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Special Education > Chapters 7-9 > Flashcards

Chapters 7-9 Flashcards

1
Q

Speech and language impairment characteristics

A

receptive and expressive language

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2
Q

receptive language

A

understanding what people say to you

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3
Q

expressive language

A

communicating

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4
Q

speech and language impairment accommodations

A

classroom climate, model good listening, have students attention before you give instruction, use visual aids

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5
Q

reading difficulties

A

decoding problems (identifying words accurately and fluently), comprehension skills (identify the main parts of material), unable to read

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6
Q

learning difficulties

A

attention (following information), memory (following directions, recalling information), reasoning (reading comprehension), academic survival (attendance, interest in learning, interpersonal skill)

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7
Q

Math difficulties

A

spatial organization, alertness to visual detail, procedural errors, failure to shift mindset, memory, difficulty forming numbers, problems with judgement, problems with language

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8
Q

Written language difficulties

A

handwriting, spelling, written expression

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9
Q

Characteristics for gifted students

A

maybe not identified, high verbal ability, sensitivity to feelings, positive or low self concept, model or troublesome student

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10
Q

high incidence disabilities

A

speech or language disability, learning disability, emotional disturbance, mild intellectual disability

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11
Q

speech articulation

A

inability to pronounce sounds correctly

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12
Q

Accommodations for students with communication disorders

A

create an atmosphere of acceptance, encourage listening and teach listening skills, use modeling to expand students language, provide many meaningful contexts for practicing speech and language

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13
Q

students with learning disabilities have trouble with

A

processing, organizing, and applying academic information

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14
Q

mild intellectual disabilities

A

difficulty meeting the academic and social demands for general education

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15
Q

emotional disturbance

A

average intelligence but trouble learning because of external problems

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16
Q

2 major types of reading problems

A

decoding and comprehension

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17
Q

decoding

A

identifying words accurately and fluently

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18
Q

2 major types of written expression

A

product and process problems

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19
Q

Dunns model of learning styles

A

biological, emotional, sociological, physiological, psychological

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20
Q

students with learning and behavioral disabilities social needs

A

classroom conduct, interpersonal skills, personal and psychological adjustment

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21
Q

learned helplessness

A

see little relationship between their efforts and school or social success

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22
Q

attribution refraining

A

convince students that their failures are due to lack of effort rather then ability

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23
Q

steps to enhance student self image

A

set reasonable goals, provide specific feedback contingent on student behavior, give students responsibility, teach students to reinforce themselves, give students a chance to show their strengths

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24
Q

disabilities under section 504`

A

ADHD, gifted and talented, non-native language and culturally diverse, at risk due to life circumstances

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25
Q

ADHD lacks these executive functions

A

working memory, self-directed speech, control of emotions and motivation, reconstitution

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26
Q

Academic interventions for students with ADHD

A

emphasize essential information, read short passages, extended periods of time, keep pace perky

27
Q

ADHD behavior interventions

A

emphasize structure and reward

28
Q

multiple intelligences

A

verbal/linguistic, visual/spatial, logical/mathematical, bodily/kinesthetic, musical, intrapersonal, interpersonal, naturalist, extinalist

29
Q

Groups at risk for being unidentified as gifted

A

young boys, adolescent girls, geniuses, diverse students, disabled students

30
Q

4 strategies used to challenge gifted students

A

curriculum compacting, acceleration and enrichment, specific differentiation strategies during instruction, individualized interventions

31
Q

curriculum compacting

A

assess students achievement of instructional goals and then eliminate instruction on goals already met

32
Q

acceleration

A

skip a grade

33
Q

enrichment

A

provides students with information, materials, and assignments that enable them to elaboration concepts being presented as part of the standard curriculum

34
Q

differention

A

systematically planned lessons

35
Q

specialized interventions

A

students may need further special information

36
Q

multicultural education

A

curriculum and instruction that reflect the diversity of society

37
Q

bilingual education programs

A

students need to be embersed in class to learn english

38
Q

3 groups of students at risk

A

poverty, abused or neglected, substance abuse

39
Q

interventions for students at risk

A

set high but realistic expectations,establish peers as teaching partners, collaborate with other professionals, support family and community involvement

40
Q

basic skills instruction

A

primarily instruction in the academic skills of reading, writing, and math

41
Q

4 essential aspects of basic skills

A

preskills, selection and sequencing of examples, rate of introduction of new skills, direct instruction and practice and review

42
Q

preskills

A

basic skills necessary for performing more complex skills

43
Q

example selection

A

careful selection of student practice to help differentiate among problem types

44
Q

example sequencing

A

order of presentation of examples during instruction

45
Q

rate of skill introduction

A

pace of which new skills are introduced during instruction

46
Q

strategies when planning content area instruction

A

activating background knowledge, organizing content, teaching terms and concepts,using clear oral and written language

47
Q

prep strategy

A

preview the text or lesson and choose important concepts, conduct brainstorming session, evaluate student responses to determine the depth of their prior knowledge

48
Q

anticipation guides

A

series or statements, some of which may not be true, related to material students are about to read

49
Q

providing planning think sheets

A

set of questions too which students respond as a straitegy for assisting them to help writers focus on background knowledge and purpose of paper

50
Q

activating background knowledge

A

prep strategy, anticipation guides, planning think sheets

51
Q

Organizing content

A

advance organizers, organizational pattern, study guides, and graphic organizers

52
Q

advance organizers

A

information presented verbally and/or visually that makes content more understandable by putting it within a more general framework

53
Q

organizational pattern

A

ways in which content area texts are written to reflect main ideas, such as compare-contrast, cause-effect, and problem solution

54
Q

study guides

A

outlines, abstracts, or questions that emphasize important information in texts

55
Q

graphic organizers

A

visual format that helps students to organize their understanding of information being presented or read and the relationships between various parts of the information

56
Q

Teaching terms and concepts

A

using definitions, making concept diagrams

57
Q

using definitions

A

state definitions clearly and simply, ask students questions to discriminate positive and negative examples, ask open ended questions

58
Q

making concept diagrams

A

word definition, characteristics of word, posititive and negative examples

59
Q

Communicating clearly

A

clear written communication and oral communication

60
Q

4 guidlines for giving instruction in class

A

state commands clearly, give bite-size directions, accompany explanations with direction, use cueing words

61
Q

6 guidlines for questions to ask

A

phase them clearly, balance between high and low questions,adapt to skill level, vary wait time, involve all students, scaffold incorrect answers and “no responses”

62
Q

accommodations for independent practice

A

differentiating seat work assignments and homework assignments

63
Q

differentiating seat work assignments

A

verbally present the tasks, practice examples,alternative set of directions, highlight important words, have students help each other

Special Education (3 decks)

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