Chapter 1: The Purpose and Promise of Special Education

Question 1

Impairment

Answer 1

Loss or reduced function of a particular body part or organ.

Question 2

Disability

Answer 2

Exists when an impairment limits the ability to perform certain tasks.

Question 3

Handicap

Answer 3

Is a problem, or disadvantage encountered when interacting with the environment.

Question 4

At-Risk

Answer 4

Are children who have a greater than usual chance of developing a disability.

Question 5

Special Education

Answer 5

Individually planned, specialized, intensive, goal-directed instruction. Characterized by the use of evidence-based teaching methods, the application of which is guided by direct and frequent measures of student performance.

Question 6

Free Appropriate Public Education (FAPE)

Answer 6

As guaranteed by the IDEA, schools must provide each qualifying child with disabilities a program of education and related services individually designed to meet their child’s unique needs and from which the child receives educational benefit, including being prepared for further education, employee, and independence living.

Question 7

Least Restrictive Environment (LRE)

Answer 7

The educational setting that most closely resembles a regular school program and also meets the child’s special ed needs.

Question 8

Due Process

Answer 8

Fair treatment through the normal judicial system, especially as a citizen’s entitlement

Question 9

Individuals with Disabilities Education Act (IDEA)

Answer 9

The Individuals with Disabilities Education Act (IDEA) ensures that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment and independent living.

Question 10

Individualized Education Program (IEP)

Answer 10

The written document required by the Individuals with Disabilities Education Act for every child with a disability. This includes statements of present performance, annual goals, short-term objectives, specific educational services needed, extent of participation in gen. ed, evaluation procedures, and relevant dates. It must be signed by parents as well as educational personnel.

Question 11

Individualized Family Service Plan (IFSP)

Answer 11

A requirement of the IDEA for the coordination of early intervention services for infants and toddlers with disabilities from birth to age 3 years. Similar to the IEP, which is required for all school-age children with disabilities.

Question 12

Assistive Technology

Answer 12

Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.

Question 13

Universal Design for Learning (UDL)

Answer 13

An approach to developing curriculum materials and lessons that incorporate concepts from architecture and product design to make access and interaction with the materials accessible, motivating, and engaging for all learners.

Question 14

Fluency

Answer 14

The combination of accuracy and speed that characterizes highly skilled performance; often measured by the number of responses per minute.

Question 15

Exceptional Children

Answer 15

Children whose-performance deviates from the norm, either below or above, to the extent that special education is needed.

Question 16

Functional Curriculum

Answer 16

Knowledge and skills that some students with disabilities must learn to achieve as much success and independence as they can in school, home, community, and employment settings. (Dressing, Toileting, Preparing a Snack, or Making a Purchase).

Question 17

Incidence

Answer 17

The percentage of people who, at some time in their lives, will be identified as having a specific condition. Often reported as the number of cases of a given condition per 1K births or people of a given age.

Question 18

Manifestation Determination

Answer 18

A review of the relationship between a student’s misconduct and their disability was conducted by the IEP and other qualified personnel. Required by the IDEA amendments of 1997, when school officials seek to discipline a student with disabilities in a manner that would result in a change of placement, suspension, or expulsion in excess of 10 days.

Question 19

Primary Prevention

Answer 19

Interventions designed to eliminate or counteract risk factors so that a disability is never acquired, aimed at all children.

Question 20

Repeated Reading

Answer 20

A technique for increasing reading fluency in which a student orally reads the same passage, usually three to five times, during each session. With each successive reading and following systematic error correction from the teacher, the student tries to increase the number of words read correctly per minute When the student achieves a predetermined fluency criterion on a given passage, a new passage is introduced. The difficulty level of successive passages gradually increases over time.

Question 21

SAFMEDS (Say All Fast a Minute Each Day Shuffled)

Answer 21

A deck of cards with a question, a vocabulary term, or a problem printed on one side of each card and the answer on the other side. The student answers as many items in the deck as they can during 1-minute practice trials by looking at the question or problem, stating an answer, flipping the card over to reveal the correct answer, and putting each card in the ‘correct’ pile or the ‘incorrect’ pile.

Question 22

Secondary Prevention

Answer 22

Interventions directed at reducing or eliminating the effects of existing risk factors, aimed at children exposed to or displaying specific risk factors.

Question 23

Tertiary Prevention

Answer 23

Interventions designed to minimize the impact of a specific condition or disability; aimed at children with disabilities.

Question 24

Time Delay

Answer 24

a practice that focuses on fading the use of prompts during instructional activities. This practice is always used in conjunction with prompting procedures such as least-to-most prompting, simultaneous prompting, and graduated guidance.