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Developmental Psych > Child w/ Special Needs CH. 1-4 > Flashcards

Child w/ Special Needs CH. 1-4 Flashcards

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1
Q

Special Edu.

A

children who have disabilities receive edu. to help them reach learning potential

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2
Q

related services

A

means transportation & developmental corrective & other supportive services:

  • speech/ lang
  • audiology
  • interpreting
  • psychological
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3
Q

Supplementary aids & services

A

aids, services & other supports that are provided in regular education classes

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4
Q

Education of the Handicapped Act

A

considered as basis for all sp. edu practices

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5
Q

IDEA

A

Individuals w/ Disabilities Education Act

special edu was expanded to include servics to infants & young children

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6
Q

Zero Reject

A

Entitles all students w/ disabilities to public edu regardless of nature of severity or their disabilities

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7
Q

Child find

A

set of procedures for alerting that public services are available for students w/ disabilities

-activities to ensure that students will be identified

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8
Q

FAPE

A

Free Appropriate Public Education

Education to which all students w/ disabilities are entitled to; parents can’t be asked to pay for special education; school district bares the cost for placement

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9
Q

LRE

A

Least Restrictive Environment

Students must be educated in the setting most like that of typical peers where they can succeed and are provided with supports & services; right to be w/ peers

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10
Q

IEP

A

Individualized Education Program

document summarizes all the information gathered concerning the student, sets the expectations of what the student will learn over the next year, and prescribes the
types and amounts of special services the student will receive

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11
Q

nondiscriminatory evaluation

A

IDEA outlines the rights of students and their parents to ensure that any assessment completed as part of a special education decision-making process is unbiased,

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12
Q

procedural safegaurds

A

Any decisions concerning a student with disabili-
ties are made with parent input and in compliance with all aspects of the law.

PARENTS MUST GIVE CONSENT

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13
Q

section 504

A

a law that guarantees educational rights, special education
is affected by laws that guarantee the civil rights of children and adults.

No qualified handicapped person shall, on the basis of handicap, be excluded
from participation in, be denied the benefits of, or otherwise be subjected to
discrimination under any program or activity which receives or benefits from
Federal financial assistance.

ex://physical/mental impairments

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14
Q

ADA

A

Americans w/ Disabilities Act

protecting the rights
of individuals with disabilities, no matter their age,

ADA largely
has replaced Section 504

it directly addresses communication, and so it requires
that closed captioning be provided to accommodate individu-
als who are deaf or hard of hearing. It is the ADA that ensures
that buildings have access ramps and that most have elevators,
that buses and trains can accommodate wheelchairs, and that
employers may not refuse to hire a new employee because that
individual has a disability

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15
Q

Disability

A

(13)

  • Specific learning disabilities
  • Speech or language impairments
  • Intellectual disabilities (formerly called mental retardation)
  • Emotional disturbance
  • Multiple disabilities (i.e., students who have more than one disability)
  • Hearing impairments
  • Orthopedic (or physical) impairments
  • Other health impairments
  • Visual impairments
  • Autism
  • Deaf/blindness (i.e., students who are both deaf and blind)
  • Traumatic brain injury
  • Developmental delays
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16
Q

person-first language

A

Say “students with disabilities” or
“John, who has a physical disability.” Placing the disabil-
ity first (e.g., “LD students,” “special education kids”)
inappropriately emphasizes the disability instead of the
person.

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17
Q

NOT INCLUDED IN IDEA

A
  • Gifted/talented
  • ADHD
  • At risk/ school failure
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18
Q

Inclusion

A

it is about how adults and classmates welcome all students to access learning and
recognize that the diversity of learners in today’s schools dictates that no single
approach is appropriate for all

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19
Q

UDL

A

Universal Design for Learning

The instructional approach for accomplishing the complex task of ensuring
that students with disabilities access curriculum

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20
Q

Differentiated instruction

A

changes can be made in many
different aspects of the teaching/learning process to enable diverse student learn-
ing needs to be met

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21
Q

RTI

A

Response to Intervention

teacher raises concern about students rate of learning; increase intervention

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22
Q

IFSP

A

Individualized Family Service Plan

Birth-3

Review every 6 months

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23
Q

Connor’s Law

A

Instrument to screen for ADHD

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24
Q

assistive technology

A

the devices, equipment, and services that
improve the learning and functional capabilities of students with disabilities

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25
Q

positive behavior supports

A

First,
they establish schoolwide and classroom standards for behavior so that students
understand expectations;

sensory enhancers

Keyboard adaptations
and emulators

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26
Q

speech language pathologist

A

refers to the way in which professionals interact with each
other and with parents or family members as they work together to educate
students with disabilities. It concerns the quality of their professional relationships

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27
Q

educational interpreter

A

students who are deaf or significantly hard of hearing have one; a professional who listens to the words being spoken in school and
then translates them into sign language

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28
Q

occupational therapist

A

helps students gain independence in school and the
community by teaching functional and other living skills such as grasping a
pencil, cutting with scissors, buttoning and zipping clothes, and tying shoe laces

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29
Q

Paraeducators

A

paraprofessionals, teaching assistants, instructional
assistants, one-to-one assistants, and aides; are educators who work under the direction of a teacher or another
school professional to help in the delivery of services for students with dis-
abilities

30
Q

teacher / intervention assistance team

A

The professionals designated to serve on
these teams also vary: Some teams are composed exclusively or primarily of gen-
eral education teachers; some include at least one special education teacher; and
some include those two professionals in addition to related services profession-
als such as the school nurse and the speech-language pathologist.

31
Q

continuous progress monoriting

A

The ongoing use of data to determine whether a student is responding to the in-
terventions being implemented

32
Q

three tiered approach (1)

A

Tier 1 is used
most often with reading but is sometimes applied to math or behavior concerns,
and it generally refers to using research-based approaches for all students so that high-quality instruction is ensured.

33
Q

three tiered approach (2)

A

Tier 2 generally involves small-group instruction several times each week using
more intensive instructional strategies and other supports, such as peer tutoring
or small-group remedial instruction.

34
Q

three tiered approach (3)

A

Tier 3 is the most intensive level,
usually involving daily one-to-one instruction or small-group instruction outside
the classroom.

35
Q

multidiscpliary team

A

The team may include
some of the same team members as the intervention assistance team; parents also are members
of this team

36
Q

annual review

A

During the review, they update information
about the student’s learning, review the student’s progress, and set goals for the
upcoming year. After the new IEP is written, parents receive a copy of this document, which guides the student’s education for the next year.

37
Q

3-year evaluation

A

At least every three years, and more
often if the team decides it is necessary, the student with a disability is reassessed using many of the same procedures included in the initial assessment
process;

is to determine whether
the student’s program and services remain appropriate or whether they need
to change, either to become more or less intensive.

38
Q

PLOP

A

present lvl of academic achievement and functional performance;

IEP component often comprises individual
and group achievement test scores, teacher ratings of student behaviors, and scores
on assessments completed by specialists such as speech-language pathologists and
occupational therapists.

39
Q

shrt term objectives

A

intermediate steps that lead
toward accomplishment of the goal, used for discrete skills such as addition of
two-digit numbers

40
Q

benchmarks

A

major milestones, used when specific skills
cannot be specified, such as grade level reading performance

41
Q

due process

A

refers
to a clear set of procedures for making all the critical decisions that are part
of special education

42
Q

culture

A

complex system of underlying beliefs, attitudes, and actions that shapes the thoughts and behaviors of a group of people, distinguishing them from other groups

43
Q

values

A

those cultural elements held in great esteem or considered to be important by a society.

44
Q

macroculture

A

All members of a society, to some extent, share cultural aspects of that society; occurs within a society

45
Q

microculture

A

subgroups
that have distinguishing characteristics with respect to culture, such as language
or dialect, values, behaviors, and worldviews

46
Q

behavior patterns

A

customary ways of conducting oneself

47
Q

Field independence;

A

cognitive styles of some cultural groups; characterized by the inclination to be analytical in processing information

48
Q

field sensitivity

A

cognitive styles are those
that reflect a holistic approach to processing information.

49
Q

cultural dissonance

A

refers to a
significant discrepancy between two or more cultural frames of reference.

50
Q

disproportionate representation

A

percentage of students of
color placed in special and gifted education varied significantly from the percentage of these students in the general population

51
Q

Systemic bias

A

favoritism toward a particular group that occurs at multiple
levels within a society or institution, making such favoritism an implicit part of
it.

52
Q

Multicultural Education

A

approach to education that includes perspectives
from and content about diverse groups, embraces diverse cognitive styles, and
promotes equity in a diverse society; 5 dimensions:

  • content integration
  • knowlege construction
  • prejudice reduction
  • equity pedagogy
  • empowering school culture
53
Q

Content integration

A

implies that the curriculum that students learn should
include content about diverse populations and present information from diverse points of view. Instruction should include examples of key concepts
and principles from a variety of cultures.

54
Q

Knowledge construction

A

focuses on how teachers explore with students the
influences of culture on (a) the manner in which knowledge itself is constructed and (b) the manner in which decisions are made regarding what
does and does not constitute valuable or important knowledge. The point
is to determine how cultural assumptions and biases influence key instructional components.

55
Q

Prejudice reduction

A

refers to activities that are designed to examine and
reduce bias in attitudes by using methods and materials that build positive
perspectives.

56
Q

Equity pedagogy

A

refers to the use of instructional strategies that embrace the
learning characteristics and cognitive styles of diverse populations. The goal
is to modify teaching so that all students can achieve academic success.

57
Q

empowering school culture

A

focuses on eradicating systemic factors such
as the negative effects of grouping and tracking practices and disproportionality in achievement and placement in special education. Elements that
contribute to this dimension include staff-student interactions, sports participation, labeling, and other practices.

58
Q

bilingual edu

A

approach that uses the student’s dominant lan-
guage along with English for instructional purposes

59
Q

Collaboration

A

“a style for direct interaction between at least two
co-equal parties voluntarily engaged in shared decision making as they work to-
ward a common goal”

  • voluntary
  • parity =
  • mutual goal
  • emergent
  • shared responsibilities & decisions
60
Q

collab; Voluntary

A

the choice of whether
you and your colleagues use
the style of collaboration
remains voluntary.

61
Q

parity

A

concept that, in collaboration, the contributions of all participants are equally valued.

62
Q

Essential Elements of Collaboration

A
  • personal belief system
  • communication skills
  • interation process
  • programs & services
  • supportive context
63
Q

Co-teaching

A

is a service delivery model in which
two educators—one typically a general education teacher and one a special education teacher or other specialist—combine their expertise to jointly teach a heterogeneous group of students, some of whom have disabilities or other special
needs, in a single classroom for part or all of the school day.

64
Q

One Teach, One Observe

A

one teaches, the other gathers data

65
Q

parallel teaching

A

two professionals may decide to split a group of students in
half and simultaneously provide the same instruction.

66
Q

station teaching

A

the teachers divide instruction into two, three, or even more
nonsequential components, and each is addressed in a separate area of the
room.

67
Q

alternative teaching

A

pulling a small group of students to the side of the room
for instruction is an appropriate strategy.

68
Q

teaming

A

When teachers have built a strong collaborative relationship and their styles are
complementary, they may decide to use a teaming approach to co-teaching

One teacher delivers a brief lecture while the other teacher models note-taking
skills for students using the media projector or interactive whiteboard.

69
Q

One Teach, One Assist

A

one teacher manages the instruction of the entire
student group while the other circulates through the classroom, providing assistance.

70
Q

consultation

A

a voluntary process
in which one professional assists another to address a problem concerning a
third party

Developmental Psych (5 decks)

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