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ed 225 exit interview > ed 225 final exit interview > Flashcards

ed 225 final exit interview Flashcards

1
Q

ADHD definition

A

an other health impairment, this includes physical limitations or health problems that interfere with school attendance or learning to such an extent they require special services, training equipment, materials or facilities
students experience short attention spans, hyperactivity, impulsivity

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2
Q

ASD definition

A

autism spectrum disorder is a developmental disorder that affects a large area of everyday functioning
will often cause developmental delays-noticeable by the time a child is 3
lack of joint attention-mutual attention on a joint object and impairs social functioning

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3
Q

Emotional Impairment definition

A

An inability to learn that cannot be explained by intellectual, sensory, or health factors
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
Inappropriate types of behavior or feelings under normal circumstances.

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4
Q

Intellectual Disorder defintion

A

limits to a persons ability to learn at an expected level and function in daily life

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5
Q

G&T definition

A

students who give evidence of a high achievement capability

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6
Q

LD definition

A

a disorder in one or more of the basic phycological processes involved in understanding or in using language
(dysgraphia, persons writing to be sorted or their speech,, Dyslexia, involved in accurate and fluent word reading and spelling)

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7
Q

ADHD technologies

A

noise cancelling headphones
calendars
fidget toys

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8
Q

ASD technologies

A

AAC devices
noise cancelling headphones
pencil grips

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9
Q

EI technologies

A

beads in pockets
talk light
calm app

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10
Q

Intellectual Disabilities technologies

A

different seating options
fidget toys
see and learn speech

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11
Q

G&T technologies

A

graphing calculator
web quest, extra challenge to do after assignments are done
tinker, learn to code

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12
Q

Learning Disability technologies

A

timer
quiet room
extended time

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13
Q

visual impairments technologies

A

handheld electronic magnifiers or desktop electronic magnifiers
low vision paper
natural reader

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14
Q

hearing impairments technologies

A

hearing aids
microphone
closed captions

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15
Q

physical or otherwise health impairments technologies

A

AAC devices
orthosis braces and crutches
adapted pencil/utensil grip

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16
Q

speech and language disorder Accommodations

A

allow longer oral response time
ask questions one at a time
provide written and verbal instructions

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17
Q

ADHD accommodations

A

breaks
flexible seating
getting extra time to complete assignments

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18
Q

ASD accommodations

A

quiet rooms
extra time
scheduled breaks

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19
Q

Emotional Impairments accommodations

A

calm down area
small groups
visual schedule on desk

20
Q

G&T accommodations

A

alternate worksheets, more advanced worksheets
tiered lessons, take lesson and have multiple levels to it
separate projects, alternate or additional way to learn subject

21
Q

LD accommodations

A

text to speech
audio books
audio recorder

22
Q

visual impairments accommodations

A

large print or Brailled
note taker
preferential seating
reduced visual distractions

23
Q

hearing impairments accommodations

A

sign language interpreter
extended time
adequate seating

24
Q

physical or otherwise health impairments accommodations

A

accesible seating
specialized transportation
architectural improvements

24
Q

speech and language disorders accommodations

A

dragon dictation app
AAC device
brain computer

25
Q

94-142/IDEA

A

granted a free, appropriate public education for all students with disabilities ages 3-21 years
0 reject, FAPE 3-21, due process, nondiscriminatory evaluation (MET), multidisciplinary, confidentiality, LRE, IEP
IDEA, become IDEA in 1990, updated in 1997-2004, assistive technology, traumatic brain injury, autism, transition services (all included in IDEA)

26
Q

ADA

A

1990, passes to extend the civil rights of people with disabilities
requires people with disabilities to have access to public education, transportation, recreation, voting courts, and social services, employers of more than 15 employees to make reasonable accommodations for people with disabilities and all public buildings must follow ADA guidelines for access-ramps, parking spaces, bathroom stalls

27
Q

SECTIONS 504 PLANS/IEP COMPARISON

A

504: a student doesn’t have to show that academic performance is adversely affected by their disability, not in any legislation, does not qualify for special ed
IEP: funding, legal document, include short and long term goals

28
Q

BLOOMS TAXONOMY LEVELS

A

LEVEL 1: knowledge
LEVEL 2: comprehension
LEVEL 3: application
LEVEL 4: analysis
LEVEL 5: synthesis
LEVEL 6: evolution

29
Q

BLOOMS TAXONOMY IMPORTANCE

A

LEVEL 1: recall of previously leaned materials
LEVEL 2: the ability to grasp the meaning
LEVEL 3: applying knowledge to a new situation
LEVEL 4: breaking things down into component parts
LEVEL 5: the ability to formulate a new idea
LEVEL 6: ability to assess the value of something

30
Q

BLOOMS TAXONOMY EXAMPLES

A

LEVEL 1: “I know”
LEVEL 2: “I understand”
LEVEL 3: “I can demonstrate”
LEVEL 4: “I can see relationships”
LEVEL 5: “I can create”
LEVEL 6: “I can judge”

31
Q

LRE definition

A

least restricted environment
kids with disabilities should be in class with all kids as much as possible

32
Q

RTI definition

A

response to intervention
sees students progress and provides students with more help if needed

33
Q

PBS defintion

A

positive behavior support
to improve students behavior

34
Q

BIP definitions

A

behavior intervention plan
a written improvement plan created for a students based on the FBA

35
Q

FBA definitions

A

functional behavior analysis
use the assessment to form a BIP
gathering information about behaviors of concern

36
Q

UDL definition

A

universal design for learning
3 principles, multiple means/ways, representation:teacher, expression:student (oral exam, presentation), engagement(takes place)
for everybody in the general/special education

37
Q

Continuum of Services definition

A

general education, resource, categorical/self-contained/special ed class, special day school, residential hospital

38
Q

REFERRAL PROCESS

A

special education referral, parent consent received, MET (3 year re-evaluation), IEP (review every year), administrative approval, parent approval, implementation

39
Q

REFERRAL PROCESS EXPLANATION

A

a group of leaders in the school get together and go over a students and their behaviors or academic achievement and decides what needs to be done
parent consent is also needed

40
Q

describe your skills in technology and your knowledge of assistive technology? what can you offer a school district?

A

I am very familiar with google classroom, YouTube, and many other valuable learning sources to use in a classroom.
I am very familiar with AAC devices, hearing aids, fidget toys, and other computer apps that are beneficial to students with disabilities.
I would offer a school district my prior knowledge with these items, allowing my classroom to be welcoming to all, and a great learning environment.

41
Q

describe your experiences with persons with disabilities and gifted and talented students?

A

I have been placed in a resource room, with multiple students with different disabilities. I was able to learn more about those disabilities in person, rather than learning from being taught it in a classroom. I have not been in experience with a gifted and talented student.

42
Q

share how prepared you feel for meeting the needs of exceptional persons in your chosen profession

A

I feel prepared to teach in a special needs specific classroom, a resource room, and in a general education classroom. I feel prepared from being able to experience a resource room in person, also from learning from others experiences in different classroom. Trying to put myself in their shoes, and how I would teach in that classroom.

43
Q

state what ISTE stands for and explain the purpose of these standards

A
44
Q

share your skills in using technology for teaching, assessments and working with students with disabilities

A

I am familiar with many different technologies for students with disabilities. Some being AAC devices, hearing aids, fidget toys, and other computer apps. These all benefit students with disabilities in different ways and would help them in a classroom setting.

ed 225 exit interview (1 decks)

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