Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

CTEL > Ch12 > Flashcards

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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What needs to be critically examined before recommending an EL for Sp. Ed?

A

Social and cultural conditions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are Stainback and Stainback’s beliefs on regular and special education?

A

Merge and all students receive individualized education

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Placing learning disabled students with ELD students is __ and __

A

unethical, harmful

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is true about the representation of CLD children in Sp. Ed.?

A

Disproportionally large

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

The Individuals with Disabilities Education Act (IDEA) entitles all individuals to a …

A

free, appropriate public education (FAPE)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

The Individuals with Disabilities Education Act (IDEA) mandates nondiscriminatory (3)

A
  • assessment
  • identification
  • placement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

The Individuals with Disabilities Education Act (IDEA) forbids the placement into learning disabled due to __, __ or __ difference

A

ethnic
linguistic
racial

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

The assessment and placement of CLD students in Sp. Ed. has become a __ issue

A

major

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

The overrepresentation of CLD students in disability programs is due to ___ in educational treatment

A

inequity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What do some people argue that “aptitude” is?

A

A cultural construct

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is the only minority group not underrepresented in Gifted Programs?

A

Asians

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

How do some schools create a gifted “school within a school”?

A
  • Separate core classes

- Electives and PE in the general populace

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Who bears the responsibility of identifying students with special needs?

A

Parents, teachers and school personnel

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What is done after a student is ID’ed as possible learning disabled?

A

Intervention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What do the following Sp. Ed. acronyms stand for?

IDEA, IEP, RSP, SDC, SST

A
  • Individual with Disabilities Education Act
  • Individualized Education Plan
  • Resource Specialist Program
  • Special Day Class
  • School Study Team
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What is done after a student is referred for Sp. Ed. placement?

A

A team (1) Suggest modified learning environment (2) Implements a program of early intervention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What are 5 questions to consider when evaluating a student for Sp. Ed?

A
  • 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?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

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

A discrepancy in performance between the two languages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

When determining if a student needs Sp. Ed. who may fill out the data sheet thus playing an important role in the investigation?

A
  • School ELD Specialist or Bilingual Specialist
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

What are 6 things to consider when evaluating a student for Sp. Ed.?

A
  • Background experience and previous schooling
  • Response to the classroom environment
  • Cultural and linguistic background
  • Level of acculturation
  • Learning style
  • Physical health
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

What are some of the academic problems that are similar for both CLD and special needs students? (10)

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

What are the similarities between ethnic language variations and learning disability symptoms? (4)

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

What is often the best judge of an EL being learning disabled?

A

Time - 5-6 months should show improvement while learning disability tends to be constant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

A key diagnosis of language-related disorders is the presence of ___ ___ in both L1 and L2

A

similar patterns

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

What are 6 modifications for CLD Students

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

What are the 4 roles of ELD and classroom teachers during the process to determine eligibility for additional services?

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

When is a student tested for Sp. Ed?

A

After evidence is provided and analysis of the early intervention is completed (School Screen Team)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

What must be true about approval of testing for Sp. Ed. and who can administer the test?

A
  • Parents

- School psychologist or licensed professional

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

What are 4 assumptions for the psychological testing of a student?

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

An administrator for a psychological test should be certified and trained in …? (4)

A

Admin, scoring, interpretation
- Knows pitfalls and limitations
Understand nonverbal signals cultural beliefs, practices
- Speaks L1

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

What is true about Sp. Ed. testing translated from English?

A

They may not be equivalent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

What is true about individual learning styles that must be considered when testing for Sp. Ed.?

A

It may be culturally bound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

What should be done with testing for Sp. Ed. when testing bilingual students?

A

Test in both languages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

What are 9 characteristics of successful test takers?

A
  • 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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

What students are difficult to refer to Sp. Ed. and why?

A

Bilingual - The difficulties they display overlap those of learning disabled students

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Who is the most important figure in evaluating a bilingual student for Sp. Ed.

A

Bilingual Psychologist

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

What is the Descriptive Assessment Process?

A

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)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

What can be done to promote family support for evaluation of bilingual students for Sp. Ed.?

A

Meet regularly and have a folder of “average” work for grade level to give context for student performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

What are the principles of collaboration and what does it require of educators when working as a team with Sp. Ed. 2nd language students?

A
  • Professionals working as equals toward a shared goal

- Requires a collegial working environment of mutual respect and trust

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

What is the collaboration of ELD specialists, mainstream teachers, and Special Educators know as?

A

Co-teaching model

51
Q

What should be true about ELD services during the evaluation for Sp. Ed. and after placement?

A

They should continue

52
Q

Who often engages with content teachers to integrate language development?

A

ELD Specialists

53
Q

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

A

(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
Q

What should be true about the qualifications of an interpreter?

A

Should be a qualified professional, not just an aide

55
Q

What type of teacher might benefit from the services of an interpreter?

A

One not fluent in L1

56
Q

What should be done prior to a parent meeting when using an interpreter?

A

Meet with the interpreter first

57
Q

Who should the teacher be observing when using an interpreter?

A

The parent / student speaking listening and observing intonation and non-verbal responses

58
Q

Who may an ELD specialist work with?

A

Directly with the student, parents or teacher

59
Q

When an ELD specialist works directly with a student during Sp. Ed evaluation, what activities are common?

A

Tutor, chart daily performance measures

60
Q

What are 6 “indirect” (not with the student) services that an ELD can offer for SP. Ed. evaluation?

A
  • 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
Q

What may an ELD specialist assist in writing for Sp. Ed. evaluations

A

An IEP

62
Q

What should be part of the continuing plan in an IEP?

A

ELD services

63
Q

What is the teaching strategy of inclusion w.r.t. CLD special learners?

A

Provision of instruction within the conventional/mainstream classroom

64
Q

For the CLD special learner, teaching practices should showcase student __ and __ areas of struggle

A

strength

support

65
Q

The mainstream classroom of an included student is a __, ___ setting

A

rich

non-restrictive

66
Q

What are 3 components of exemplary programs for CLD learners w.r.t. (1) content areas (2) Language Arts instruction (3) Primary language

A

(1) Comprehensible using L1 and SDAIE
(2) In English
(3) Maintenance or development

67
Q

What is true about teaching complexity and resources needed to support inclusion?

A

both increase

68
Q

When adapting listening tasks, what 6 strategies can be used before listening?

A
  • 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
Q

When adapting listening tasks, what 5 strategies can be used during listening?

A
  • 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
Q

When adapting listening tasks, what 2 strategies can be used after listening?

A
  • Discuss content using teacher questions, prompts to cue response
  • Integrate other language arts content activities w/ listening as a follow-up
71
Q

When adapting reading tasks, what 6 strategies can be used before reading?

A
  • 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
Q

When adapting reading tasks, what 4 strategies can be used during/through reading?

A
  • 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
Q

When adapting reading tasks, what 4 strategies can be used during/through reading?

A
  • 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
Q

What do teacher need to balance when adapting writing tasks for special needs EL’s?

A

Oral and written responses

75
Q

What are two strategies for supporting learning disabled, EL students for content writing to reduce or share the burden?

A
  • Provide an outline to reduce board copying

- Allow group responses while ensuring equal participation

76
Q

What should content writing focus on?

A

Self-expression

77
Q

What well-defined, 3-part process should students use for writing?

A
  • Generate ideas
  • Draft
  • Peer review
78
Q

What is useful for CLD students to have on the wall during writing?

A

Word bank

79
Q

What can assistive technology enable for Sp. Ed CLD and their peers?

A

Can help them study alongside mainstreamed peers

80
Q

What are 5 common homework adaptations for Sp. Ed. students

A
  • Longer time to finish
  • Shorter assignments
  • Alternative response format
  • Grade effort not performance
  • Scaffold performance with aide, peer tutor, study group
81
Q

What can be done to monitor Sp. Ed ELD homework

A

Frequent check-ins with student and parents

82
Q

When Sp Ed. is mainstreamed, how does instruction for inclusion meet the requirement of continuous assessment? (3)

A
  • Evaluates the curriculum using immediate, measurable results
  • Pinpoints successful tasks and strategies
  • Provides a basis for communication with the student and parent
83
Q

What are the two primary methods for assessing the success of included students?

A
  • Direct observation

- Analysis of student products

84
Q

What are 3 types of direct observation assessments should be evaluated for included students ?

A
  • Opportunities to speak
  • Academic engagement
  • Enough time to complete tasks
85
Q

What are 2 types of direct observation assessments should be evaluated when analyzing student product

A
  • What activities “work” for the student

- Formative assessment gives students feedback on performance

86
Q

When assessing the work of Sp. Ed CLD’s that require significant modification, what should be addressed before approving the IEP?

A

Grading

87
Q

What are 3 types of descriptive comments can teachers use when grading Sp. Ed students?

A
  • Examples of performance
  • Successful instructional approaches/strategies
  • Observations of students’ learning styles, skills, efforts and attitude
88
Q

What type of grading is most useful for students with disabilities?

A

Pass/Fail checklist

89
Q

What is true about the grades of disabled students when letter grades are mandated?

A

They are lower

90
Q

Testing of disable students should assess their ___ not their ___

A

abilities

disabilities

91
Q

What does IDEA (Individuals with Disabilities Act) supply and require in terms of assessment accommodation? (2)

A
  • Guidelines

- Report the number of students using accommodation

92
Q

What are the 5 categories of assessment accommodation?

A
  • Information presentation
  • Equipment and Material
  • Response
  • Setting
  • Timing/scheduling
93
Q

How is student assessment of the Sp. Ed student used w.r.t.

(1) IEP (2) Parents

A
  • Monitors extent to which the IEP is being fulfilled

- Keep them informed and engaged with persistent, positive feedback

94
Q

What does Universal Design for special populations of English learners advocate?

A

Education of these learners from a unified perspective

95
Q

What special needs are part of the Universal Design for special populations of English learners?

A

Disabled in

  • learning
  • vision
  • hearing
  • mobility
96
Q

What is the primary goal in “universal design”?

A

Make products usable for all

97
Q

What are the 7 principles of Universal Design?

A
  • Equitability
  • Flexibility
  • Simplicity
  • Easily perceivable instructions
  • Robust operation
  • Low effort to operate
  • Accessibility
98
Q

Universal instructional design gives students ___ access to the curriculum

A

meaningful

99
Q

Universal instructional design allows ___ means of representation, expression and engagement

A

multiple

100
Q

What 7 areas does universal instructional design address?

A
  • Inclusiveness
  • Physical access
  • Delivery methods
  • Information access
  • – Understandable, complete
  • – Clear criteria for tests/assign
  • Interaction
  • – both homo/hetero groups
  • Feedback
  • Demonstration of knowledge
101
Q

What percent of learning is visual?

A

80%

102
Q

When teaching visually impaired students, what two factors about the impairment should be considered?

A
  • Degree

- Age of impairment

103
Q

What 4 resources can a teacher draw upon when teaching visually impaired students?

A
  • A reader’s service
  • Technology (braille, sound software
  • Audio books, recorded ..
  • Students willingly help blind classmates
104
Q

What can a teacher modify during normal teaching to assist visually impaired students?

A
  • Be more vocal and repeat words written on the board
105
Q

Are field trips good for visually impaired students?

A

Yes

106
Q

What % of hearing impaired are EL’s?

A

40%

107
Q

From what 3 cultures do hearing impaired students face challenges?

A
  • Ethnic background
  • Deaf community
  • Mainstream hearing people
108
Q

When teaching an “included” class, what two things are especially important to encourage of all students?

A
  • Appreciate and respect differences

- Develop awareness of the needs of others

109
Q

Hearing loss is ___ and each type requires ___ intervention.

A

varied

distinct

110
Q

What are the instructional strategies that can be used when teaching hearing impaired students in terms of Classroom management? (4)

A
  • Desks in a semi-circle
  • Reduce ambient noise
  • Speak clearly
  • Use facilitating gestures
111
Q

What are the instructional strategies that can be used when teaching hearing impaired students in terms of Student-Teacher interaction? (2)

A
  • Seat closer to teacher

- Speak naturally, face-to-face

112
Q

What are the instructional strategies that can be used when teaching hearing impaired students in terms of Academic Assistance? (4)

A
  • 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
Q

What are the instructional strategies that can be used when teaching hearing impaired students in terms of Social Skills development? (3)

A
  • Create opportunities for group work
  • Model patience and respect during communication
  • Teach social cues and unspoken rules of conversation if needed
114
Q

What is the fastest growing Sp. Ed. population?

A

Autism

115
Q

What was the determined rate of autism?

A

1 in 88 had some form

116
Q

What are the primary symptoms of autism?

A

Impairments in

  • social interaction
  • communication
117
Q

What is true about the rate of autism among ethnicities?

A

Highest in whites, but may be due to more testing

118
Q

What are true about diagnosing and the symptoms of autism?

A
  • Difficult to diagnose

- Complex

119
Q

What is true about the biological nature of autism?

A

It has not been determined

120
Q

Why is a sensory break area good for autistic students and what can be practices there?

A

It allows them to calm themselves.

Practice turn-taking in conversations

121
Q

What is the treatment for autism?

A

Education

122
Q

What educational training is used for autism?

A
  • Behavioral training
  • Speech and language therapy
  • 1-1 work with motor disorder skills
123
Q

Do many autistic students require ELD services?

A

yes

CTEL (13 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions