Ch 1~3 Flashcards
child with exceptionalities
child who differs from norm in mental characteristics, sensory abilities, communication abilities, social behavior or physical characteristics tot he extent that special education services are required for the child to develop to maximum capacity
culture
attitudes, values, customs, and language that form an identifiable pattern or heritage
ecological model
view of exceptionality that examines individual in complex interaction with environmental forces and believes that exceptionalities should be remediated by modifying elements int he environment to allow more constructive interactions between the individual and the environment
family-centered (early) intervention (model/approach)
empowering families to take a lead role with professionals in determining what is best for their child. This is done through support that docuses ot he strengths of the child and family. The family is directly involved in decision making, planning, and implementing interventions for their child
high incidence disabilities
disabilities most prevalent in US, composing at least 1% of school population
individualized education plan (IEP)
program written for every student receiving special education; describes child’s current performance and goals for the school year, the particular special education services to be delivered, and the procedures by which outcomes are to be evaluated
information processing model (IPM)
model that describes learning as a series of components that involve sensory stimulation/input, processing/thinking, and output, or the sharing of what has been learned
interindividual differences
substantial difference among people along key dimensions of development
intraindividual differences
major variation in the abilities or development of a single child
low-incidence disabilities
disabilities comprising less than 1% of US school population
medical model
view of exceptionality that implies physical condition or disease within patient
response to intervention (RtI)
multilevel approach to helping children face difficulties in school. Proposes range of interventions from general classroom to special education
american recovery and reinvestment act
federal legislation passed in 2009 to stimulate economic recovery, including large one-time grants for early intervention services
americans with disabilities act
passed in 1990, this civil rights legislation prohibits discrimination based on disability. This law led to greater access to public transportation, commercial facilities, and telecommunications for individuals with disabilities. The law was further amended in 2008 to give broader protections for workers with disabilities
authentic assessment
measuring a child’s ability by means of an inclass assignment
assistive technology (AT)
tools that enhance the functioning of persons with disabilities
behavior intervention plan (BIP)
similar to IEP, in which a team of professionals, in collaboration with family and student, lay out a plan to counteract unacceptable behavior and develop positive behaviors for a student who has been excluded for disciplinary reasons
class action suits
legal case in which results of the suit apply to an entire class of people, not just the immediate persons involved int he case. A parent suing for th erights of her child with autism can reaffirm rights that apply to all children with autism
COMMON CORE STATE STANDARDS (CCSS)
thesecurriculum standards were developed at the request of the National Governors Association and the Council of chief State School Officers to provide a single set of standards for children throughout the US. The standards address learning in reading/language arts/English and math in grades K-12
co-teaching
when two or more teachers work collaboratively to share expertise, combine resources, and create optimal learning experiences for students. Co-teachers are mutually responsible for the outcomes of the students; they jointly plan and carry out instruction (Ex. general education content specialist co-teaches with a special educator to meet the needs of class)
ecology of the child
these forces surrounding and impacting on the child from family, culture, peers, physical setting, etc.
free and appropriate public education (FAPE)
the courts have affirmed that children with exceptionalities are guaranteed the right to an education provided by the state that is suitable to their needs
functional behavior assessment (FBA)
valuations of behavior that define a behavior, explain why this behavior occurs, describe where and when behavior is present, and demonstrate how the behavior impacts the child and his or her surroundings. The premise is that there is a rational purpose for every behavior and that it is necessary to understand why and how negative or destructive behaviors are triggered in order to reduce them
high stakes testing
any examination whose results can substantially change the future of a student, such as course failure or admittance to college
inclusion
process of bringing children with exceptionalities into regular classroom
Apgar test
screening test administered to an infant at one minute and five minutes after birth
individuals with disabilities education act (IDEA)
the law originally passed in 1975 as PL 94-142 and reauthorized in 2004, addressing the school’s responsibility to children ith exceptionalities in the classroom
instructional technology
growing field of study that uses technology as a means to solve educational callenges, both in the classroom and in distance learning environments
least restrictive environment
educational setting in which a child with special needs can learn that is as close as possible to the general education classroom
No Child Left Behind (NCLB)
federal legislation designed to aid children who have fallen behind thier grade level in performance, including children with disabilities
performance assessment
a measure of the application of knowledge
PL 88-164
refers to federal legislation authorizing funds for personnel preparation. It was the first of many legislative efforts to meet the needs of children with disabilities
PL 94-142
the original law, passed in 1975, that became IDEA (originally known as Education for All Handicapped Children Act)
PL 99-457
extends previous legislation to include children with disabilities from birth on instead of just school-age children. The title of the basic act was changed to Individuals with Disability Education Act (IDEA)
prereferral committee/team
professionals who support the teacher in planning interventions for the student prior to referral for special education, to see if referral is still needed after additional support is given for the student’s success
section 504`
section of the rehabilitation act of 1973 that requires a plan for support outlining the accommodations and interventions needed to help the student who has a condition that substantially limits a major life activity succeed in school
transition planning
process of planning to support students moving to post secondary settings (Ex. jobs, college, assisted living) through goal setting, support, and resource identification
universal design for learning (UDL)
a variety of strategies that give all students access tot he curriculum. These strategies include the use of technology to reduce the impact of sensory and learning disabilities, the incorporation of flexible entry points to allow students to begin work at a level appropri9ate to their needs, and the use of multiple instructional approaches to respond to different student learning needs and style
behavioral support plan
a plan of services devised by teachers and parents to give support to children trying to overcome challenging behavior. This plan focuses on antecendents to the difficult behavior, what the actual behavior is, and the consequence of the behaviors in order to provde the child with support
child find
public awareness activities, screening, and evaluation designed to locate, identify, and refer as early as possible all young children with disabilities and their families who are in need of Early Intervention Program (Part C) or Preschool Special Education (Part B/619) services of the IDEA
developmental delays
each state defines what constitutes a “developmental delay” across five domains: cognitive, communicative, social emotional, motor, and adaptive development. Based on the state’s definition, children with developmental delays and their families qualify for early intervention supports and services
developmental profile
chart presenting the intraindividual differences in development for a particular student
developmentally appropriate practice (DAP)
curriculum practices that match the level of development of the child and are presented in ways that children learn, such as in play
early intervention
systematic efforts designed to prevent deficits or to improve an existing disability in children between birth and age 5
embedded instruction
the use of a child’s daily activities to teach and reinforce key skills, allowing teachers to use typical classroom routines to strengthen and reinforce learning
evidence based practice
practices that have shown effectiveness based on research, practitioner’s wisdom, and family values
natural environments
settings that are typical for children with and without disabilities; including the home, neighborhood, community setting and place of worship
fetal alcohol spectrum disorder
defects in a child as a result of the mother’s heavy use of alcohol during her pregnancy; fetal alcohol syndrome is the most serious type
genetic counseling
source of information for parents about the likelihood of their having a child with genetically based disabilities
individualized family service plan (IFSP)
an intervention program for young children and their families that identifies their needs and sets forth a program to meet those needs
multidisciplinary team
group of professionals who work together to help plan and carry out intervention or treatment for children with disabilities to help them achieve thier full potential
