161 Flashcards
Used to determine students’ current level and assign levels and interventions accordingly
Pre-Assesment
First Step of the Special Education Referral process
General or Special Education teacher, caretaker, or parent observing the student’s lack of progress in the general education curriculum, or in social or behavioral interactions based on all assessment data
Assessment that is common with young students to determine if further testing is needed
Screening
tests how well an individual responds to questions in the areas of reading, writing, and mathematics and may be used to identify deficits related to a specific learning disability (SLD) or other disability
Achievement assessment
Criterion used to determine a child eligible as having an intellectual disability
-Significant limitations in two or more adaptive skills
-Significantly below average academic achievement
-Significantly below average cognitive ability
NOT BEHAVIORAL LIMITATIONS
Indicator of eligibility for Special Education services for a specific learning disability (SLD)
Discrepancy between ability and achievement, with ability being higher than achievement
(If achievement is higher than ability, student has learned effective strategies and may not be eligible)
Assessment allows students to show their thinking and allows the teacher to analyze their cognitive process through feedback, observations, and discussions
Formative
Qualification for Individualized Family Service Plans (IFSP)
Child is identified as having at least a 25% delay in 2 or more areas such as cognition, speech/language, motor skills, or behavior
assessment that provides periodic updates on how a student is progressing in academic areas at school
Curriculum-based assessment
Behavior Assessment System for Children (BASC) would be used to identify:
may be used as part of a multi-disciplinary process when determining eligibility for other health impairment (OHI) which includes the classification of ADHD. (Rated by guardians and staff)
RTI, Tier 1
Student’s progress is closely monitored using a validated screening system such as curriculum-based measurement for at least 8 weeks of data collection
Which characteristics are most likely to be seen in a child with an intellectual disability (Not SLD)
IQ below 70, Significant deficits in adaptive skills (personal hygiene, functional communication, or social interaction)
-Achievement and ability levels are usually commensurate (not different)
Which skill is the least valuable math skill for a student with an intellectual disability to master before they graduate high school
- Spending
- budgeting
- Saving
- investing
Investing
- investing money does not directly relate to a monthly budget
What attribute would be indicative of an expressive language disorder
A student providing one word answers when responding verbally and provides limited details in written responses
- Students with this condition have difficulty stating or expressing their responses, but they often are able to hear and understand what others are saying to them (receptive language)
Behavioral approach to student learning
Offering positive praise and feedback reinforces correct responses
Disorder characterized by difficulties expressing or speaking words
Expressive language disorder
Student would have difficulty being understood due to sound errors not developmentally appropriate for the student’s age
Articulation disorder
Disability NOT included in the 13 disability categories specified by IDEA
Mental Retardation
-2010, Obama signed Rosa’s Law which changed IDEA’s use of the phrase
- Has been replaced by the term, intellectual disability
Areas that children can be identified as having a developmental delay
-Fine and gross motor skills
-Social/Emotional Skills
-Cognitive skills
NOT Academic skills - this is a result of one of the other areas of deficit
Children who are eligible in the area of developmental delay have a significant delay (typically defined as 25% decrease in ability in comparison to same-aged peers) in two or more areas of development. Areas of development that can be identified:
-Fine and Gross motor skills
-Social/Emotional Skills
-Cognitive skills
NOT Academic Skills
A special education teacher has a student whose parents do not speak English. What is the most appropriate way for the teacher to communicate with parents?
Provide copies of IEP documents and other paperwork in English as well as the parents’ native language. Providing paperwork in the parents’ native language allows them to meaningfully participate.
What is a provision of Section 504 of the Rehabilitation Act?
Section 504 requires that students with disabilities that substantially limit one or more major life activities are provided with reasonable accommodations in order to access the curriculum.
State and federal laws require that the LEA include all students with disabilities in the participation of the state and district assessments with appropriate accomodations as noted in the:
IEP Document
- The IEP must note the student’s present level of performance and the measurable annual goals including the LEA, district, and state assessments to determine and monitor progress within the general education curriculum as supported by the accommodations.
Mia is a first-grade student with a learning disability and is struggling with the concept of subtraction. On her assignments, she frequently adds two numbers, regardless of whether the problem calls for addition or subtraction. Her teacher has tried asking Mia to circle the addition or subtraction symbol before solving the problem, but Mia continues to add numbers rather than subtract. Which of the following would be the most appropriate strategy for the teacher to take next?
working with Mia in a small group in which students use unifix cubes to show the act of adding and subtracting two numbers by joining and separating the cubes.
-Most likely, Mia doesn’t understand the conceptual difference between addition and subtraction. Unifix cubes are an appropriate tool to use in this scenario. These manipulatives will help provide Mia with a more concrete understanding of the processes of addition and subtraction and the difference between the two operations.
The IEP for a student with multiple disabilities contains the following language arts objective:
The student will write a sentence using appropriate puncuation and spelling in 4 out of 5 trials.
Which of the following classroom activities would be most appropriate to provide data to meet this objective?
Creating a thank you card for a staff member that includes a greeting.
- Creating a thank you card is an opportunity to practice fine motor skills as well as writing skills by including a sentence inside the card that demonstrates proper spelling and punctuation.
Which legislative act prevents discrimination against individuals with disabilities in any programs that receive federal funds?
Section 504 of the Rehabilitation Act
- Prevents discrimination of individuals with disabilities in any program that receives federal funds
A fifth grade inclusion teacher has students with specific learning disabilities complete a K-W-L chart during a science lesson about photosynthesis. What is the main purpose of using this type of graphic organizer?
Helping students to connect prior knowledge and expand their ideas
- A K-W-L chart asks students to record what they know as well as what they would like to learn before reading. Then, students record what they have learned while reading in order to make connections.
Which protection under Section 504 may be provided for an eligible student with a disability?
A student is provided with the use of an elevator in order to physically access second floor classes in the school building.
- Allowing the student to use an elevator is an accommodation. Using an elevator to attend classes prevents the student from being excluded from an educational program that receives federal funds.
NOT modified curriculum - this would be special education and related services that may be provided as a provision of a student’s IEP
A student who has difficulty providing adequate details in verbal or written responses may have _____________.
an expressive language disorder. Students with this condition have difficulty stating or expressing their responses, but they often are able to hear and understand what others are saying to them (receptive language).
Students with attention deficit hyperactivity disorder are more likely than peers to have which of the following co-existing conditions?
Mood disorder
Which disability below is most often caused by fetal alcohol syndrome?
Intellectual disability
The skills of telling time and reading environmental signs are likely to be seen in an IEP for a student in 12th grade who has:
a severe-to-profound intellectual disability.
The skills of telling time and reading environmental signs are skills that will help the student navigate their environment before and after graduation.
A middle school science teacher is establishing routines and procedures on the first day of school. She has students work in assigned small groups to decide what procedures are important for a successful learning environment. First they discuss what made their favorite class from last year successful and then they decide what procedures to include for this year. When they share as a whole group, the teacher praises students who raise their hand to contribute. What type of learning theory is the teacher reinforcing when having students reflect on the previous year?
cognitivism
Cognitivism draws on prior knowledge to support new learning and ideas.
Task analysis is appropriate for a teacher to conduct when the teacher:
is planning instruction on a complex concept.
Task analysis takes complex concepts and breaks it down into smaller chunks or steps.
Which of the following is atypical language development between 2-3 years of age?
less than 50 words by age two
Which one of the following disabilities is not recognized as a major disability category by the Individuals with Disabilities Education Act (IDEA)?
deaf-mute
Deaf-blind is a major disability category recognized by the Individuals with Disabilities Education Act (IDEA).
Mr. Lopez notices that one of his 4th-grade students, Sophie, is consistently struggling with written assignments, but can explain her thinking verbally and is almost always correct. She writes very slowly and what she does write is very messy and difficult to read. She consistently writes numbers backward and has difficulty “showing her work” on math problems. What is Sophie likely struggling with?
dysgraphia
Dysgraphia is a motor disability in which students have difficulty forming letters and numbers. It does not affect their understanding or cognition. The facts that Sophie has no problem verbally explaining her thinking and that her verbal answers are often correct indicate that she is specifically struggling with forming letters and numbers on the page.
Constructivism is based on the following tenet(s):
the idea that children actively construct their own learning
What disability affects a person’s ability to speak and understand speech most likely after a traumatic brain injury, stroke, dementia, illness, and other progressive neurological disorders?
aphasia
This is the correct answer because aphasia is a communication disorder that results from damage to the parts of the brain that contain language
What should teachers consider when studying the student answers on an informal assessment?
whether the data collected is based on subjective evaluation
Because informal assessments can be based on conversations or observations, the nature of informal assessment is very subjective.
A teacher who identifies strengths and weaknesses for each student, designs instruction according to students’ areas of need, uses varying instructional strategies according to each students’ needs, and develops custom learning paths for each of the students is using:
diagnostic-prescriptive method.
A diagnostic-prescriptive method adjusts learning paths according to students’ needs, so each student may be working on different skills according to their current levels and abilities.
The Woodcock-Johnson IV Test of Cognitive Abilities may be administered as part of a multi-disciplinary process for consideration of what disabilities?
-specific learning disability.
-intellectual disability
-emotional disability
NOT speech/language impairment
It would be more appropriate to administer a speech/language evaluation such as the Goldman Fristoe Test of Articulation (GFTA-3) or Clinical Evaluation of Language Fundamentals (CELF-5) when considering speech/language impairment.
When a family receives a diagnosis that identifies one of their children with a disability, research shows that a typical experience before developing coping processes and researching resources is to:
cope with grief and stress.
Families usually experience grief and stress after receiving a diagnosis that identifies a child with a disability.
An assessment that is common with young students to determine if further testing is needed is called a/an:
screening.
A screening is used early in a student’s life to collect information about a variety of potential future educational needs including, but not limited to, cognitive, sensory, dyslexia, and/or motor skills.
Multi-modality learning approaches are recommended for students with disabilities. Which of the following multi-modality approaches could be used to help elementary students learn about different types of trees and where they grow?
Bringing small saplings or branches into the classroom and inviting students to touch and observe the trees, and then share what they have learned using Think Pair Share.
This type of activity appeals to multiple types of learners since students can touch the trees, write their observations, and share with partners and whole group.
The Behavior Assessment System for Children (BASC) is most likely to be used for consideration of identification in the area of:
attention deficit disorder (ADHD).
A behavior rating scale may be used as part of a multi-disciplinary process when determining eligibility for other health impairment (OHI) which includes the classification of ADHD. Children are often rated by both parents/guardians and teachers/staff.
Which of the following may be a component of the Response to Intervention (RTI) process for a student who is struggling in reading?
periodic meetings with parents and school staff to review progress or lack of progress
Students who are in the RTI process will have periodic meetings, typically every 6-8 weeks, to review progress or lack of progress. The team may consider other interventions or strategies at these meetings.
Used to fully evaluate a student
Observable behaviors, diagnostic tests, Standardized tests
Original law that mandated all children with disabilities receive free public education
The Education of All Handicapped Children Act of 1975 (EHA)
EHA four main goals
- Ensure SPED services are available to children that need them
- Guarantee that decisions about services to students with disabilities are fair and appropriate
-Establish specific management and auditing requirements for special education
-Provide federal funds to help the states educate students with disabilities
Amended version of EHA (1990)
Individuals with Disabilities Education Act (IDEA)
- Guarantees that those with disabilities have an individual plan to meet their goals and to work with them on their level.
6 main elements of IDEA
-IEP (Individual Education Plan
-FAPE (Free and Appropriate Public Education)
-LRE (Least restrictive Environment)
-Appropriate evaluation
-Parent and Teacher participation
-Procedural Safeguards
FAPE
Free and Appropriate Public Education
- legal guarantee that children with disabilities will receive services that are specific to their needs.
-From concerns that schools were “babysitting” students with severe disabilities
Observable behavior
an overt act by an individual
