Improvement Act (2004)
10
Q
The statement / framework made in Spain which promotes Inclusive Education and right of children with special education needs by providing them extra support.
A
Salamanca Statement
11
Q
Which Batas Pambansa Blg is also known as “The Accessibility Law” and enhances the mobility of disabled persons.
A
Batas Pambansa Blg. 344
12
Q
Known as Education Act of 1982—the state shall promote the right of every individual to relevant quality education.
A
Batas Pambansa Blg. 232
13
Q
Magna Carta for Disabled Persons which lays out the rights of disabled persons and provides the operational meaning of “disability”.
A
Republic Act No. 7277
14
Q
An amendment of R.A. 7277 which grants at least 20% discount in all basic services for PWDs
A
RA 9442
15
Q
A law that creates the Persons with Disability Affairs Office (PDAO) [required for every municipality or city]
A
RA 10070
16
Q
The Expanded Positions for PWDs Law which reserves 1% of government positions for PWDs and incentivizes private corporations with over 100 employees whose workforce comprises 1% with PWDs (clue: employment)
A
RA 10524
17
Q
Known as the “Instituting a Policy of Inclusion and Services with Disabilities in Support of Inclusive Education Act” which states that all public schools nationwide are required to identify learners with special needs, and at least one Inclusive Learning Resource Center (ILRC) for all cities and municipalities.
A
RA 11650
18
Q
What does ILRC mean?
A
Inclusive Learning Resource Center
19
Q
The physical or virtual center that provides support and related services to teaching and learning of learners with disabilities.
A
Inclusive Learning Resource Center
20
Q
Refers to physical or mental defect or the loss or reduced function of a body part or organ.
A
Impairment
21
Q
Refers to a person-level limitations in physical and psycho-cognitive activities or an impairment which limits the ability to perform certain tasks.
A
Disability
22
Q
A problem encountered during interaction with the environment (situation/event)
A
Handicap
23
Q
IDEA provided definitions of the 11 disabilities. Provide all the 11 disabilities.
A
(1) Autism, (2) Visual Impairment, (3) Hearing Impairment, (4) Intellectual Disability, (5) Physical Disabilities, (6) Learning Disabilities, (7) Attention Deficit Hyperactivity (ADHD), (8) Multiple Disabilities, (9) Orthopedic Impairment, (10) Speech or Language Impairment, and (11) Traumatic Brain Injury (TBI)
24
Q
Also called as Developmental Delay and Triad of Impairment
A
Autism
25
A disability characterized repetitive/restricted behavior, stereotyped movements, resistance to changes in daily routines, unusual responses to sensory experience.
Autism
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(1) Impaired communication, (2) impaired social skills, (3) a restricted and repetitive way of being-in-the-world.
Autism or Triad of Impairment
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Any kind of non-correctable vision loss whether it is complete blindness or partial vision loss.
Visual Impairment including Blindness
28
Four causes of visual impairment among children:
Amblyopia (lazy eye)
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A problem with damage to one or more parts of the ear, may be complete or fluctuating loss.
Hearing Impairment
30
A hearing impairment caused by problems with the outer, middle ear, the ear canal, eardrum, or ossicles. There is also a blockage with the ear making the sound seems quieter.
Conductive Hearing Loss
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Result of a damaged inner ear or the auditory nerve. Permanent hearing loss.
Sensorineural Hearing Loss
32
Occurs when a person has both conductive and sensorineural hearing impairment. Infection in outer ears; damage sa inner ears.
Mixed Hearing Loss
33
Happens when the cochlea is working properly, some parts of the brain are not.
Central Hearing Loss
34
Not a hearing loss but a person who has this can easily hear well in a quiet environment.
Auditory Processing Disorder
35
Severe hearing impairment
Deafness
36
Once termed as Mental Retardation, is characterized by poor or below average intellectual capacity (below 79 IQ)
Intellectual Disability
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Down syndrome is an example of intellectual disability. This is also known as?
Trisomy 21 (the syndrome affects the chromosome number 21)
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Classify the severity of the intellectual disability: Can do basic operations, write, and list simple letters.
Mild
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Classify the severity of the intellectual disability: Can do self-care and home activities. Can use public transporation.
Mild
40
Classify the severity of the intellectual disability: Needs short-term support when needed
Mild
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Classify the severity of the intellectual disability: Can read basic sight words, copy and match written number
Moderate
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Classify the severity of the intellectual disability: may fully learn self-care and home activities. Can use public tranportation with supervision.
Moderate
43
Classify the severity of the intellectual disability: Requires consistent support to live independently
Moderate
44
Classify the severity of the intellectual disability: Has a very limited language and capacity to acquire academic skills
Severe
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Classify the severity of the intellectual disability: May have motor impairments. May learn basic skills with intensive training
Severe
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Classify the severity of the intellectual disability: Consistent and lifetime support in school, work and other endeavors
Severe
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Classify the severity of the intellectual disability: Limited communication ability and very basic academic skills
Profound
48
Classify the severity of the intellectual disability: Has motor and sensory impairment. Thus, requires, daily support and supervision
Profound
49
Classify the severity of the intellectual disability: Requires high-intensity support across all activities. May need complete nursing or custodial care.
Profound
50
Classify the severity of the intellectual disability: May need complete nursing or custodial care
Profound
51
Refers to someone's limitation to perform basic physical activities
Physical disabilities
52
This disease is the abnormal fragility of the bones.
Brittle Bone Disease
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Characterized by involuntary jerking movements and speech impairment.
Cerebral Palsy
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A neuromuscular condition characterized by deterioration and wasting of muscle fibers
Muscular Dystrophy
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A defect due to incomplete formation of the spine and spinal cord.
Spina Bifida
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A debilitating, life-shortening, degenerative neuromuscular disorder.
Friedreich's Ataxia
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Have an average of 4 feet and have a delay with the development of their motor skills.
Dwarfism
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Significant reduced ability to understand new or complex information.
Learning disabilities
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A specific learning disability that affects a person's ability to understand numbers and math concepts.
Dyscalculia
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A specific learning disability that affects a person's ability handwriting ability and fine motor skills.
Dysgraphia
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A specific learning disability that affects a person's ability reading and related language-based processing skills
Dyslexia
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Mental disorder that affects one's capacity to pay attention and behave
Attention Deficit Hyperactivity Disorder (ADHD)
63
Three types of ADHD:
Inattentive, Hyperactive-Impulsive, Combined
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Type of ADHD: Individuals may appear daydreamy and have difficulty following instructions.
Inattentive
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Type of ADHD: Individuals may be constantly fidgeting, talking excessively, interrupting others, having difficulty taking turns, and acting without thinking.
Hyperactive-Impulsive
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Type of ADHD: Combination of inattentive and hyperactive-impulsive
Combined
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Concomitant [simultaneous] impairments; the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments.
Multiple Disabilities (ex. Intellectual Disability plus Orthopedic Impairment)
68
Which disability will always be present in multiple disabilities?
Intellectual disability
69
True or False: Deaf-blindness is NOT categorized as multiple disability.
True
70
Problems in bones, muscles, and joints, includes impairments caused by congenital anomaly, caused by disease, and from other causes.
Orthopedic Impairment
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A communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance.
Speech or language impairment
72
An acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment or both that adversely affects a child's educational performance.
Traumatic Brain Injury (TBI)
73
A student who is ______ expected to meet the same academic standards as every other student.
Mainstreamed
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In ______, the student with disability is not expected to meet the same academic standards as every other student.
Inclusion
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Attitudes and methods that ensure all learners can access mainstream education. Students receive their education in the least restrictive environment (LRE) [they must feel safe inside the classroom].
Inclusive Practice
76
Three suggested inclusive classroom strategies. Name them. (VAU)
Varied, Accessible, Universal1. Use a variety of IMs2. Ensure access to academic curricular content3. Apply universal design for learning (e.g. differentiated instruction)
77
Scientifically-based practices that are shown to be effective (tried and tested)
Evidence-Based Practice (EBP)
78
Step-by-step strategy
Task Analysis
79
A personalized learning plan for children with special needs
Individualized Education Plan (IEP)
80
The three components of IEP. Name them.
Goals, Strategies, Support Team
81
How is IEP delivered in regular classrooms?
Inclusion is prioritized, with adjustments made for individual needs
82
How is IEP delivered in special classrooms?
Inclusion is prioritized, with adjustments made for individual needs
83
The three development process in the making of IEP:
Referral and evaluation, IEP development, Implementation
84
Co-teaching model: One teacher leads the lesson, the other observes specific student behaviors
One Teach, One Observe
85
Co-teaching model: One teacher teacher, the other provides assistance to the learners
One Teach, One Drift
86
Co-teaching model: The class is divided into two groups, both teachers simultaneously deliver the same lesson to each group.
Parallel Teaching
87
Co-teaching model: Students rotate through different stations
Station Teaching
88
Co-teaching model: Both teachers actively participate in lesson delivery [not simultaneously]
Team Teaching
89
Five guidelines for an effective inclusive classroom environment
Seating arrangements, Student ownership, Organization, Materials and accommodations, Adult language and tone
90
A guideline for an effective inclusive classroom environment which considers accessibility and inclusivity in classroom layout
Seating arrangements
91
A guideline for an effective inclusive classroom environment which reflects student identities and achievements in classroom decorations.
Student ownership
92
A guideline for an effective inclusive classroom environment which ensure accessibility of materials and engaging activities for all learners.
Organization
93
A guideline for an effective inclusive classroom environment which uses appropriate and adapted materials, providing necessary technology and communication devices.
Materials and accomodations
94
A guideline for an effective inclusive classroom environment which fosters positive and inclusive verbal and non-verbal interactions between all.
Adult language and tone
95
Who wrote the RA 7277?
Francis Pangilinan
96
(Language Level)I. criesII. coosIII. babbles and learn new soundsIV. responds to namesV. shouts to attract attention. utter syllables repeatedlyVI. Can say 1-2 words. Recognizes names, imitates familiar sounds, points to objectsVII. Understands simple instructions VIII. Uses 10-20 words. Starts to combine two words.IX. Says 2-3 word sentences. Can identify colors, pictures, numbers, and other simple words.X. Acquired 450 vocabsXI. Tells a story. Say 3-4 word sentences. 1000 vocabulary words. Identify names, songs, and stories.XII. Starts to say 4-5 word sentences. Can pronounce letters and basic sight words correctly
(Age)I. 0-1 monthII. 2-3 monthsIII. 6 monthsIV. 8 monthsV. 10 monthsVI. 12 monthsVII. 12-17 monthsVIII. 18 monthsIX. 2 yearsX. 2 1/2 yearsXI. 3 yearsXII. 4 years
97
has difficulty moving his lips and tongue I even it his facial muscles are not weak
Apraxia
98
What 3 cues we can use to help sud with apraxia
Touch cues visual cues and listening cues
99
Happens in the face lips, tongue, throat, and other muscles for breathing are weak. They may sound like a robot or choppy
Dysarthria
100
What causes dysarthria?
Parkinson's disease,.amyotrophic lateral sclerosis (ALS), huntington’s disease, cerebral palsy, muscular dystrophy
101
An early intervention program for children who are at risk of delayed speech, physical, and mental development. It is also a written plan which develops the family's success for the child.
Individualized Family Service Plan (IFSP)
102
According to Jung, there are 7 critical concepts of IFSP:
Routine-base
103
Includes family members, special instructor, or other professionals who may help the parents during services.
Persons and Organizations Involved
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Involves the child's present medical conditions based on a series of examinations.
Current Levels of Functioning
105
These are details about the family's concerns and priorities
Family Information
106
These are specific and detailed services that the child will receive.
Services
107
These are the short term, specific, measurable, attainable, realistic, and time-bound targets of the services, These must be attained at the end of the services.
Outcomes
108
It is a usual requirement for schools or institutions that cater to children with special needs. It provides direction on how to deal with the children's existing skills, strengths, weakness, and learning styles which shall developed within the school year.
Individualized Education Plan (IEP)
109
The fundamental purpose of special education
To develop the child’s highest potential as an individual.
110
An environment designed to integrate SPED learners with students without disabilities to the maximum extent appropriate in a setting together.
Least Restrictive Environment (LRE)
111
Every Student Succeeds Act (ESSA) identified disadvantaged students, exceptStudents in povertyMinoritiesStudents who receive SPED servicesThose who speak and understand limited or no English language skills
None of the above
112
Teachers can differentiate through the ways students access the information
Content
113
When the specialized curriculum's major attention of instruction is on developing academic skills
Academic remediation
114
Learning that is said to be competency-based means
students move ahead when they have demonstrated mastery of content
115
How should one plan for inclusive instruction?
Planning the transitionTaking the plungeEnvisioning the futureBringing it together and moving forward
116
What is the key issue in inclusive education
Identification of any challenges to learning
117
Small unconscious behaviors that intentionally exclude anybody from the educational experience
Microaggressions
118
What is the optimum size for classroom with visual impaired children
6 to 10
119
With sufficient training given to the children and with the help of effective amplification equipment, they are able to do this type of hearing
Residual hearing
120
Intellectual disability is characterized by below average intellectual functioning whose IQ is below?
70
121
ILFE
Inclusive Learning Friendly Environment
122
Include natural, material, and print resources
Concrete resources
123
Include teachers' narration, singing and dancing
Activity resources
124
Has difficulty accomplishing visual tasks but can enhance his or her ability to accomplish these tasks with the use of compensatory visual strategies, low vision and other devices, and environmental mofications
Person with low vision
125
Defined as central visual acuity of 20/200 or less in the better eye with corrective glasses or central acuity of more than 20/200 if there is a visual field defect in which the peripheral field is contracted to such an extent that the widest diameter of the visual field subtended an angular distance no greater than 20 degrees in each eye
Legal blindness
126
How does giftedness and talent differ?
Giftedness – advanced learner (can play complicated pieces at a young age)Talent – fast learner (can learn faster than other students)
127
Shock, denial, grief and depression belong to which phase in parental reaction to their child having issues
Primary phase
128
What emotions do families exhibit upon knowing the conditions of the child inPrimary PhaseSecondary PhaseTertiary Phase
Primary phase: shock, denial, grief and depressionSecondary phase: Ambivalence, guilt, anger, shame and embarassmentTertiary phase: Bargaining, adaptation and reorganization, acceptance and adjustment
129
One teacher may take a smaller group of students to a different location for a limited period of time for specific instruction
Alternative teaching
130
Helps students gain independence by teaching skills such as grasping a pencil, cutting with scissors, buttoning, zipping, and tying shoes
Occupational therapist
