Chapter 2: Planning and Providing Special Education Services Flashcards
Choral Responding
Students responding orally in unison to a series of questions or problems presented by the teacher. An evidence-based tactic for increasing student engagement and learning during group instruction.
Continuum of Alternative Placements
A range of placement and service options.
Disproportionate Representation
When a particular group receives special education at a rate significantly higher or lower than would be expected based on the proportion of the general student population that the group represent.
IEP Team
Parents, Get Ed. Teacher, Special Ed. Teacher, Rep. of Local Agency, Interpreter of Instructional Implications, (Child), (Other Individuals as Needed).
Inclusion
Educating students with disabilities in regular classrooms.
Intervention Assistance Team
A team of school personnel who help teachers devise and implement interventions for students who are experiencing academic or behavioral difficulties in the regular classroom.
Least Restrictive Environment (LRE)
The educational setting that most closely resembles a regular school program and also meets the child’s special educational needs. For many students with disabilities, the regular classroom is the LRE; however, the LRE is a relative concept and must be determined for each individual student with disabilities.
Multi-factored Evaluation (MFE)
Assessment and evaluation of child using a variety of test instruments and observation procedures. Required by IDEA, when assessment is for educational placement of a child who is to receive special education services. Prevents the misdiagnosis and misplacement of a student as the result of considering only one test score.
Multi-tiered System of Support (MTSS)
System of interventions delivered at increasing levels of intensity based on student needs; focuses on both academic and social behavior. MTSS relies on evidence-based practices at all levels, appropriator screening, ongoing progress monitoring, and team-based problem solving.
Positive Behavioral Interventions and Supports (PBIS)
A three-tiered framework for preventing challenging behavior that provides universal (for all students), targeted (for some), and intensive, individuals (for few) supports and interventions so that all students learn social skills and behavioral expectations.
Prereferral Intervention
Provides immediate instructional and/or behavioral assistance, and is conducted by the intervention assistance team.
Response to Intervention (RTI)
A systematic pre referral and early intervention process that consists of universal screening and several tiers of increasingly intensive trials of research-based interventions before referral for assessment for special education eligibility.
