Exam 1

Question 1

Advantages of Labels

Answer 1

Gets resources to students in need, helps teachers, makes student have comfort

Question 2

Disadvantages to Labels

Answer 2

Lowers self-esteem (labeled as different), bullying, lower standards

Question 3

Exceptional

Answer 3

Deviating from the average (higher and lower)

Question 4

Disability

Answer 4

Difficulty in learning or social adjustment

Question 5

Handicap

Answer 5

Limitation imposed by the environment

Question 6

Neurodiverse (and thus neurotypical)

Answer 6

Difference in neurology (neurotypical = typical neurology)

Question 7

____ first language

Answer 7

PERSON! (A person with autism, NOT an autistic person)

Question 8

Medical Model

Answer 8

Nature based, views disability as a physical condition that’s part of an individual’s body

Question 9

3 Thinkers (Medical Model)

Answer 9

John Locke, Philippe Pinel, Marc Itard

Question 10

John Locke

Answer 10

Mind is a blank state

Question 11

Philippe Pinel

Answer 11

Human treatment of individuals with disabilities

Question 12

Marc Itard

Answer 12

Worked on language with “wild boy”, Victor

Question 13

Eugenics

Answer 13

“Improving the genetics of a society”, a result of the isolation and oppression of individuals with disabilities (forced sterilization)

Question 14

What year is associated with forced sterilization?

Answer 14

1940s

Question 15

Ecological Model

Answer 15

Nurture based, child in context of environment (family, school, peers, society)

Question 16

Multidisciplinary contributions to field of special education

Answer 16

Psychology, Sociology, and Education

Question 17

The Americans with Disabilities Act (ADA)

Answer 17

1990 (Bush), Calls for “reasonable accommodations” for “otherwise qualified” individuals to “level the playing field”

Question 18

504 Plans

Answer 18

Associated with the ADA, students who need accommodations, but do not need special education

Question 19

Accommodations in the Classroom

Answer 19

“Changes to educational environments or practices designed to help students overcome learning barriers” - Change HOW not WHAT

Question 20

STREP

Answer 20

Acronym for giving accommodations
Setting, Timing, Response, Equipment, Presentation

Question 21

Individuals with Disabilities Education Act (IDEA)

Answer 21

1975 (last updated 2004), “free, appropriate public education” to every child who has a disability, every state has their own version

Question 22

How is disability defined in IDEA

Answer 22

13 Categories
Specific Learning Disability, Hearing Loss, Vision Loss, Other Health Impairment, Orthopedic Disability, Communication Disorders, Autism, Traumatic Brain Injury, Deaf/Blind, Multiple Disabilities, Developmental Delay, Intellectual Disability, Emotional Behavior Disability

Question 23

4 Provisions of IDEA

Answer 23

Fair Evaluation, Least Restrictive Environment, Parental Safeguards, Individualized Educational Programs (IEP)

Question 24

ADA vs/ IDEA: Focus

Answer 24

Society vs/ Education

Question 25

ADA vs/ IDEA: Written Documents

Answer 25

504 Plans vs/ IEPs

Question 26

ADA vs/ IDEA: “Disability” Defined

Answer 26

Broad Definition vs/ Categories

Question 27

ADA vs/ IDEA: Purpose

Answer 27

Accessibility vs/ Guarantee Success

Question 28

No Child Left Behind (NCLB)

Answer 28

2001, Accountability with annual testing (one size fits all)

Question 29

Every Student Succeeds Act (ESSA)

Answer 29

Consistent standards across the nation

Question 30

Early Intervention

Answer 30

Ages birth - 3, at home, May have a diagnosis or be identified as at-risk

Question 31

ISFP (Individualized Family Services Plans)

Answer 31

Early Intervention Plan - Comprehensive Services for child and FAMILY (Speech/Language, PT, Social Work, Special Instruction)

Question 32

Preschool

Answer 32

Ages 3+, this is where the IEP starts

Question 33

MTSS (Multi-tiered System of Support)

Answer 33

Evidence Based Interventions with Tiers and Steps, more research of high quality, quantitative evidence (cause/effect)

Question 34

Tier 1 (MTSS)

Answer 34

Core Curriculum, 80% of students

Question 35

Tier 1 Steps

Answer 35

Step 1: Provide Tier 1 Instruction within Universal Design for Learning framework
Step 2: Universal Screening (ILearn, NWEA, DIBELS)
Step 3: Examine data: Identify At-Risk Students. Intervene and monitor progress, collecting data.

Question 36

Tier 2 (MTSS)

Answer 36

Groups, 15% of students

Question 37

Tier 2 Steps

Answer 37

Step 4: MTSS Team Meeting: Notify parents if student goes to TIer 2
Step 5: Tier Tier 2 Interventions are provided in addition to Tier 1 Instruction
Step 6: Progress Monitoring of Tier 2 Interventions - make data-informed decisions about instruction over a given time period.
Step 7: MTSS Team Meeting - keep parents informed

Question 38

Tier 3 (MTSS)

Answer 38

Individualized, 5% of students

Question 39

Tier 3 Steps

Answer 39

Step 8: Tier 3 Interventions are provided in addition to Tiers 1 and 2
Step 9: Progress Monitoring of Tier 3 Interventions - make data-informed decisions about instruction
Step 10: MTSS Team Reconvenes for Students with Tier 3 Interventions - make data-informed decisions bout continuing Tier 3 or referral for testing for special education.

Question 40

UDL (Universal Design for Learning)

Answer 40

Making materials accessible to students with disabilities (for EVERYONE aka UNIVERSAL), focuses on environment

Inclusivity -> Barriers -> Flexibility

Question 41

Differentiated Instruction

Answer 41

Carole Tomlinson, providing variety in instruction based on student readiness, interests, and/or learning preferences using CONTENT, PROCESS, PRODUCT

Question 42

Examples of Differentiated Assessments

Answer 42

Observing, KWL, Pre-test, Conferences