Ch12 Flashcards
1
Q
What is the primary complexity in determining if an EL student has a learning disability?
A
Both cultural and language issues must be “detangled” from any possible learning disability.
2
Q
What needs to be critically examined before recommending an EL for Sp. Ed?
A
Social and cultural conditions
3
Q
What are Stainback and Stainback’s beliefs on regular and special education?
A
Merge and all students receive individualized education
4
Q
Placing learning disabled students with ELD students is __ and __
A
unethical, harmful
5
Q
What is true about the representation of CLD children in Sp. Ed.?
A
Disproportionally large
6
Q
The Individuals with Disabilities Education Act (IDEA) entitles all individuals to a …
A
free, appropriate public education (FAPE)
7
Q
The Individuals with Disabilities Education Act (IDEA) mandates nondiscriminatory (3)
A
- assessment
- identification
- placement
8
Q
The Individuals with Disabilities Education Act (IDEA) forbids the placement into learning disabled due to __, __ or __ difference
A
ethnic
linguistic
racial
9
Q
The assessment and placement of CLD students in Sp. Ed. has become a __ issue
A
major
10
Q
The overrepresentation of CLD students in disability programs is due to ___ in educational treatment
A
inequity
11
Q
What does the inequity in educational treatment that causes the overrepresentation of EL’s in disability programs cause in (1) students (2) teachers
A
- Lowered self-esteem
- A lowered perception of capability for EL’s
12
Q
What do some people argue that “aptitude” is?
A
A cultural construct
13
Q
What can cause an EL to be inappropriately identified as special needs?
A
Differences in prior school experiences and a linguistic gap that may result in culture shock that is interpreted as special needs
14
Q
What is the only minority group not underrepresented in Gifted Programs?
A
Asians
15
Q
The underrepresentation of minorities other than Asians in Gifted Programs indicates? (4)
A
- Inadequacy of relying only on testing
- Lack of teacher training to recognize diverse talent
- Lack of diversity on selection panels
- Inadequate training of assessment personnel
16
Q
What practices help avoid underrepresentation of Hispanic and African Americans in Gifted Programs?
A
- Use valid ID instruments
- Collect multiple types of information from multiple sources
- Train teachers/personnel on culturally derived learning styles
- Increase awareness of research on giftedness in minorities
17
Q
How do some schools create a gifted “school within a school”?
A
- Separate core classes
- Electives and PE in the general populace
18
Q
What are 3 ways Baca and Valenzuela recommended for restructuring bilingual education? What do they claim this will provide in terms of the delivery of education to CLD learners?
A
- Classrooms conform to student needs, not vice-versa
- Make effort to increase the academic performance of CLD Sp. Ed. students
- Teachers should actively assess
- Direction for the efforts
19
Q
What do Baca and Valenzuela state should be done based on assessments as a major part of the intervention process before referring a student to Sp. Ed.?
A
Adapt the curriculum
20
Q
What do Baca and Valenzuela recommend using instead of a remedial approach to assessing if a student is learning disabled?
A
Use a diagnostic model
21
Q
What are the 5 domains (per G.P. Wallach and L. Miller) for the principles of the Education of CLD-Sp. Ed. Students?
A
- Responsibility of the student for learning
- Student need for self-knowledge
- Goals for instruction
- Relationship of educational services to mainstream instruction
- Need for informed decision making
22
Q
Who bears the responsibility of identifying students with special needs?
A
Parents, teachers and school personnel
23
Q
What is done after a student is ID’ed as possible learning disabled?
A
Intervention
24
Q
What causes some educators to be overly cautious about referring EL’s to Sp. Ed.?
A
A lack of understanding of cultural and language issues
25
What do the following Sp. Ed. acronyms stand for?
| IDEA, IEP, RSP, SDC, SST
- Individual with Disabilities Education Act
- Individualized Education Plan
- Resource Specialist Program
- Special Day Class
- School Study Team
26
What is done after a student is referred for Sp. Ed. placement?
A team (1) Suggest modified learning environment (2) Implements a program of early intervention
27
What are 5 questions to consider when evaluating a student for Sp. Ed?
- What are examples of unmet needs in regular classroom?
- Is there a consistent pattern that affect learning?
- Is the unmet need becoming more serious with time?
- Does the student function significantly different from classmates?
- Is the poor functioning due to L2 acquisition?
28
When attempting to determine if a student has special needs or is simply functioning poorly due to L2 acquisition difficulties, what should be noted?
A discrepancy in performance between the two languages
29
When determining if a student needs Sp. Ed. who may fill out the data sheet thus playing an important role in the investigation?
- School ELD Specialist or Bilingual Specialist
30
What are 6 things to consider when evaluating a student for Sp. Ed.?
- Background experience and previous schooling
- Response to the classroom environment
- Cultural and linguistic background
- Level of acculturation
- Learning style
- Physical health
31
What are some of the academic problems that are similar for both CLD and special needs students? (10)
- Discrepancies between verbal/non-verbal learning (culturally dependent)
- Perceptual Disorders (CLD home language not alpha, not literate in L1)
- Language disorders
- Metacognitive Deficits: If not literate in L1, may lack pre-literacy behavior
- Memory difficulties
- Social-Emotional Functioning: May experience academic frustration
- Difficulty attending and focusing
- Culture/Language Shock: Uneven performance, not engaged
- Reading Dysfunctions: Slow rate, excessive lip movement or vocalization
- Written Skill Deficits
32
What are the similarities between ethnic language variations and learning disability symptoms? (4)
- Articulating certain sounds
- Understanding subtle verb modalities (can, might, may)
- Sentence-level intonation
- Discourse/pragmatic features (use of language in social context)
* ** Turn taking
* ** Reading social cues
33
What is often the best judge of an EL being learning disabled?
Time - 5-6 months should show improvement while learning disability tends to be constant
34
A key diagnosis of language-related disorders is the presence of ___ ___ in both L1 and L2
similar patterns
35
What are 6 modifications for CLD Students
- Use a variety of modes (visual, tactile, auditory)
- Balance lessons with "hands-on" w/ explicit instructions of strategies and skills
- Ensure comprehension: Check for understanding
- If a student shows fatigue, allow time for a break
- Allow time for a thoughtful response
- Ask questions that require answers that match students' English proficiency
36
What are the 4 roles of ELD and classroom teachers during the process to determine eligibility for additional services?
- Organizer: information for referral
- Instructor: ELD teacher may advise modifying learning environment
- Investigator: ELD or Bilingual profession may test in L1
- Mentor to Students: Both teachers share information and collaborate
37
When is a student tested for Sp. Ed?
After evidence is provided and analysis of the early intervention is completed (School Screen Team)
38
What must be true about approval of testing for Sp. Ed. and who can administer the test?
- Parents
| - School psychologist or licensed professional
39
What are 4 assumptions for the psychological testing of a student?
- Test administrator is certified
- Assessment has norms that represent the population of the individual
- Test taker understands the words and what is expected
- Behavior sampled is an adequate measure of abilities
40
An administrator for a psychological test should be certified and trained in ...? (4)
Admin, scoring, interpretation
- Knows pitfalls and limitations
Understand nonverbal signals cultural beliefs, practices
- Speaks L1
41
What is true about Sp. Ed. testing translated from English?
They may not be equivalent
42
What is true about individual learning styles that must be considered when testing for Sp. Ed.?
It may be culturally bound
43
What should be done with testing for Sp. Ed. when testing bilingual students?
Test in both languages
44
What are 9 characteristics of successful test takers?
- Monochronic orientation
- Tolerate close spacing
- Frequent, sustained eye contact
- Gender neutral to directions
- Individual orientation
- Understand verbal/nonverbal aspects of the majority culture
- Takes responsibility for own success
- Can perceive details apart from the whole
- Reflective, methodological, analytical cognitive style
45
What students are difficult to refer to Sp. Ed. and why?
Bilingual - The difficulties they display overlap those of learning disabled students
46
Who is the most important figure in evaluating a bilingual student for Sp. Ed.
Bilingual Psychologist
47
What is the Descriptive Assessment Process?
It is a 3 step process used when evaluating bilingual students for Sp. Ed.
- Phase 1: Descriptive Analysis
Analyze oral monologue dialogue of student in class
--- Refer to speech/language therapist or additional mediation and evaluation
- Phase 2: Exploratory Analysis (If problem still exists) Assessor examines cultural, ethnic background and acculturation
--- If these don't account for issues move to
- Phase 3: Assessment for the Presence of Intrinsic Factors (learning disability)
48
What can be done to promote family support for evaluation of bilingual students for Sp. Ed.?
Meet regularly and have a folder of "average" work for grade level to give context for student performance
49
What are the principles of collaboration and what does it require of educators when working as a team with Sp. Ed. 2nd language students?
- Professionals working as equals toward a shared goal
| - Requires a collegial working environment of mutual respect and trust
50
What is the collaboration of ELD specialists, mainstream teachers, and Special Educators know as?
Co-teaching model
51
What should be true about ELD services during the evaluation for Sp. Ed. and after placement?
They should continue
52
Who often engages with content teachers to integrate language development?
ELD Specialists
53
When and under what conditions do ELD specialists engage with
(1) Classroom/mainstream teachers
(2) Bilingual Teachers
(3) Resource teachers
(4) Administrators (various) (5)
(5) Curriculum coordinators
(1) Grade level meetings
(2) Select complementary L1 and L2 material
(3) Share diagnostic and other assessment tools
(4) Design and Implement services
- Offer in-service workshops
- Set grading policy
- Record keeping
- Redesignation
(5) Create model units of instruction that incorporate content and EL development standards
54
What should be true about the qualifications of an interpreter?
Should be a qualified professional, not just an aide
55
What type of teacher might benefit from the services of an interpreter?
One not fluent in L1
56
What should be done prior to a parent meeting when using an interpreter?
Meet with the interpreter first
57
Who should the teacher be observing when using an interpreter?
The parent / student speaking listening and observing intonation and non-verbal responses
58
Who may an ELD specialist work with?
Directly with the student, parents or teacher
59
When an ELD specialist works directly with a student during Sp. Ed evaluation, what activities are common?
Tutor, chart daily performance measures
60
What are 6 "indirect" (not with the student) services that an ELD can offer for SP. Ed. evaluation?
- Consult with teachers
- Devise tests and instruct in usage
- Show how to measure child's daily academic and social progress
- Establish parent groups for discussion of issues
- Train older students, parents and aides to tutor
- Offer in-service workshops that focus on special-interest areas
61
What may an ELD specialist assist in writing for Sp. Ed. evaluations
An IEP
62
What should be part of the continuing plan in an IEP?
ELD services
63
What is the teaching strategy of inclusion w.r.t. CLD special learners?
Provision of instruction within the conventional/mainstream classroom
64
For the CLD special learner, teaching practices should showcase student __ and __ areas of struggle
strength
| support
65
The mainstream classroom of an included student is a __, ___ setting
rich
| non-restrictive
66
What are 3 components of exemplary programs for CLD learners w.r.t. (1) content areas (2) Language Arts instruction (3) Primary language
(1) Comprehensible using L1 and SDAIE
(2) In English
(3) Maintenance or development
67
What is true about teaching complexity and resources needed to support inclusion?
both increase
68
When adapting listening tasks, what 6 strategies can be used before listening?
- Instruct listening strategies
- Arrange in short, logical, well-organized segments
- Preview ways to pay attention
- Preview the content with questions that require critical thinking
- Establish a listening goal for the lesson
- Provide prompts to indicate notes should be taken
69
When adapting listening tasks, what 5 strategies can be used during listening?
- Actively involve students in rehearsing, summarizing, taking notes
- Use purposeful, curriculum-related listening activities
- Model listening behavior and use peer models
- Teach students to attend teacher cues of important information
- Teach self-monitoring using self-questioning techniques
70
When adapting listening tasks, what 2 strategies can be used after listening?
- Discuss content using teacher questions, prompts to cue response
- Integrate other language arts content activities w/ listening as a follow-up
71
When adapting reading tasks, what 6 strategies can be used before reading?
- Verify appropriate reading level
- Adapt reading level if necessary
- Preview reading material to set purpose for reading
- Bridge to students' existing level or create new schemata
- Pre-teach essential vocab
- Simpler versions can be read by an aide 1-1
72
When adapting reading tasks, what 4 strategies can be used during/through reading?
- Use study guides to emphasize important features of reading
- Help students to focus by providing a noise-free listening area
- Provide pictures or other multimodal input to supplement reading
- Pause occasionally to pinpoint vocabulary that is defined in surrounding context
73
When adapting reading tasks, what 4 strategies can be used during/through reading?
- Discuss to clarify content using a list of questions read by peers
- Review vocab to deepen comprehension
- Use formative assessment to ask comprehension questions 1-1
- Allow follow up with diverse/creative activities to encourage multimodal responses
74
What do teacher need to balance when adapting writing tasks for special needs EL's?
Oral and written responses
75
What are two strategies for supporting learning disabled, EL students for content writing to reduce or share the burden?
- Provide an outline to reduce board copying
| - Allow group responses while ensuring equal participation
76
What should content writing focus on?
Self-expression
77
What well-defined, 3-part process should students use for writing?
- Generate ideas
- Draft
- Peer review
78
What is useful for CLD students to have on the wall during writing?
Word bank
79
What can assistive technology enable for Sp. Ed CLD and their peers?
Can help them study alongside mainstreamed peers
80
What are 5 common homework adaptations for Sp. Ed. students
- Longer time to finish
- Shorter assignments
- Alternative response format
- Grade effort not performance
- Scaffold performance with aide, peer tutor, study group
81
What can be done to monitor Sp. Ed ELD homework
Frequent check-ins with student and parents
82
When Sp Ed. is mainstreamed, how does instruction for inclusion meet the requirement of continuous assessment? (3)
- Evaluates the curriculum using immediate, measurable results
- Pinpoints successful tasks and strategies
- Provides a basis for communication with the student and parent
83
What are the two primary methods for assessing the success of included students?
- Direct observation
| - Analysis of student products
84
What are 3 types of direct observation assessments should be evaluated for included students ?
- Opportunities to speak
- Academic engagement
- Enough time to complete tasks
85
What are 2 types of direct observation assessments should be evaluated when analyzing student product
- What activities "work" for the student
| - Formative assessment gives students feedback on performance
86
When assessing the work of Sp. Ed CLD's that require significant modification, what should be addressed before approving the IEP?
Grading
87
What are 3 types of descriptive comments can teachers use when grading Sp. Ed students?
- Examples of performance
- Successful instructional approaches/strategies
- Observations of students' learning styles, skills, efforts and attitude
88
What type of grading is most useful for students with disabilities?
Pass/Fail checklist
89
What is true about the grades of disabled students when letter grades are mandated?
They are lower
90
Testing of disable students should assess their ___ not their ___
abilities
| disabilities
91
What does IDEA (Individuals with Disabilities Act) supply and require in terms of assessment accommodation? (2)
- Guidelines
| - Report the number of students using accommodation
92
What are the 5 categories of assessment accommodation?
- Information presentation
- Equipment and Material
- Response
- Setting
- Timing/scheduling
93
How is student assessment of the Sp. Ed student used w.r.t.
| (1) IEP (2) Parents
- Monitors extent to which the IEP is being fulfilled
| - Keep them informed and engaged with persistent, positive feedback
94
What does Universal Design for special populations of English learners advocate?
Education of these learners from a unified perspective
95
What special needs are part of the Universal Design for special populations of English learners?
Disabled in
- learning
- vision
- hearing
- mobility
96
What is the primary goal in "universal design"?
Make products usable for all
97
What are the 7 principles of Universal Design?
- Equitability
- Flexibility
- Simplicity
- Easily perceivable instructions
- Robust operation
- Low effort to operate
- Accessibility
98
Universal instructional design gives students ___ access to the curriculum
meaningful
99
Universal instructional design allows ___ means of representation, expression and engagement
multiple
100
What 7 areas does universal instructional design address?
- Inclusiveness
- Physical access
- Delivery methods
- Information access
- -- Understandable, complete
- -- Clear criteria for tests/assign
- Interaction
- -- both homo/hetero groups
- Feedback
- Demonstration of knowledge
101
What percent of learning is visual?
80%
102
When teaching visually impaired students, what two factors about the impairment should be considered?
- Degree
| - Age of impairment
103
What 4 resources can a teacher draw upon when teaching visually impaired students?
- A reader's service
- Technology (braille, sound software
- Audio books, recorded ..
- Students willingly help blind classmates
104
What can a teacher modify during normal teaching to assist visually impaired students?
- Be more vocal and repeat words written on the board
105
Are field trips good for visually impaired students?
Yes
106
What % of hearing impaired are EL's?
40%
107
From what 3 cultures do hearing impaired students face challenges?
- Ethnic background
- Deaf community
- Mainstream hearing people
108
When teaching an "included" class, what two things are especially important to encourage of all students?
- Appreciate and respect differences
| - Develop awareness of the needs of others
109
Hearing loss is ___ and each type requires ___ intervention.
varied
| distinct
110
What are the instructional strategies that can be used when teaching hearing impaired students in terms of Classroom management? (4)
- Desks in a semi-circle
- Reduce ambient noise
- Speak clearly
- Use facilitating gestures
111
What are the instructional strategies that can be used when teaching hearing impaired students in terms of Student-Teacher interaction? (2)
- Seat closer to teacher
| - Speak naturally, face-to-face
112
What are the instructional strategies that can be used when teaching hearing impaired students in terms of Academic Assistance? (4)
- List key points visually (chalkboard)
- Use multiple forms of communication
- Give short, concise instruction and have student privately repeating key points
- Appoint a peer buddy to help students stay abreast of class during oral reading
113
What are the instructional strategies that can be used when teaching hearing impaired students in terms of Social Skills development? (3)
- Create opportunities for group work
- Model patience and respect during communication
- Teach social cues and unspoken rules of conversation if needed
114
What is the fastest growing Sp. Ed. population?
Autism
115
What was the determined rate of autism?
1 in 88 had some form
116
What are the primary symptoms of autism?
Impairments in
- social interaction
- communication
117
What is true about the rate of autism among ethnicities?
Highest in whites, but may be due to more testing
118
What are true about diagnosing and the symptoms of autism?
- Difficult to diagnose
| - Complex
119
What is true about the biological nature of autism?
It has not been determined
120
Why is a sensory break area good for autistic students and what can be practices there?
It allows them to calm themselves.
| Practice turn-taking in conversations
121
What is the treatment for autism?
Education
122
What educational training is used for autism?
- Behavioral training
- Speech and language therapy
- 1-1 work with motor disorder skills
123
Do many autistic students require ELD services?
yes
