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1
Q

Exceptional children

A

Inclusive term that refers to children with learning and/or behavior problems, children with physical disabilities or sensory impairments, and children with superior intellectual abilities and/or special talents. These children require an individualized program of special education.

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2
Q

Are impairment, disability, and handicap synonymous?

A

No!

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3
Q

Impairment

A

The loss or reduced function of a particular body part or organ (e.g. missing limb)

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4
Q

Disability

A

When an impairment limits a person’s ability to perform certain tasks (e.g. walk, see, read)

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5
Q

Handicap

A

Problem or disadvantage a person with a disability or impairment encounters when interacting with the environment

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6
Q

At risk

A

Children who have a greater than usual chance of developing a disability

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7
Q

How does the federal Individuals with Disabilities Education Act (IDEA) determine which children receive special education?

A

A child must be identified as having a disability and be further classified into categories (e.g. learning disabilities or orthopedic impairments)

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8
Q

What are FAPE and LRE?

A

All children with disabilities have the right to a free appropriate public education (FAPE) in the least restrictive environment (LRE)

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9
Q

What are the six major principles of the individuals with disabilities education act?

A
  1. Zero reject, 2. nondiscriminatory 3. evaluation. 4. Free appropriate public education, 5. least restrictive environment, 6. procedural safeguards, 6. parent participation and shared decision making
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10
Q

Individualized education program (IEP)

A

Developed and implemented to meet the unique needs of each student with a disability

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11
Q

Assistive technology

A

Any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities ot a child with a disability

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12
Q

Fluency

A

Combination of accuracy and speed that characterizes highly skilled performance

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13
Q

Americans with disabilities act (ADA)

A

Extends civil rights protection to people with disabilities in private sector employment public services, and telecommunications

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14
Q

What ave the four major provisions of the ADA?

A

Employment, public entities (including public transportation), public accommodates and commercial facilities, telecommunications

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15
Q

Elementary and Secondary Education Act (ESEA- 1965)/No Child Left Behind Act (NCLB- 2001))

A

improve achievement of all students, with a particular emphasis on children from low-income families

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16
Q

what are the two main provisions of NCLB?

A

accountability for student learning (adequate yearly progress) and scientifically based instruction

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17
Q

What are some of the implications of NCLB for students with disabilities?

A

increased accountability for schools and higher expectations for students wit disabilities, accommodations for students with mild disabilities (ex: extra time on tests, large print, etc.), alternate assessments for students with severe disabilities, etc.

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18
Q

what is special education?

A

purposeful intervention designed to prevent, eliminate, and/or overcome the obstacles that might keep a child with disabilities from learning and from full and active participation in school and society

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19
Q

what are the three main types of intervention in special education?

A

preventative, remedial, and compensatory

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20
Q

what are the three levels of preventative intervention an what are their uses?

A

-primary prevention: reduce the number of new cases of disability (incidence)
-secondary prevention: eliminate/counteract the effects of risk factors that students are exposed to/displaying
-tertiary intervention: minimize the impact of a specific condition or disability

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21
Q

what is the goal of remedial intervention?

A

the teach the person with disabilities skills or independent and successful functioning (ex: academic, social, self-care, vocational, etc.)

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22
Q

what is compensatory intervention?

A

teaching a substitute skill that enables a person to engage in an activity or perform a task despite a disability

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23
Q

functional curriculum

A

the knowledge and skills that some students wit disabilities need to achieve success and independence in school, home, community, and work settings.

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24
Q

what are the 6 dimensions of special education?

A

individually planned, specialized, intensive, goal directed, research-based, and guided by student performance

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25
Q

individualized family service plan (IFSP)

A

plan to provide various services (ex: educational assessment, physical therapy, etc.) written by a multidisciplinary team that includes the child’s parents

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26
Q

how many children and youth received special education services during the 2012-2013 school year?

A

6.4 million

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27
Q

how much more likely are male students to receive special education services than female students?

A

twice as many male students receive special education services

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28
Q

What is Rosa’s Law?

A

the removal of the words “mentally retarded” from the health and education code and replacement with intellectual disability

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29
Q

PARC v. Commonwealth of Pennsylvania (1972)

A

all children are entitled to a free, appropriate education

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30
Q

Mills v. The Board of Education of the District of Columbia (1972)

A

students with disabilities must be given public education even if they are unable to pay for the cost of education

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31
Q

What are the four main goals of the Education for all handicapped Children Act (1975) (also Individuals with Disabilities Education Act- IDEA)

A
  1. ensure special education services for all children who need them
  2. education decision should be fair and appropriate
  3. established specific auditing requirements for special education
  4. provided federal funds to help states educate students with disabilities
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32
Q

how often must a student’s IEP be reviewed?

A

at least once a year

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33
Q

universal design for learning

A

planning for variability in lessons so they meet the needs for al students

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34
Q

prereferral intervention

A

implementing early intervention services for children grades K-12 who have not been identified s needing special education/related services but who need additional academic/behavioral support to succeed in a general ed environment

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35
Q

what is the next step if prereferral intervention is not successful?

A

child is referred for evaluation- multifactored evaluation (MFE)

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36
Q

response to intervention (RTI)

A

how a student responds to increasingly intensive, scientifically validated instruction can help determine whether a child’s struggles are the result of insufficient instruction or a disability.

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37
Q

multifactored evaluation (MFE)

A

used to determine whether the child has a disability and identify the educational needs of the child

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38
Q

who conducts and evaluates the MFE?

A

a school-based multidisciplinary evaluation team- includes the child’s parents

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39
Q

disproportionate representation

A

exists when a particular group receives special education at a rate significantly higher or lower than would be expected based on the proportion of the general student body population that group represents

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40
Q

risk ratio

A

the relative likelihood of a member of a given group to be reviving special education compared to members of the general population (1 is =, >1 is overrepresentation, <1 is underrepresentation)

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41
Q

what are the three ways teams members can work collaboratively?

A

coordination, consultation, and teaming

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42
Q

what is a multidisciplinary team?

A

composed of professionals from different disciplines who work independently of one another

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43
Q

interdisciplinary team

A

team of professionals share information and develop intervention plans together

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44
Q

transdisciplinary teams

A

professionals provide services in a uniform and integrated fashion by conducting joint assessments, sharing information and expertise across discipline boundaries, and selecting goals and interventions that are discipline free

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45
Q

co-teaching

A

general ed teacher and special ed teacher plan and deliver instruction together and in an inclusive classroom

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46
Q

what are the 5 common co-teaching formats?

A

one teaching/one helping, parallel teaching, station teaching, alternate teaching and team teaching

47
Q

one teaching/one helping

A

one teacher instructs while the other circulates the class to collect info on student performance and offer help

48
Q

parallel teaching

A

both teachers teach same content to two equal-sized groups of students- used to lower teacher-student ratio

49
Q

station teaching

A

both teachers present different content to different groups of students at the same time, and students rotate through stations-used when material is difficult but not sequential

50
Q

alternative teaching

A

one teacher works with smaller group/individual students while other teacher works with whole class- used when instruction needs to be individualized, remediate skills, promote mastery, or offer enrichment

51
Q

team teaching

A

both teachers plan lesson together- used when it is desirable to blend expertise of both teachers

52
Q

IEP team

A

Individualized education plan team comprised of various professionals and the parents of the child tasked with creating the child’s IEP collaboratively.

53
Q

least restrictive environment (LRE)

A

setting most similar to a regular classroom and that meets the child’s special education needs

54
Q

continuum of alternative replacements

A

a range of placement and service options to meet the individual needs of all students with disabilities

55
Q

inclusion

A

educating students with disabilities in gen ed classrooms

56
Q

what should cooperative learning arrangements include?

A

group goals and individuals accountability

57
Q

what is Child Find?

A

IDEA mandates that each school district proactively identify students with a suspected disability (called Child Find in Texas)

58
Q

who makes up the IEP team?

A
  • parents & child with disability when appropriate
  • 1 gen ed and 1 special ed teacher
  • LEA (local education agency/school district) representative/administrator- asst. principal or principal
  • individual who can interpret evaluation results ( SLP, school psychologist, etc.)
59
Q

what was the first parent group for the benefit of children with disabilities and what year was it founded?

A

The National Society for Crippled Children (1921)

60
Q

what are the 5 stages to a resilience model toward family strength?

A

1) identification of disability, 2) self-education, 3) reflection about self and family, 4) advocacy and empowerment, 5) appreciation and enlightenment

61
Q

respite care

A

short-term care of a family member w/ disabilities to provide relief for parents from caretaking duties

62
Q

what are the different roles parents of exceptional children can hold?

A

caregiver, provider, teacher, counselor, behavior support specialist, parent of siblings w/o disabilities, marriage partner, information specialist, advocate

63
Q

cultural reciprocity

A

understanding how differing values and belief systems may influence families perspectives, wishes, and decisions.

64
Q

what are the four steps to a parent/teacher conference?

A

1) build rapport, 2) obtain info, 3) provide info, 4) summarize and follow up

65
Q

what are the 4 levels of classification for intellectual disabilities and their IQ score ranges?

A

mild (50-70), moderate (35-55), severe (20-40), profound (below 20-25)

66
Q

what type of test is intellectual functioning assessed?

A

IQ (intelligence quotient) test

67
Q

what do IQ tests consist of?

A

series of questions (e.g., vocab, similarities, etc), problem solving tasks (e.g., mazes, block designs), memory, etc.

68
Q

adaptive behavior

A

the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives

69
Q

what are conceptual skills in adaptive behavior?

A

using language for speaking, reading, writing; using number concepts (e.g., telling time)

70
Q

what are social skills in adaptive behavior?

A

getting along with others, being a responsible group member, solving social problems, following rules and obeying laws, avoiding being victimized

71
Q

what are practical skills in adaptive behavior?

A

daily living activities such as dressing, toileting, food preparation, job skills, etc.

72
Q

what are the most frequently used instruments used for assessing adaptive behavior?

A

Adaptive Behavior Scale- School (school age), AAIDD Diagnostic Adaptive Behavior Scale (4-21), Vineland Adaptive Behavior Scales (3-12)

73
Q

what is the Individuals w/ Disabilities Education Act (IDEA) definition of intellectual disability?

A

significantly subaverage general intellectual functioning, existing concurrently w/ deficits in adaptive behavior and manifested during the development period, that adversely affects the child’s educational performance

74
Q

what is the American Association on Intellectual and Developmental Disabilities (AAIDD) definition of intellectual disability?

A

specifies significant limitations in both intellectual functioning and adaptive functioning and stipulates that the disability originates before 18 yrs of age

75
Q

what are some characteristics of cognitive functioning an learning of individuals with ID?

A

slow learning rates, poor memory, attention problems, difficulty maintaining and generalizing what they have learned, poor motivation

76
Q

trials to criterion

A

the number of practice or instructional trials needed before a student can respond correctly w/o prompts or assistance at some specified criterion- measure of learning rate

77
Q

learned helplessness

A

an individual’s expectation of failure, regardless of their efforts, based on experiences of repeated failure/ prompt dependency

78
Q

self-determination

A

acting in ways that enable someone to set and attain goals, make decisions, solve problems, advocate on their own behalf, and generally improve quality of life

79
Q

Intellectual Disability in the _____ largest disability category

A

fifth

80
Q

what are the 3 etiologic factors associated w/ ID by the AAIDD and the two sub-classifications?

A

prenatal, perinatal (occurring during/shortly after birth), or postnatal; biological and environmental

81
Q

what are the two most common genetic causes for ID?

A

down syndrome and fragile X syndrome

82
Q

amniocentesis

A

withdrawal of a sample of fluid from the amniotic sac surrounding the fetus during the 2nd trimester of pregnancy –> chromosome and enzyme analysis performed

83
Q

chorionic villi sampling (CVS)

A

small amount of chorionic tissue (fetal component of the developing placenta) is removed and tested

84
Q

genetic counseling

A

discussion between a specially trained medical counselor and the prospective parents about the possibility of giving birth to a child w/ disabilities

85
Q

academic vs. functional curriculum

A

academic- instruction in reading, writing, and math; functional- increases student’s independence, self-direction, health/fitness, enjoyment in school/home/work environments

86
Q

task analysis

A

breaking down complex or multistep skills into smaller, easier-to-learn subtasks

87
Q

active student response (ASR)

A

when a student makes a detectable, lesson-specific response

88
Q

how many causes and risk factors are associated with ID?

A

350

89
Q

learning disability

A

term used to describe individuals who experience serious difficulties learning to read, write, spell, or solve math problems

90
Q

acheivement discrepancy

A

determining if severe discrepancy exists between student’s expected and actual achievement

91
Q

what are the problems with achievement discrepancy?

A

children in early grades may not yet have a large enough IQ-achievement discrepancy to qualify for sped services and lack of empirical evidence that measuring IQ achievement discrepancy accurately and consistently identifies students w/ learning disabilities

92
Q

response to intervention (RTI)

A

shifts identification from “wait to fail” model to early identification and prevention

93
Q

what is the name and definition for learning disabilities in the DSM-5?

A

specific learning disorders- neurodevelopmental disorder that impedes learning of academic skills

94
Q

what are some common characteristics of learning disabilities?

A

problems in listening, reasoning, memory, attention, selecting and focusing on relevant stimuli, and the perception and processing of visual or auditory info

95
Q

phonological awareness

A

the conscious understanding and knowledge that language is made up of sounds

96
Q

phonemic awareness

A

knowledge that words consist of separate sounds/phonemes and the ability to manipulate these sound units

97
Q

true or false: children with learning disabilities are prone to interpersonal problems

A

true

98
Q

what is the percentage of comorbidity between learning disabilities and ADHD?

A

45.1%

99
Q

what percentage of all school-age children w/ disabilities do children w/ learning disabilities represent?

A

36.7%

100
Q

across all grade levels, males w/ learning disabilities outnumber females by a ___ ratio

A

3:1

101
Q

what are the most common causes of learning disabilities?

A

in most cases the etiology is unknown

102
Q

what is the standardized test most commonly utilized to determine eligibility for sped services under the learning disabilities category?

A

IQ test

103
Q

criterion-referenced tests

A

child’s score is compared with a predetermined criterion/mastery level rather than w/ normed scores of other students

104
Q

curriculum-based measurement (CBM)

A

entails measuring the growth of students’ proficiency in the core skills that contribute to success in school

105
Q

formative assessment

A

provides info on student learning as instruction takes place over time

106
Q

summative assessment

A

provides info on student learning after instruction has been completed

107
Q

direct daily measurement

A

obtaining a measure of the student’s performance each time a specific skill is taught

108
Q

precision teaching

A

precision teachers make instructional decisions based on changes in a student’s performance

109
Q

tier 1 RTI (primary intervention)

A

evidence-based curriculum and instruction in the gen ed classroom

110
Q

tier 2 RTI (secondary intervention)

A

students who are struggling in gen ed classroom receive an intensive fixed-duration trial of small-group supplemental tutoring using research-validated program

111
Q

tier 3 RTI (tertiary intervention)

A

special ed

112
Q

learning strategy

A

an individual’s approach to a learning task

113
Q

content enhancement

A

wide range of techniques teachers use to enhance the organization and delivery of curriculum content so that students can better assess, interact w/, comprehend, and retain that info

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