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SPED 419 LIT (Spring '18) > Ch. 1 Monitoring and Teaching Understanding > Flashcards

Ch. 1 Monitoring and Teaching Understanding Flashcards

1
Q

Fifteen to ____ percent of all students have some type of learning or behavior problem, however, students with learning disabilities and behavior problems that are identified as special education represent a much smaller percentage of the student population (typically less than ___%).

A

25 and 6

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2
Q

Students with learning disabilities are _____ times more prevalent than those with behavior disorders.

A

5

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3
Q

The following are all factors to consider when determining ___________ of ___________.

  1. Persistence of the problem
  2. Severity of the problem
  3. Speed of progress
  4. Motivation
  5. Parental response
  6. Other teachers’ responses
  7. Relationship with the teachers
  8. Instructional modifications
  9. Adequate instruction
  10. Behavior-age discrepancy (Standard Deviation?)
A

Seriousness of Problem

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4
Q

The following are the six principles of _________ __________ for Students with Learning and Behavior Problems

  1. Individually Planned
  2. Specialized
  3. Intensive
  4. Goal-directed
  5. Employ research-based methods
  6. Guided by student performance
A

Effective Instruction

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5
Q

Why is inclusion important for students with learning and behavior problems?

A

Students want to be successful in the general education classroom with age-similar peers.

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6
Q

The special education teacher, as consultant/collaborator with the general education classroom teacher, is to facilitate the implementation of the student’s IEP and then promote effective practices and planning to assure _________ instruction.

A

Appropriate

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7
Q

Working cooperatively with the special education teacher, who is responsible for planning, monitoring, and delivering the instruction or intervention the student needs.

A

Gen. Ed. Teacher

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8
Q

The discrepancy is difficult to determine with young children and may unnecessarily postpone identification until second grade or later; this concern highlights why some refer to the IQ–achievement discrepancy as the “_________” model.

A

Wait to Fail

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9
Q

T/F IQ tests always provide information to teachers to assist them in improving or modifying their instruction.

A

False IQ tests provide very little information to teachers to assist them in improving or modifying their instruction.

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10
Q

The alternative practice to the IQ-achievement discrepancy Model is called the….

A

Response to Intervention Model

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11
Q

What three components are a part of RTI/MTSS?

A
  1. Multi-tiered system of interventions
  2. Data collection system that informs making decisions
  3. Ongoing progress monitoring.
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12
Q

Which intervention provides a preventative approach to special education?

A

RTI

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13
Q

Which intervention promotes early screening and interventions.

A

RTI

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14
Q

Which intervention addresses concerns about the IQ-achievement discrepancy.

A

RTI

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15
Q

Name two common models in the RTI framework…

A
  1. Problem solving model

2. Standardized approach

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16
Q

T/F, RTI is a means for identifying students with learning disabilities.

A

False, RTI as a means for identifying students with learning disabilities is not a substitute for a comprehensive evaluation.

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17
Q

T/F No single procedure can be relied on to determine whether a student qualifies for special education.

A

True, multiple procedures are a part of qualifying for SPED.

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18
Q

T/F IDEA 2004 requires that schools use RTI.

A

False, it does not require it, however, it recommends recommends that states and schools abandon the IQ–achievement discrepancy to identify students with learning disabilities and instead use RTI approach

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19
Q

involves a group of individuals (IEP team) that establishes an appropriate specialized educational program for a student with disabilities.

A

IEP Process

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20
Q

is a record of the decisions that have been agreed upon by the IEP team.

A

IEP Document

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21
Q
  1. Representative of the local education agency (administrator)
  2. Parent(s) or guardian(s)
  3. Special education teacher
  4. General education teacher(s)
  5. Evaluative personnel
  6. Student (if appropriate)
  7. Other professionals as appropriate
    are all a members of…
A

the Multidisciplinary team.

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22
Q

1/9. Current levels of educational performance and social-emotional functioning is a component of which document?

A

The IEP

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23
Q

2/9. Measurable annual goals is a component of which document?

A

The IEP

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24
Q

3/9. Special education, related services, and supplementary aids and services to be provided to the student, including program modifications or supports for school personnel that will be provided for the student is a component of which document?

A

The IEP

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25
Q

4/9. An explanation of the extent to which the student will not participate in general education classes.

A

The IEP

26
Q

5/9. A statement indicating how the student will participate in state- or district-wide assessments and outlining any modifications and accommodations to be provided during testing.

A

The IEP

27
Q

6/9. When special education services will begin, as well as the frequency, location, and duration of services and modifications.

A

The IEP

28
Q

7/9. How progress toward annual goals will be measured and how the family will be regularly informed of progress toward these goals.

A

The IEP

29
Q

T/F IDEA mandates that parents/guardians be updated on their children’s progress toward IEP goals and objectives once a year instead of at the same time as report cards are issued for all students.

A

False, **IDEA mandates that parents/guardians be updated on their children’s progress toward IEP goals and objectives at the same time as report cards are issued for all students.

30
Q

Explanation of transition services at age 16, including measurable postsecondary goals, to help the student prepare for a job or college by taking appropriate classes and/or accessing services outside of school.

A

The IEP

31
Q

A list and signatures of the committee members present.

A

The IEP

32
Q

Measurable is a requirement of __________ Goals

A

Annual Goals

33
Q

a statement of what the student can reasonably achieve in a year is a requirement of _________goal

A

Annual

34
Q

A statment regarding helping the student be successful in general education settings and/or address other educational needs ensuing from the disability is a requirement of __________ Goals

A

Annual

35
Q

Include short-term objectives (for students who take alternate assessments) is a requirement of _______ Goals.

A

Annual

36
Q

_____________ requires teachers to schedule IEP meetings at times that are convenient for families, checking with them in advance to determine a suitable date, time, and location.

A

Due Proccess

37
Q

T/F parents and IEP team need to be notifies and reminded well in advance of the meeting.

A

True

38
Q

If family members choose not to attend even after reasonable efforts have been made to accommodate their schedules, the school should use other methods to involve them, including telephone calls or home visits. The school must __________ its attempts to involve family members.

A

Document

39
Q

The school must take measures to ensure that families understand IEP proceedings, including providing an _________ if English is not their first language.

A

Interpreter

40
Q

Family involvement in the development of the IEP should be documented, and parents/guardians should receive a copy of the _________.

A

IEP

41
Q

By law, students need to be invited to attend/run their _____ meetings .

A

IEP

42
Q

T/F, Uncluding students in thier IEP meetings helps them develop a commitment to learning and a sense of responsibility and control over the decisions made regarding their learning.

A

True

43
Q

The opportunity for individuals to make important decisions about their own lives and be actively involved in decisions about their own learning is referred to as…

A

Self-Determination

44
Q

T/F, Students who engage in _____-________have improved academic performance.

A

self-determination

45
Q

Proactive transition education is a part of the __________-__________ process.

A

Transition Planning

46
Q

Opportunities to dream about who you want to be and how you will achieve it, is a part of the __________-__________ process.

A

Transition Planning

47
Q

Assessment of critical areas to help with decision making, transition planning and opportunities to receive feedback about how you are performing and what you need to do to meet your goals is a part of the __________-__________ process.

A

Transition Planning

48
Q

For a child whose eligibility terminates under circumstances described in paragraph (e)(2) of this section, a public agency must provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals. (Section 300.305(e)(3))
is a new component mandated by….

A

IDEA 2004

49
Q

Who are the key players in teaching-learning process?

A
  1. Learner

2. Teacher

50
Q

What are the three main branches governing effective instruction?

A
  1. Assessing Progress
  2. Designing Instruction
  3. Delivering Instruction
51
Q

Assessing Progress and Designing Instruction involves which 5 activities of effective instructions?

A
  1. Determining goals of instruction
  2. Flexible grouping
  3. Adaptations
  4. Scaffolding
  5. Careful use of instructional time
52
Q

Delivering Effective Instruction involves which 3 components?

A
  1. Quick Pacing
    Sufficient
  2. Opportunities for student response
  3. Error Correction
53
Q

Term referring to the extent to which students are educated with non-disabled peers. IDEA 2004 Mandate.

A

Least Restrictive

54
Q

A type of goal related to knowledge and skills need and should be written in the IEP as academic or social goals….

A

Instructional Goals

55
Q

A type of goal that is associated with transition planning that focuses on making connections to the supports and services that will be needed in postsecondary settings and are written int eh section of the IEP that deals with transition services.

A

Linkage Goals

56
Q

a model of teaching and learning that takes into account the complexity of the learning environment or context, the knowledge and skills of the teacher and the learner, and instructional cycle the teacher implements to facilitate learning.

A

Teaching-Learning process

57
Q

A process based on monitoring related to students’ learning and behavior in which one sets instructional goals; plans instruction; provides, evaluates and modifies instruction based on students’ progress which is monitored through continued progress monitoring.

A

Instructional Cycle

58
Q

the use of a variety of grouping practices (mixed ability, same ability, whole, pairs, individualized) that change depending on the goals and objectives for the lesson.

A

Flexible Grouping

59
Q

strategy for adjusting and extending instruction so that students are challenged and bale to develop new skills.

A

Scaffolding

60
Q

the distance between the actual developmental level as described by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers”

A

Zone of Proximal Development

61
Q

type of instruction that includes modeling, guided and independent practice and use of consistent instructional procedures.

A

Explicit Instruction

62
Q

type of instruction in which sequencing instruction from easier to more difficult and teaching the easer skills to mastery before introducing more complex skills.

A

Systematic Instruction

SPED 419 LIT (Spring '18) (9 decks)

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