stuff Flashcards
(231 cards)
1
Q
Timothy vs. Rochester School District (1989)
A
Court case required that children with disabilities must be provided a free and appropriate education without exception.
2
Q
Rehabilitation Act of 1973, Section 504
A
Federal law designed to protect the rights of individuals with disabilities; prohibits discrimination in education, employment, and community settings.
3
Q
Education for All Handicapped Children Act (Renamed Individuals with Disabilities Act (IDEA, 2004))
A
Law ensuring services to children with disabilities; children with disabilities should have the opportunity to receive a free and appropriate education public education, just like other children.
4
Q
Six Major Principles of IDEA
A
- Zero Reject
- Protection in the evaluation process (non-bias testing)
- Free and Appropriate Public Education (FAPE)
- Least Restrictive Environment (LRE)
- Due Process Procedures (Procedural Safeguards)
- Parent and Student Participation (shared decision making)
5
Q
Four Key Purposes of IDEA
A
- To ensure all children with disabilities are guaranteed a free and appropriate public education (FAPE)
- To assist states in establishing early intervention services for infants and toddlers with disabilities.
- To ensure that educators and parents have the necessary tools to improve the education for all children with disabilities.
- To assess the effectiveness of the education for children with disabilities.
6
Q
Zero Reject
A
No child with a disability may be excluded from a public education.
7
Q
Free and Appropriate Public Education (FAPE)
A
The education of students with disabilities must be at the public expense based on the development of an IEP that includes related services.
8
Q
ADA (Americans with Disabilities Act 1990)
A
Based on Section 504, it extends civil rights to individuals with disabilities in prior sector employment, public services, public accommodations, transportation, and telecommunication. These employment and public services must accommodate persons with disabilities in an appropriate and nondiscriminatory manner.
9
Q
Board of Edu of the Hudson School District v. Rowley 1982
A
Case upheld that each child with a disability has a right to an individualized program and supportive services deemed appropriate and necessary.
10
Q
Larry P. vs. Riles
A
Case ruled that IQ tests could not be used as the primary or sole basis of playing students in special programs.
11
Q
Pennsylvania Association for Retarded Citizens v. The Commonwealth of Pennsylvania 1972
A
Case established the right for all children with mental retardation to a free public education.
12
Q
Hobson v. Hanson 1967
A
Case determined the tracking system for regular and special education students based on intelligence scores was unconstitutional for some populations of students and could not be used.
13
Q
Mills v. Board of Edu 1972
A
Case that determined that financial problems can not be a reason for the lack of appropriate programs for children with disabilities.
14
Q
Honig v. Doe 1988
A
Ruled that students with disabilities may not be excluded for misbehavior that is disability-related, but services could cease if the behavior was not related to the disability.
15
Q
Irving Independence School District v. Tatro 1984
A
Case forced the school to provide non-physician required medical services to allow a physically impaired student to attend school.
16
Q
At what age are states mandated to implement services for children in early childhood settings?
A
Ages 3-5
17
Q
- Inclusive and Consultative Model
- Pulling and Integrated Model
- Separate, Segregated Model
- Private Setting
A
- General Education Classroom
- Resource Room
- Self-Contained Program
- Separate School
18
Q
Adaptations (accommodations)
A
Makes changes in how the student accesses the environment or in instructional delivery.
19
Q
Modification
A
This includes actual changes made to the curriculum, to the environment, or to expectation of the instructional task in order to meet the student’s specific needs. This is often imposed when the task is above the student’s ability level, so the reduce the expectations or content to support the severity or type of disability.
20
Q
Universal Design
A
The concept that everything in the environment in learning and in products, should be accessible to everyone.
21
Q
Under IDEA, what age group is qualified to receive early intervention services?
A
Birth-2 years
22
Q
Assistive Technology
A
Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, which is used to increase, maintain, or improve the functional capabilities of children with disabilities.
23
Q
What are the 7 steps of the assessment process?
A
- Pre-Referral
- Screening
- Referral
- Evaluation and Identification
- Instructional Program Planning
- Placement
- Review and Evaluation
24
Q
Functional Behavior Assessment (FBA)
A
The process of gathering information about problem behaviors of an individual student, used to evaluate the need for behavior intervention and a behavior plan.
25
ABA (Applied Behavior Analysis)
Analyzing behavior to determine how and why students respond to certain events, situations, or the environment; allows for the training of rewards and reinforcements to help the student learn the target behavior.
26
Armstrong v. Kline (1979)
Ordered schools to provide extended school year services for students with disabilities who may regress over long periods without attending formal school programs.
27
Maintenance
The extent that a previously learned behavior continues after the intervention to support it has ended.
28
Cedar Rapids v. Garrett F. (1999)
Ruled that medical services necessary to a student with a disability to access and benefit from special education must be provided by the school as long as the service does not require a physician.
29
Perseveration
When a behavior continues repeatedly beyond the typical endpoint and the student demonstrates difficulty switching tasks.
30
Pragmatics
Knowledge of successful and appropriate language use, such as in conversation
31
Cloze Procedure
The use of semantic and syntactic clues to aid in completing sentences.
32
Negative Reinforcement
Behavior modification method used in which the student is motivated to use a desired behavior in order to avoid a negative consequence.
33
Generalization
The ability to use skills learned across various settings.
34
Contingent Teaching
A strategy for helping a student and eventually fading out the support as he or she gains mastery.
35
Authentic Learning
Instruction using real-world projects and activities to allow students to discover and explore in a more relevant manner.
36
Vestibular
Adjective describing the perception of body position and movement.
37
Forest Grove School District v. T.A. (2009)
Court held that IDEA allows reimbursement for private special education services even when the child did not previously receive special education from the public school.
38
Chaining
A technique in which student performance is reinforced so that the student will continue to perform more complex tasks in the sequence.
39
Semantics
Meaning that language communicates that governs vocabulary development.
40
Foley v. Special School District of St. Louis County (1998)
Affirmed that public schools are not obligated to provide special education services if parents CHOOSE to place their child in a private school.
41
Intensity
The degree to which a behavior is repeated.
42
Precision Teaching
An approach that identifies the skills to be taught and uses direct daily measure of the student's performance to acquire the skills.
43
Implicit Instruction
The focus is on the student as an active and involved learner who constructs knowledge by using previously learned information.
44
Individualized Education Program
A written statement for each child with disability that details in-depth a child's disability and the reasons for why the child may need extra assistance, as well as annual goals for the student and a plan using available resources to achieve these goals.
45
Cognitive-developmental curriculum
Provides age appropriate activities that are discovery-based and interactive, such as Developmentally Appropriate Practices (DAP).
46
Abrahamson v. Hershman (1983)
Ruled that the training and education for a student with multiple disabilities, required in private residential placement, would be supported through district funds.
47
Positive Reinforcement
Behavior modification method in which the student is motivated to use a desired behavior because of the reward to be obtained.
48
FAPE
LRE
BIP
ITP
IFSP
Free and Appropriate Education
Least Restrictive Environment
Behavior Intervention Plans
Individualized Transition Plan
Individual Family Service Plan
49
Response Generalization
Application of a learned behavior or skill to another setting.
50
Perceptual Motor
How muscles coordinate movements with the information received through the environment by the senses.
51
Direct Instruction
A systematic approach of teaching with specific goals, active learner engagement, and positive reinforcement for student performance.
52
Concept Generalization
The ability of students to demonstrate concept knowledge by applying the information to other settings without prompts from the teacher.
53
Instructional Technology
Provides drill and practice for students who have problems with basic skill areas and with motivation issues.
54
Diagnostic-Prescriptive Method
Individualizing instruction to develop strengths and remediate weaknesses.
55
Transfer of Stimulus Control
Providing instructional prompts to aid in correct responses.
56
Systematic Feedback
Providing positive reinforcement and confirmation to improve learning.
57
Arlington Central School District Board of Ed v. Pearl and Theodore Murphy (2006)
Supreme Court ruled that prevailing parents are not entitled to recover fees for services rendered by experts in IDEA actions.
58
Antecedent
Stimulus used in behavior management and behavior modification that occurs prior to the behavior and establishes the reason for the behavior.
59
Winkleman v. Parma City School District (2007)
Determined that parents may request their children's interest in special education cases and are not required to hire an attorney.
60
Education Consultation Act (1982)
Merged the federal office of Gifted and Talented with other federal programs and states; received block grants to determine which programs and students to support.
61
Oberti v. Board of Education (1993)
Ruled to support a family preference to educate a child with mental retardation in the general education classroom.
62
Augmentative technology
Supports students with disabilities who have oral language problems.
63
Voice Recognition System
Replaces the keyboard and the input device
64
Facilitated Communication
A type of communication in which a person provides assistance to a student by pointing to symbols or letters.
65
Behavior Rating Scales
Evaluation tool that lists specific observable behaviors to assess the severity, frequency, and type of exhibited behaviors completed by staff, parents, or students.
66
Department of Education v. Katherine D. (1984)
Ruled home bound instruction for a student with multiple health problems did not comply with the LRE and required the student be placed in a class with non-disabled children and receive the necessary related medical services.
67
Preprioception
The unconscious perception of movement and spatial position from stimuli within the body itself.
68
Functional Language
Instills skills used to make a basic need or desire known
69
Functional Literacy
Concentrates on levels of adequate communication and language that a person needs to live independently in the community.
70
Expressive Language
Ability to communicate thoughts, feelings, and ideas through words, gestures, sign systems, assistive devices, etc.
71
Manifestation Determination
Team review of the relationship between the student's inappropriate behavior and the disability, required under IDEA when a student violates a code of conduct.
72
Contingency Contract
Written agreement between the student and teacher that outlines the expected performance and the consequences and reinforcers used.
73
Individuals with Disabilities Education Act (IDEA)
A law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.
74
Free Appropriate Public Education (FAPE)
An educational right of all children in the United States that is guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA).
75
Americans with Disabilities Act (ADA)
A civil rights law of 1990 that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public.
76
Least Restrictive Environment (LRE)
Under this act it is required that all students receive a Free and Appropriate Public Education (FAPE), and includes that these students should be educated in the least restrictive environment (LRE).
77
Transition Plans
A section of the Individualized Education Program (IEP) that outlines transition goals and services for the student. The transition plan is based on a high school student's individual needs, strengths, skills, and interests.
78
Stay Put Rights
A SPED Law that applies when a parent disputes a change the school wants to make to their child's IEP. By using that right, the parent's child can remain in his/her current placement until the parent and the school resolve the dispute.
79
10-Day Cycle
Before your child can become eligible to receive special education services, the school is required by law to determine the child's specific needs. The school determines these needs through a process consisting of many steps, often termed the "Special Education Cycle." The process must be completed within 10 days.
80
Weapons and Drugs
Under "special circumstances" involving weapons, drugs, or serious bodily injury, the IDEA allows school personnel to remove a child with a disability to an interim alternative educational setting (IAES) for not more than 45 school days regardless of whether the behavior is determined to be a manifestation of the child's disability.
81
Due Process
A law protected under the Individuals with Disabilities Education Act, (IDEA), and provides parents with the right to resolve disputes with your school district. There are two ways to resolve disputes, mediation and through a due process hearing.
82
Section 504 (of ADA)
In implementing education reform initiatives, public schools and school systems must abide by Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act (ADA) which prohibit discrimination on the basis of disability.
83
Stages of human development and learning
Teachers create realistic, age- and developmentally appropriate activities and materials for individual learners that embody significant problem-solving and real-world applications.
84
Elementary and Secondary Education Act
A law passed in 1965 as a part of United States President Lyndon B. Johnson's "War on Poverty" and has been the most far-reaching federal legislation affecting education ever passed by the United States Congress.
85
Decode, comprehend, analyze, and evaluate text.
How do students learn to read
86
Numeracy
Foundation number system, using patterns to make generalizations, and developing mathematical understandings as well as the central concepts and principals of important mathematical domains.
87
Positive Behavior Interventions (PBIS)
An approach that schools can use to improve school safety and promote positive behavior. It's also a way for schools to decide how to respond to a child who misbehaves.
88
Behavior Interventions
To promote positive behaviors, teachers actively collaborate with others who serve their students across varied settings, welcoming the contributions of and facilitating communication among colleagues and resources.
89
Functional Behavior Assessment (FBA)
An assessment to can help figure out the cause of problem behaviors.
90
Behavior Intervention Plan (BIP)
A plan that can help prevent behavior problems by addressing their cause.
91
BICM
Behavior Intervention Case Manager
92
Self-determination
A concept reflecting the belief that all individuals have the right to direct their own lives. Students who have these skills have a stronger chance of being successful in making the transition to adulthood, including employment and independence.
93
The learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities.
Bloom's Taxonomy
94
1. Describe student & skill needed to be addressed.
2. Two instructional activities & two instructional resources.
3. How teacher will evaluate the student's success.
Numeracy Question Rubric
95
Exceptional Children
Children whose physical attributes and/or learning abilities differ from the norm, to such an extent that an IEP is needed
96
Impairment
Reduced functioning or loss of a particular body part or organ
97
Handicap
Problems a person with a disability or an impairment encounters when interacting with the enviroment
98
At risk
Not currently identified as having a disability but is considered to have a greater than usual chance of developing a disability if intervention is not provided.
99
15%
Percentage of school- age children receiving special education services
100
75%
Percentage of students with disabilities served at least in part in regular education classrooms
101
Brown v. Board of Education
Supreme court ruled that education must be available to all children on equal terms
102
Individuals with Disabilities Act(IDEA)
PL 94-142, law regarding the education of children with disabilites
103
Free and appropriate education(FAPE)
Part of IDEA, all children must receive a free, appropriate public education at public expense
104
Zero reject
Part of IDEA, schools must educate all children with disabilities, regardless of the nature or severity of the disability
105
Least restrictive enviroment(LRE)
Part of IDEA, students with disabilities must be educated with their non-disabled peers to the maximum extent appropriate
106
Shared decision making
Part of IDEA, schools must collaborate with parents and with students with disabilities in the design and implementation of special education services.
107
Due Process
Part of IDEA, schools must protect the rights of students with disabilities
108
Nondiscriminatory identification and evaluation
Part of IDEA, schools must use nonbiased, multifactored methods of evaluation to determine whether a child has a disability, and if so whether special education is needed
109
Preventitive
Intervening to keep potential or minor problems from becoming a disability
110
Remedial
Eliminating the effects of the disability through instruction
111
Compensatory
Teaching the use of skills or devices that enable successful functioning in spite of the disability
112
Manifestation determination
Part of the reauthorization of IDEA (97), determining if a behavior problem is the result of a disability
113
Related Services
Special transportation, counseling, speech, physical, or occupational therapy required to meet the student's IEP goals
114
Assistive Technology
Devices such as visual aids, augumentative communication boards, special equipment, or computers
115
Individualized Education Program(IEP)
A written, legal, document that specifies the student's short and long term educational goals, learning enviroment(s), and related services
116
Transdiciplinary team
All interested parties that develop and IEP
117
Task analysis
Breaking down complex or multiple step behaviors or skills into small, easier to teach subtasks.
118
Active Student Responding(ASR)
An observable student response made to an instructional antecedent
119
Positive reinforcement
Immediate, affirmative feedback for correct and/or appropriate behavior that serves to increase the likelihood that the behavior will occur again in the future
120
Learning Trial
An instructional antecedent, a student's response, and positive or corrective instructional information
121
Generalization and maintenance
The extent to which students extend what they learn across settings and over time
122
Learning Disabilities(LD)
A disorder in one or more of the basic psychological process involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think,speak,write,spell, or do mathematical calculations
123
Dyslexia
The inability to accurately and fluently decode written text
124
Norm- Referenced text
A standardized achievement test that measures one students scores on the test to other children of the same age who have taken the same test
125
Criterion Referenced Tests
A test that measures achievement according to a predetermined standard
126
Curriculum based measurement
The frequent assessment of a student's progress in learning the objectives that make up the actual curriculm in which the student is participating
127
Explicit instruction
Carefully designed materials and activities that provide structures and supports that enable students to make sense of new information and concepts
128
Emotional or behavioral disorder
Behavioral or emotional responses in school programs so diffrent from appropriate age, cultural, or ethnic norms that they adversely affect educational performance
129
Internalizing behaviors
Behavior that falls significantly outside the norm that is characterized as withdrawn, fearful, or depressive
130
Externalizing behaviors
Behavior that falls significantly outside the norm that is characterized as aggressive, abusive, or disruptive
131
Autism
A developmental disability characherized by sterotypic repetitive behavior, resistance to enviromental change, and unusual responses to sensory experience
132
Applied behavior analysis
A systematic approach to teaching based on scientifically demonstrated principle that describe how the enviroment affects learning
133
Positive behavioral support
Using the findings of assessment data(i.e., functional assessment) to construct a comprehensive, individualized program of interventions
134
Communication disorder
A problem with the transmission and reception of speech, language and/ or communication
135
Deaf
The inability to use hearing to understand speech
136
Hard of hearing
A significant loss of hearing that makes some special adaptions necessary
137
Blind
A person whose visual acuity is 20/200 or less in both eyes
138
Visual Impairment (VI)
An impairment in vision that, even with correction, adversely affects a child's educational performance
139
Cerebral Palsy(CP)
A disorder of voluntary motor function resulting from a lession to the brain or abnormality of brain growth. Characterized by paralysis, extreme weakness, lack of coordination, involuntary convulsions, and other motor disorders
140
Individualized health care plan(IHCP)
IEP component for students with special health care needs; specifies health care procedures and services administered by school personallel and a plan for emergencies
141
Muscular dystrophy(MD)
A group of inherited disorders marked by progressive atrophy of the body's muscles
142
Spina Bifida
A term for a congenital defect in the vertebrae that enclose the spinal cord
143
Seizure Disorder(epilepsy)
Chronic abnormal electrochemical activity of the brain that causes a person to lose control of the muscles temporarily
144
Severe Disability
A term for students who need instruction in basic skills such as feeding, communication, and mobility
145
Partial Participation
Limited active involvement in educational activities commensurate with a students's functioning level
146
Daily living skills
Basic behaviors such as dressing, brushing teeth, etc that sometimes need to be taught to chilren with severe disabilities
147
Functional assessment
A battery of behavioral assessments used for determining enviromental events that are setting the occasion for and maintaining challenging behavior
148
Gifted
A term used for students who demonstrate or have the potential for demonstrating a high level of performance of academic skills, artistic achievement, or leadership qualities that neccesitate the need for special services
149
Early intervention
A wide variety of educational, nutritional, child care, and family support services, all designated to reduce the effects of disabilities or prevent the occurances of problems later in life
150
Individualized family services plan(IFSP)
Part of IDEA, a written document prescribing family focused early intervention services for the family of and young child who is at risk for or has a disability
151
Individualized transition plan(ITP)
Part of the reauthorization of IDEA(97). A written legal document with goals and objectives specifically developed to aid in the transition from school to vocational skills for exceptional children age 16 and above
152
IDEA
Individuals w/ Disabilities Education Act
-went into effect on July 1, 2005
-enacted by Congress on November 19, 2004
153
Public Law 94-142
Education for All Handicapped Children Act
-enacted by Congress in 1975
154
Parental Consent
School must obtain parental consent before conducting initial or re-evaluation.
If parent does not consent, school may pursue a due process hearing against parent.
155
Re-evaluations
*this process changed w/ IDEA 2004
-school not required to re-eval more than 1x/yr
-school must re-eval every 3 yrs unless school and parent agree it's unnecessary
-school must re-eval if child's educational needs change or if a parent or teacher requests
156
Evaluation Procedures
*must assess child in all areas of suspected disability
-school must use variety of assessment tools to gather functional, developmental, and academic info
-must not be racially/culturally biased
157
-Parents, state department of education, state agency, and school district staff may request an initial eval.
-Initial eval and eligibility must be completed w/in 60 calendar days of receiving parental consent.
Initial Evaluation
158
Five Core Propositions
1. Teachers are committed to students and their learning
2. Teachers know the subjects they teach and how to teach those subjects to students
3. Teachers are responsible for managing and monitoring student learning
4. Teachers think systematically about their practice and learn from experience
5. Teachers are members of learning communities
159
Teachers know how students grow and develop
i. Significant problem solving and real world applications
ii. Review and rethink instructional strategies to accommodate range of abilities and developmental levels
iii. Involve students in decision making
iv. Collaborate with students to determine how personal goals can be measured and set timelines and benchmarks for achievement
v. Design interventions that match each student's circumstances
vi. Connections among physical, social, emotional, communicative and cognitive developmental stages (multiple intelligences?)
vii. Multiple adaptations within the same lesson to offer varied representations of information and engage a range of student abilities
viii. Adapt instruction to suit changing circumstances
ix. Students differ in the way they learn and thing
x. Comprehend the importance of play to stimulate thinking and creativity while enhancing socialization.
160
1. Standard 1
Knowledge of Students.
161
Teachers are insightful observers of students
i. Learning about students by observing them at work and play in a variety of settings and under a broad range of circumstances.
ii. Alert to anything that contributes to a student's full participation.
iii. Recognize subtle differences in a student's attitude, tone and enthusiasm
iv. Prepare students for further education entry into the world of work, independent living and leadership
v. Work with students and families to identify student strengths and needs
vi. Aware of the effects in students' lives like poverty, crime, divorce, drug use, unsafe communities, and families in difficult circumstances
162
Teachers recognize and capitalize on student's diversity, commonalities, and talents
i. Capitalize on student diversity to enrich the pursuit of academic, social and civic goals.
ii. Take advantage of each student's cognitive, behavioral and physical knowledge
iii. Students of a particular age, without regard to their background share many of the same interests, have had similar successes, face common challenges, and enjoy the same kinds of experiences and learning opportunities.
iv. Benefit from efforts to develop their self-confidence.
163
Teachers advocate for students
i. Helping them to learn self-advocacy
ii. Foster growth of networks of support and self-help to make student's school experience positive
iii. Include: administrators, gen-ed teachers, paras, mentors, school counselors, therapists, psychologists, doctors, peers, and family, also community agencies, leisure providers, universities and local businesses
164
Standard 2
Knowledge of Philosophy, History and Law
165
Teachers are effective advocates
i. Comply with the laws and understand advocacy role in safeguarding due proves rights of students and families in decisions about assessment, placement, instruction and transition
ii. Everyone involved in educating student is informed of legal mandates that protect student and family rights
iii. Teachers pursue creative options, such as collaborative partnerships with the community, universities and businesses
iv. Advocate for student to have meaningful access to the general curriculum, appropriate learning opportunities and related activities.
v. Collaborate with other professionals within the school (psychologist, counselor, social worker)
vi. General educators and special educators collaborate
166
Teachers exemplify high ethical ideals
i. Reflecting on ethical dimensions of resources, instructional practices and relationships with students, families and other professionals.
ii. Meticulous in controlling access to confidential information
iii. Ensure that colleagues and families observe protocols of confidentiality.
167
Standard 3
Diversity
168
Diversity
all students regardless of exceptionality, race, nationality, ethnicity, religion, language, culture, socio-economic status, sexual orientation, body image or gender receive equal opportunities to participate in, enjoy and benefit from needed services, instructional activities, learning experiences and resources.
169
a. Teachers create environments in which equity, fairness and diversity are modeled, taught and practiced.
i. Having high expectations that their students will treat one another fairly and with dignity
ii. Promote and model the behavior necessary for a diverse society
iii. [teachers] Conscientiously demonstrate in their own behaviors the kind of behavior they expect from students and others.
iv. Create learning environments that value the dignity and worth of each individual.
v. Help all students feel welcome as active contributors
vi. Design instruction, materials, and curricula that reflect the diversity of learners and illuminate their significance in teaching and learning experiences.
vii. All students receive appropriate attention and teacher assessments of student progress offer multiple avenues for success.
viii. Actively and positively challenge those who express inappropriate perspectives on others teaching the importance of equality, fairness and respect.
ix. Teachers appreciate the importance of helping others understand the nature and complexity of students with exceptionalities.
170
Teacher respect the diversity of families
i. Teacher as aware of and responsive to family and cultural issues that affect beliefs, expectation and norms for behaviors
ii. Respect the family's autonomy
171
Teachers ensure access to quality learning experiences
i. Ensure that all students are appropriately and fairly given access to the high-quality programs and opportunities they need.
ii. Make sure that accountability systems incorporate diverse learners with exceptionalities and include appropriate assessments, modifications and accommodations.
iii. Sensitive to cultural, ethnic, gender, economic and linguistic differences that may be misinterpreted.
iv. Ask questions, seek the assistance of other professionals and take actions to ensure the appropriate assessment and identification of students and to improve instructional services for them.
172
Standard 4
Family Partnerships
173
Family Partnerships
view parents, guardians and other caregivers are partners in a productive dialogue to benefit students, regard collaboration with families as necessary. Teachers serve as a resource for families and provide them with a wide range of information and support to help them become significant partners in educating their children.
174
Teacher gain insight about students through partnerships with families
i. Recognize that families are insightful observers and reporters of their children's strengths and needs.
ii. Families have a crucial and continuing influence on their children's development and on their attitudes towards school, learning and work.
iii. Know how to engage families appropriately and effectively in their children's educational programs and collaborate with them to promote growth
iv. Significant benefits accrue from regular interactions with families
v. Treat families with sensitivity and respect and respond thoughtfully and thoroughly to family concerns and needs.
175
Teachers collaborate with families to support students' education
i. Seek family input to complement, enrich and expand student learning.
ii. As necessary, teachers collaborate with families to help students set goals, develop effective learning habits and study positive social relationships with peers and others to improve performance.
iii. Sensitive to varied families roles and structures and understand the diverse circumstances in which students live.
176
Teachers serves as links in family resource networks
i. Knowledgeable about programs and materials for parent education and support that provide resources families can use to extend and compliment school based learning activities, such as family support groups, vocational rehab, counseling and mental health services.
177
Standard 5
Assessment
178
Teachers use diverse assessment methods for a variety of purposes
i. View assessment as a tool for measuring progress, defining realistic goals, determining appropriate placement options and helping students understand their strengths and needs.
ii. Emphasis on student growth requires the knowledge and use of a wide range of assessments
iii. establish the students' baseline performance
iv. recognize assessment instruments and procedures serve different purposes
v. use the appropriate data when making decisions regarding students
vi. adeptly use multiple evaluation methods
vii. develop informal assessment tools (journals, portfolios, demonstrations, exhibitions and oral presentations.
viii. Clear and succinct criteria for instructional goals enabling students to understand norms
ix. Help students judge their own work
x. Encourage students to advocate for themselves in identifying and securing modifications and accommodations
xi. Acknowledge the limitations of certain evaluative instruments that may reflect cultural or economic bias
xii. Measure student progress when students move from one instructional environment to another to determine whether the settings support student achievement.
179
Teachers collaborate in the assessment process
i. Receive, analyze and interpret assessment data from numerous sources
ii. Work collaboratively with full range of school personnel and other professional colleagues on issues of student assessment to ensure that students with exceptionalities access curriculum and achieve success
iii. Aware of accommodations available for assessments in various contexts
iv. Familiar with benefits and limitations of different instruments and procedures.
v. Welcome and include students and families in assessment process.
180
Standard 6
Communication
181
Teachers understand language acquisition and development
i. Know that students acquire language through exchange of meaningful messages
ii. Provide students with multiple opportunities to practice language with one another and in the community
iii. Understand that for students to succeed in language learning, instructional contexts must be significant to students who benefit when they see themselves as partners in language acquisition.
iv. Students needs guide effective language learning (which occurs when students perceive the personal importance of instruction)
v. Understand language variations and speech language disabilities and that making mistakes is an integral part of acquisition
vi. Support invented spelling in early writing
vii. Provide students with messages that are scaffolded so that learners can extract meaning from them. Appropriate complexity (graphic organizers, visual representations, and concrete objects to clarify)
viii. Observe student progress in developing language and literacy skills, determine what students need to learn next and design special interventions as necessary.
ix. Identify communication delays, disorders and differences and respond to them as they occur
x. Consider a range of language learning issues such as exposure to prior curriculum cognitive and learning characteristics and academic and experimental backgrounds
xi. The need to differentiate between communication needs based on language or dialectical differences and those that are exceptionality based.
xii. Recognize challenges faced by students who do not speak English as a first language
xiii. Sensitive to cultural influences n communication related to student learning, both academically and socially.
xiv. All behavior is a form of communication and inappropriate behavior is often a response to communication breakdown
xv. Differentiate between aspects of students' communication
182
Teachers use unique strategies to develop communication skills
i. Use learning strategies appropriate to the language development levels and communication needs of all students
ii. Students with moderate to severe communication disorders
1. Know that for students to be proficient in their chosen mode of communication, it must be understandable with many different partners in several environments.
2. Innovative in addressing students' communication difficulties and design meaningful, developmentally appropriate language learning context tailored to students' needs.
3. Employ strategies and methods to enable each student to learn and use both receptive and expressive communication skills
4. Recognize that functional communication skills are essential for students with moderate-severe communication disorders, so they include in their language arts instruction a special focus on functional reading and writing
183
Teachers collaborate with general educators, related service providers, and others to facilitate student language development
i. Understand that language development is a shared responsibility of all who provide services to students with exceptional needs, so they collaborate
184
Standard 7
Social Development and Behavior
185
Teachers teach and foster skills
i. Recognize that social interaction is crucial to communicative, cognitive and affective development and that social skills contribute to successful learning in groups.
ii. Establish or contribute to classroom climates in which both verbal and non-verbal communication enhance social interactions and the development of social skills.
iii. Provide instruction in coping skills that provide students opportunities to resolve problems effectively, learn to exercise self-control, understand their motivations and reactions, manage themselves and their emotions in a variety of settings, develop a sense of social responsibility by taking actions to support the common good and appreciate and respect others' viewpoints.
iv. Encourage sensitivity to both verbal and non-verbal communication.
186
Teachers develop students self-confidence and self-determination
i. Work actively to develop in students an intrinsic sense of their own significance, power and competence
ii. Help students focus on positive self-concepts
iii. Providing opportunities for students to be challenged at their appropriate levels and to experience success thereby advancing independence and a sense of personal accomplishment
iv. Discover ways to motivate non-engaged students and lead them to understand the benefits of active learning and the relationship between academic involvement and the ability to achieve future goals.
v. Students participate directly in their own educational experience
vi. Teach students to self-advocate
187
Teachers encourage the development of social and ethical principles
i. Nurture students in understanding democratic values, including concern for the rights of others locally and globally.
ii. Inspire students to become aware of how they relate to family members, peers, their community, their country and the world
iii. Understand and use the principles of freedom, justice and equity and to recognize and work against discrimination, prejudice and stereotyping.
iv. By example and through class activities and discussions, encourage positive character traits including honesty, tolerance, loyalty, responsibility and perseverance
v. Mutual respect is a vital component in fostering tolerance and positive behavior
vi. Involve students in rule-making and decision making.
188
Teachers foster and support positive behavior
i. Student behavior is a function of the complex interaction among numerous factors- student exceptionality, developmental level, previous experiences, home environment and communication skills.
ii. Use intervention plans, behavior contracts, visual aids and verbal reminders
iii. Analyze and interpret behavior across contexts, employ FBA and develop BIP in collaboration with students, families and professional colleagues to help students understand, predict and modify their conduct.
iv. Plans align with goals and objectives, incorporate short and long-term goals regarding behavior, reward positive behavior, identify consequences
v. Identify and head off antecedents, teach and reinforce replacement behaviors, and think about different ways of responding.
vi. Collaborate and maintain confidentiality (conform that behavior goals are approved, understood and upheld by all those involved with student)
189
Teachers maintain safe and secure environments for all students
i. Distinguish between behaviors that require PBIS and those that require BIP
ii. Abide by due process
iii. Evidence-based intervention
iv. Preserve students' dignity
v. Anticipate what may provoke crises or conflicts and know how to prevent or intervene
vi. Use crises to teach appropriate behaviors
vii. Remain calm in crisis situation. Primary goal throughout is to return students to an active and secure learning environment.
190
Standard 8
Curriculum and Instruction
191
Curriculum and Instruction
consider the whole student. Knowledge of federal regulations, state standards the general education curriculum, and a range of curricular accommodations and modifications specific to students with exceptionalities. Use expanded curriculum (socio-emotional skills, life skills, health and leisure education, transition, career development etc.) Know that students do not all achieve the same goal and the same time, they do not follow the same path to success.
192
Teachers are grounded in the academic core curriculum
i. Recognize that building competence in the ideas, themes, concepts and facts comprising the core curriculum is an essential foundation that all students need
ii. Integrate literacy and numeracy across curriculums
1. Literacy
a. Create rich environments for developing literacy skills by linking what students already know and are curious about with instruction
b. Developing language skills includes the ability to reflect on language, the development of a rich vocabulary and the ability to communicate and understand complex thoughts
c. Structure learning opportunities to take advantage of students' prior literacy experiences
d. Know how to help students to listen and speak to share their ideas and feelings
e. Know that listening involves receiving, understanding, analyzing, evaluating and reacting to sounds and messages
f. Listening is vital to communication and learning
g. Know how students learn to read and design appropriate instruction
h. Writing entails complex and challenging processes which are rarely linear
i. Familiar with the conventions of good writing
j. The best writing occurs in meaningful contexts
k. Visual communication is vital to achieving literacy in contemporary society
l. Use knowledge of language and literacy development to address students' needs along a continuum of increasing complexity.
2. Numeracy
a. Know the foundations of the number system and the importance of using patterns to make generalizations and develop mathematical understandings
b. Mathematical thinking, exploration, representation, modeling, conjecture, inference, interpretation, analysis in addition to the importance of proof and formal reasoning.
c. Open ended work/discussions
d. Select and create a variety of resources (manipulatives, textbooks, charts, newspapers, calculators, computer software, puzzles and games)
e. Arrange
193
Teachers expand the core curriculum to ensure the success of students with exceptional needs
1. Recognize that general education curriculum nay not meet all the needs of students with exceptional needs
2. Include curricula that address social and emotional development
3. Individualize curriculum
ii. Importance of social interaction
1. Effective social interactions are essential to academic success
2. Teachers recognize that physical, intellectual, ethical and social development are interdependent and exceptionalities often affect each of these domains.
iii. Life skills important for independent functioning
1. Knowledgeable in complex curriculum of life skills
2. Life skills curriculum is equal in value to academic curriculum
3. Seamlessly blend the curriculum of daily living skills into meaningful contexts
4. Begin with high expectations to help students develop self-determination
5. Recognize the personal nature of providing services to meet individual needs of students.
6. Teach students self-monitoring strategies
iv. Health, physical education and leisure
1. Focusing on student's physical, mental and social well-being
2. Understand the foundations of good health
3. Help students understand he dangers of diseases and the benefits of healthful lifestyle
4. Plan, organize and carry out programs in health education
5. Familiar with principles of motor development and exercise science and understand how to apply this knowledge in developing physical education activities appropriate for students with exceptionalities.
6. Appropriate and stimulating play activities and interests sharpen students' mental and psychical skills, build self-confidence and improve interactions with others.
7. Assist students in mastering concepts and skills to enable them to participate fully and achieve long-term independence.
194
c. Student Transitions and Career Development
1. Knowledgeable about multiple, significant, transition points in the life of a child
2. Sensitive to the concerns of families and the changing relationships that occur at each level
3. Communicate with families and support their participation in transition planning
4. Understand the central importance of transition planning as a unifying framework to identify students' post-secondary goals
i. Transition in the Early Years
a. Transition is a progressive developmental process toward adult independence that begins during children's early years.
b. Recognize differences between transition in early years and middle high school years and high school years.
ii. Transition to middle years and young adulthood
1. Knowledge of students' post-secondary plans
2. Design programs of study that provide choices and diverse opportunities
3. Focus career-technical instruction on functional work skills, such as excellent attendance, managing time, dressing appropriately, working productively with coworkers, interacting appropriately with customers and supervisors and getting to and from jobs safely and on time
4. Imbue the broader curriculum with self-advocacy and self-determination curricular elements in a variety of ways.
195
Teachers differentiate instruction based on students' strengths and Needs
i. Engage all students with exceptionalities at appropriate developmental levels.
ii. Flexible in setting expectations, designating goals, adjusting curriculum, seeking new resources, determining instructional strategies and teaching methods, structuring activities and designing assessments.
iii. Prepare students for success in many endeavors by developing their capacity for critical thought.
iv. Involve students in learning activities and tasks designed to strengthen their cognitive skills
v. Plan for instruction that deepens and becomes more challenging as students develop, gain skills and mature
vi. Introduce multi-sensory activities to stimulate abstract, creative thinking and inspire students to combine ideas, themes and knowledge from various subject areas.
vii. Engage students in inquiry-based activities that appeal to students' varied knowledge, interests, experiences and skills and involve issues and questions often approached from cross-disciplinary viewpoints.
viii. Differentiate instruction and implement modifications and accommodations to meet the needs of individual students and create learning situations in which students feel safe to explore various approaches and response formats.
ix. Provide accommodations for students, such as extending time to complete tasks or having students answer questions orally or by using a computer
x. Respond to the diverse needs and characteristics of the students.
xi. Provide access to technology so students can communicate with others. Participate meaningfully in a wide range of activities and expand their learning.
196
Teachers expand the core curriculum to ensure the success of students with exceptional needs
i. Recognize that general education curriculum may not meet all the needs of students with exceptional needs
ii. Include curricula that address social and emotional development
iii. Individualize curriculum
197
Importance of social interaction
i. Effective social interactions are essential to academic success
ii. Teacher recognize that physical, intellectual, ethical and social development are interdependent and exceptionalities often affect each of these domains.
198
Standard 9
Learning Environment
199
Teachers establish safe and positive learning environments
i. Create and support positive learning environments that are intellectually, physically, and emotionally safe, where students actively participate, take chances, explore alternatives, challenge assumptions and feel comfortable with themselves
ii. Take an interest in students' lives, idea and activities and fashion an atmosphere where students feel welcomed, valued, respected and stimulated. Where they can develop socially academically and intellectually.
iii. Students benefit from the security and safety of structured and supportive settings
iv. Learning environments often encompass the entire school, including general education and special education rooms, hallways, cafeterias, outdoor areas and community work settings
v. Analyze and manage learning environments to promote student success.
200
Teachers value and support equity, fairness and student effort
i. Foster a sense of community, independence and caring
ii. Apply principles of fairness in a sensitive manner, allocate time, learning opportunities and other resources fairly, wisely, and recognize competence effort and performance
iii. Encourage innovation, creativity, independent inquiry and student engagement.
iv. Respect for students' thoughts and judgments fosters self-confidence and individual dignity
v. Instill in their students the ideas that learning is challenging that learning is challenging, that experimentation is essential and that recognizing and correcting mistakes are as important as celebrating successes.
vi. Provide structure and routine with clear expectations and are productive, safe and predictable
vii. Involve students in setting clear expectations for behaviors and they uphold these expectations fairly and consistently
viii. Develop and discuss classroom rules, consequences, routines and behaviors for effective learning and therefore create a climate for working together
ix. Actively pursue positive interactions among all students to demonstrate respect for others, encourage students to accept one another as capable individuals and promote support for all members of the school community.
201
Standard 10
Instructional Resources
202
Instructional Resources
i. Understand that the lessons, materials, teaching strategies, assignments and assessment procedures must vary to meet learner needs
ii. Seek to enrich and expand
iii. Ensure access to general education curriculum
iv. Research documenting the effectiveness of materials and practice and incorporate assessment data and their own evaluation of individual student progress to select and develop appropriate instructional interventions and materials
v. Design and adapt materials to accommodate student strengths and respond directly to needs
203
Teachers manage time and human resources productively
i. Adept at devising and adhering to the often compacted schedules required to implement IEP and task plans with minimal disruption, complete paperwork and related tasks and carry out other professional duties despite the delivery of many different students at different times of the day.
ii. Actively supervise and support paraprofessionals, volunteers and others who work alongside them, insightfully observing their work to strengthen their abilities to perform in educationally effective ways that supplement instruction and required services.
204
Teachers select appropriate materials
i. Believe that with the proper mix of creativity, resources, instructional strategies and research
ii. Get ideas from multiple sources, workshops, seminars, students, colleagues, families, community members and organizations
iii. Incorporate instructional materials to help students generalize and make real-world connections
iv. Many technologies have the potential for providing pathways for learning, communication and independence
v. Know how to integrate current technology
vi. Evaluate other materials and see what will work for their students
205
Teachers partner with colleagues, families, and the community as important resources
i. Enlist knowledge and expertise of colleagues and others to provide students with rewarding learning experiences.
ii. View close collaboration with student's family as vital to students' success
iii. Involvement varies with student's culture
iv. Teachers are open to inquiries from parents related to selection, design, use and evaluation of instructional resources
v. Invite colleagues to share specific expertise with students
vi. Actively seek programs and individuals who can bring special knowledge and points of view to their students
vii. See local community as an extension of the school.
206
Standard 11
Contributing to the Profession and to Education through Collaboration
207
Contributing to the Profession and to Education through Collaboration
i. Provide leadership through collaboration to improve teaching and learning for students with exceptional needs and to advance knowledge policy and practice
ii. Regard collaboration as a distinguishing characteristic of their profession
iii. Share responsibility and accountability for meeting complex needs of students with exceptional needs
iv. Dedication to working with all service providers to benefit students and ensure their full participation and progress in all learning environments
v. May include providing leadership on a variety of school teams
vi. Focus collaborative relationships on ensuring student access to general education and to standards based education
vii. Ensure student access to all learning environments and support student success by collaborating with colleagues and parents as students transition.
viii. Collaborate in a variety of purposeful ways to influence school culture. \
ix. View cooperation with administrators as important to meeting needs of students with exceptionalities in regard to training and managing paraprofessionals.
208
Teachers participate in the profession
i. Employ collaborative approaches to recognize and act on their professional responsibility to remain current with new knowledge in the broad arena of teaching and learning
ii. Involve themselves in a variety of activities
209
Teachers contribute to the advancement of education policy and the profession
i. Advocate for people with exceptional needs and help develop local, state and national policies related to issues, such as equity, accessibility, student assessment and teacher quality and retention.
210
Standard 12
Reflective Practice
211
Reflective Practice
i. Regularly analyze, evaluate and synthesize their practice to strengthen quality
ii. Lifelong learners who regularly and systematically examine their practice and use that knowledge to improve results for students
iii. Continual reflection, incorporate promising new concepts, strategies, approaches, programs and materials
212
Teachers evaluate student progress and make changes as necessary
i. Continually challenge beliefs about effective educational practice
ii. Regularly reflect and evaluate how individual decisions and interactions influence student progress or behavior
iii. When a lesson or strategy succeeds, they determine why
iv. Seek ways to enrich the learning environment curriculum and their teaching strategies to facilitate participation and promote learning outcomes.
213
Teachers engage in reflective practices
i. Participate in a wide range of reflective practices to foster professional growth that leads to improvements in educating students with exceptional needs
ii. Examine their own strengths and weaknesses and employ that knowledge in the analysis and planning of instruction
iii. Distinguish themselves by their capacity for critical self-examination, their openness to innovation and their willingness to change to strengthen their teaching.
iv. Depth of knowledge and skills
v. Reflect on their biases and the influences these biases have on the instruction they provide to students with exceptional needs and on their interactions with students or other professionals, families and the community
214
Teachers pursue professional growth focused on reflective practices
i. Vigorously pursue both independent and organized professional development opportunities.
ii. Engage in advanced coursework and degrees
iii. May travel to observe the practice of other accomplished teachers to keep abreast of useful new materials, teaching strategies and research
iv. Interact with other professionals to self-reflect and self- renew
v. Share their expertise with colleagues through conferences, workshops, professional development sessions, formal presentations, publications and informal exchanges
vi. Keeping current in their field is essential for accomplished teachers as the profession continues to debate, rethink, reinvent and redefine a broad range of issues that have instructional implications for students with exceptional needs.
vii. Build personal libraries of professional literature and engaging in personally reflective activities.
215
Standard 1-Knowledge of Students
a. Teachers know how students grow and develop
b. Teachers are insightful observers of students
c. Teachers recognize and capitalize on student's diversity, commonalities, and talents
d. Teachers advocate for students
216
Standard 2- Knowledge of Philosophy, History and Law
a. Teachers are effective advocates
b. Teachers exemplify high ethical ideals
217
Standard 3- Diversity
a. Teachers create environments in which equity, fairness and diversity are modeled, taught and practiced.
b. Teacher respect the diversity of families
c. Teachers ensure access to quality learning experiences
218
Standard 4- Family Partnerships
a. Teacher gain insight about students through partnerships with families
b. Teachers collaborate with families to support students' education
c. Teachers serves as links in family resource networks
219
Standard 5- Assessment
a. Teachers use diverse assessment methods for a variety of purposes
b. Teachers collaborate in the assessment process
220
Standard 6- Communication
a. Teachers understand language acquisition and development
b. Teachers use unique strategies to develop communication skills
c. Teachers collaborate with general educators, related service providers, and others to facilitate student language development
221
Standard 7- Social Development and Behavior
a. Teachers teach and foster skills
b. Teachers develop students self-confidence and self-determination
c. Teachers encourage the development of social and ethical principles
d. Teachers foster and support positive behavior
e. Teachers maintain safe and secure environments for all students
222
Standard 8- Curriculum and Instruction
Teachers are grounded in the academic core curriculum
a. Teachers expand the core curriculum to ensure the success of students with exceptional needs
b. Student Transitions and Career Development
c. Teachers differentiate instruction based on students' strengths and Needs
Teachers expand the core curriculum to ensure the success of students with exceptional needs
d. Importance of social interaction
223
Standard 9- Learning Environment
a. Teachers establish safe and positive learning environments
b. Teachers value and support equity, fairness and student effort
224
Standard 10- Instructional Resources
a. Teachers manage time and human resources productively
b. Teachers select appropriate materials
c. Teachers partner with colleagues, families, and the community as important resources
225
Standard 11- Contributing to the Profession and to Education through Collaboration
a. Teachers participate in the profession
b. Teachers contribute to the advancement of education policy and the profession
226
Standard 12- Reflective Practice
a. Teachers evaluate student progress and make changes as necessary
c. Teachers engage in reflective practices
d. Teachers pursue professional growth focused on reflective practices
227
Aphakia
__________is a condition in which you're missing the lens of one or both of your eyes. You can be born that way or lose the lens due to an injury. Or your doctor might remove it during an operation for cataracts. When you have aphakia, it's hard to see things clearly with the affected eye.
228
Microphthalmia
_____is an eye condition that happens before birth. In this condition, one or both eyeballs are abnormally small. In some individuals, the eyeball may appear to be completely missing; however, even in these cases some remaining eye tissue is generally present.
229
suprasegmentals
Vowels and consonants can be considered to be the segments of which speech is composed. Together they form syllables, which in turn make up utterances. Superimposed on the syllables there are other features that are known as ______________. These include variations in stress (accent) and pitch (tone and intonation).
230
Cognitive Academic Language Proficiency (CALP)
______ focuses on proficiency in academic language or language used in the classroom in the various content areas. Academic language is characterized by being abstract, context reduced, and specialized. In addition to acquiring the language, learners need to develop skills such as comparing, classifying, synthesizing, evaluating, and inferring when developing academic competence. It takes learners at least five years to develop CALP.
231
Basic Interpersonal Communication Skills (BICS)
Jim Cummins differentiate between social and academic language acquisition. _______are language skills needed in social situations. It is the day-to-day language needed to interact socially with other people.
