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Intro to Exceptionalities > Ch 2: Individuals with Special education Programs-Programming and Delivering Services > Flashcards

Ch 2: Individuals with Special education Programs-Programming and Delivering Services Flashcards

1
Q

what are accommodations ?

A

simple changes to the elements of the assignment/test such as an interpreter

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2
Q

what are modifications?

A

change or alter to the standard of learning such as having more time on a test

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3
Q

where do pull-in programs take place?

A

exclusively in general education classrooms

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4
Q

what does “non-categorical/cross categorical” mean in regards to inclusive special education?

A

it means that services are delivered based on individual needs, not by identified disability

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5
Q

what law required highly qualified teachers?

A

No Child Left Behind requires all teachers to be highly qualified
IDEA ‘04 included the same requirement

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6
Q

why was co-teaching a solution to the issue of highly qualified teachers?

A

co-teaching allowed for multiple teachers with different specialities to count as highly qualified teachers as long as they were co-teaching due to “highly qualified” meaning primary and middle SpEd teachers needed to be highly qualified in every core academic subject that they teach

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7
Q

What are the key features of Universal Design for Learning (UDL)?

A

alternatives need to be open to ALL students, part of the standard delivery of instruction, including multiple and/or flexible options

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8
Q

what is the goal of differentiated instruction?

A

to allow students to learn the same content with the method that matches their learning needs

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9
Q

within differentiated instruction, what does instructional delivery mean?

A

instructional delivery refers to differentiated forms of delivery such as having various pacing, flexible groups, etc.

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10
Q

what might be considered a “low tech device” under Assistive Technology (AT)?

A

a pencil gripper, binder clips to turn pages, a walking cane, sensory input items, written text rather than spoken instruction, adaptive paper, visual schedules, picture boards, etc.

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11
Q

what devices might be considered high tech devices?

A

text to speech, electronic aac device, screen readers, alerting devices (visual fire alarm, etc.), screen magnifiers, etc.

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12
Q

what is the role of a consulting teacher in special education?

A

the special education teacher acts as a resource to general education teachers

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13
Q

what is the goal of inclusive special education?

A

maximal integration and participation in typical school activities is the goal of inclusive special education

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14
Q

why is Assistive Tech (AT) at the heart of Universal Design for Learning (UDL)?

A

AT allows for more widely accessible UDL in general education classrooms, such as enlarged print

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15
Q

what sets the requirements for who must be part of an IEP Team?

A

IDEA (Individuals with Disabilities Education Act) sets the requirement for who is required to be part of an IEP Team

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16
Q

who are the required minimum members of an IEP team?

A

1+ general education teacher, 1+ special education or related services provider, representative of the school district, someone to interpret assessment results, guardian of student, student (when applicable)

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17
Q

what is the major goal of IEP meetings ?

A

to create a partnership between professionals, family, and students while simultaneously working to determine how to best meet student’s needs

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18
Q

why should a student be included in IEP Meetings when possible?

A

to allow opportunities for self-advocacy and self-determination which are important life skills for future independence

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19
Q

who is required to have an IEP?

A

every child identified as having a disability must have an individualized program

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20
Q

what is the primary purpose of IEPs?

A

to ensure that all students receive FAPE in the LRE that is specific to the student while they are provided services with expectations of outstanding results in the end

21
Q

What does the Prereferral stage of an IEP rule out?

A

Pre-referral rules out poor teaching and ESL related challenges as the cause for potential academic concerns

22
Q

What does “Child Find” mean in reference to an IEP referral?

A

Child Find is a requirement of IDEA to help refer students with disabilities or potential areas of concern

23
Q

What ages do Individualized Family Service Plans (IFSP) serve?

A

from birth-3 years old

24
Q

who coordinates an IFSP?

A

a service or case manager

25
Q

what is the goal of transitional services in an IFSP?

A

to help with the transition into preschool

26
Q

what components must be included in an IFSP?

A

current functioning level, family’s strengths and needs, expected outcomes and timeline, date for start of services, name of service coordinator, methods for transition

27
Q

what ages do IEPs serve?

A

from 3 years old to 21 years old

28
Q

how often are IEPs evaluated or changed?

A

IEPs are annually evaluated to make sure a student’s current needs are still being met as they age

29
Q

what are the necessary components of an IEP?

A

current performance, annual goals, how disability influences participation/progress, state/district testing accommodations/modifications, projected dates and places, transition service needs (16+), age of maturity rights (16+), measuring progress and communication of progress

30
Q

what role does cost play in IEP services?

A

cost is not a factor in deciding whether to provide certain services or not

31
Q

what are statements of transitional services?

A

plans for assessments and services to prepare for post-school life

32
Q

what do service providers assist students in doing in regards to statements of transitional services?

A

setting goals for self, gaining work experience, and developing skills needed for independent living

33
Q

who is required to have a Behavioral Intervention Plan (BIP)?

A

any students with a disability who commits serious behavioral infractions is required under IDEA ‘04 to have a BIP

34
Q

how long can students be removed from their current placement to an Interim Alternative Education Setting (IAES)?

A

up to 45 school days

35
Q

what is the goal of an Interim Alternative Educational Setting (IAES)?

A

to ensure IEP goals are still making progress and ultimately being met despite behavioral concerns/incidents

36
Q

what does the Stay-Put Provision decide?

A

that students cannot be expelled due to behavior caused by their disability

37
Q

what does Manifestation Determination investigate?

A

seeks to determine the cause of behaviors and to understand if it the result of a disability

38
Q

what is the ultimate goal of Behavioral Intervention Plans (BIPs)?

A

focus on controlling/eliminating future serious behavioral infractions and develop positive social skills

39
Q

what do Functional Behavioral Assessments (FBAs) evaluate?

A

evaluate behavior to determine nature of problem behaviors

40
Q

what are the Procedural Safegaurds of IEPs?

A

notifications of meetings and important events must be in writing in the parents’ native language and free of any educational jargon

41
Q

what laws require students to participate in state/district’s accountability system for state/district testing

A

NCLB and IDEA ‘04

42
Q

what are the four basic groupings of accommodations for state/district testing?

A

presentation, scheduling, setting, and response

43
Q

who are alternate assessments used for?

A

for students who don’t participate in general education ciriculum due to serve rear cognitive disabilities (about 1%)

44
Q

who are modified achievement standards for?

A

for students who participate in general education curriculum at an altered pace

45
Q

what are authentic assessments?

A

performance measures using work generated by standards

46
Q

what is the student involvement in Portfolio Assessments?

A

students select their own work for evaluation, involves in both instruction and evaluation

47
Q

What is used in Curriculum-Based Measurement (CBM) to evaluate progress?

A

data that is frequently and directly collected on specific academic skills and tasks

48
Q

what is the rate of students with disabilities that don’t have a diploma or completion certificate?

A

28%

Intro to Exceptionalities (3 decks)

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