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SPED 330 > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

What is SPED

A
  • Education that is free to parents and families in public schools
  • Specifically designed instructions
  • Supplementary aids and services
  • Related services
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2
Q

Treatment during the Ag. Revolution?

A
  • Natural selection
  • slavery, abuse, abandonment, infanticide
  • eugenics
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3
Q

Treatment during the Industrial Revolution?

A
  • Labels of people with disabilities
  • Potential contributions to society
  • Burden of society
  • Eugenics as a science and social responsibility
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4
Q

Treatment during the Informational Revolution? 1900’s

A
  • education is a privilege and not a right

- new exclusion on basis of ability (Stanford-Binet test)

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5
Q

Treatment during the Informational Revolution?

1920’s-1960’s

A
  • schools can choose who they serve
  • compulsory laws in regards to exclusion of children with disabilities
  • separate classes
  • separate schools
  • inclusion occurred but was very rare
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6
Q

Treatment during the Informational Revolution?

1950’s-1960’s

A
  • Parental advocacy
  • separate but equal
  • court cases (Brown vs. Board of Education (1954))
  • Legislation and Public Policy
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7
Q

FAPE

A

Free and appropriate public education for all (1975)

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8
Q

Six major principal of IDEA

A
  • Zero rejection: schools must educate all children with disabilities
  • Non-discriminatory identification and evaluations: schools must use non-baised, multi factored methods of evaluation
  • Free appropriate public education: An IEP must be developed for each child
  • Least Restrictive Environment: must be educated with children without disabilities to the maximum extent appropriate (Mainstream)
  • Due process safeguards: Parents’ and children’s rights protected
  • Shared decision making: schools must collaborate with parents/ guardians
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9
Q

Members of the IEP Team

A
  • parents
  • gen. ed teacher
  • special ed teacher
  • school system rep. (Principal)
  • Evaluation interpreter
  • student
  • other
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10
Q

IEP

A
  • document for students aged 3-21
  • need to be in effect at the beginning of the school year
  • reviewed and revised at least once a year
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11
Q

IFSP

A
  • Document for children aged 0-2
  • Describes the services both the child and family will receive
  • Should be developed within 45 days of referral and reviewed at 6-month intervals every year thereafter
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12
Q

Components of IEP

A
  • students level performance
  • measurable short term and long term goals
  • special ed and related services
  • explanation of time not spend in gen. ed classroom
  • Assessment participations/ accommodations
  • Transition plan implemented by age 16
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13
Q

Content standards?

A

Define the knowledge, skills and understanding that all students should attain in academic subjects.

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14
Q

Performance standards?

A

Define the level of achievement that students should meet in order to demonstrate proficiency in a subject

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15
Q

Standards-based reform

A
  • establishes content and performance standards
  • develops and implements a general curriculum based on content standards
  • Assesses students progress in meeting the general curriculum’s performance standards.
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16
Q

Accommodations in assessment

A
  • changes in presentation
  • changes in responding
  • changes in timing
  • changes in setting
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17
Q

Universal Design for Learning

A
  • makes learning accessible to all students
  • can happen on a state, national or classroom level
  • a designed curriculum that accommodates to the needs and learning levels of students
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18
Q

Universal design of the curriculum

A

differentiation between what is being presented and what level each student is expected to perform at

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19
Q

Universal design of instruction

A
  • how to teach the lesson to accommodate all students

- adding flexibility into the classroom (augmentation and adaptation)

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20
Q

Universal design of evaluation?

A

Flexibility in determining how well the student has been taught and how well the students learn

21
Q

Three components of universal design?

A

curriculum, instruction, evaluation

22
Q

What is inclusion?

A

specially designed instruction and supports for students with special needs in the context of regular education settings

23
Q

What are the current placement trends?

A
  • 61% of students spend 80%-100% of their time in a mainstream classroom
  • 20% of students spend 40%-79% in a mainstream classroom
  • 14% of students spend 0-39% of their time in a mainstream classroom
  • 5% are in a separate setting
24
Q

Three tiers of support- Tier 1

A
  • 80% -90%

- All students, core instruction, universal screening

25
Q

Three tiers of support- Tier 2

A
  • 5-10%

- small group interventions

26
Q

Three tiers of support- Tier 3

A
  • 0%-5%

- individual interventions

27
Q

How to support inclusion?

A
  • create respectful environment
  • design units and lessons (blooms taxonomy)
  • implement school-wide instructional strategies
28
Q

Pros of inclusion?

A
  • socialization
  • academically motivate
  • not isolated
29
Q

Cons of inclusion?

A
  • over looked
  • lost in classroom
  • adaptive learning
  • “disruptive” to class
  • lack of understanding certain matieral
30
Q

Mainstream learning?

A
  • student with disability has to demonstrate the ability to keep up with other G.E. students
  • students travel to different services
  • competence is encouraged
  • physical integration is aimed
31
Q

Inclusion learning?

A
  • each student is educated in G.E. setting to maximize extends appropriate
  • services necessary for the student are brought to him/her
  • student’s outcome is emphasized
  • based on scientific method
32
Q

Aspects of culture should educators consider?

A
  • The practices of the cultural group to which the students belongs
  • The group’s history
  • The particular child’s history
  • Cultural norms for the groups
33
Q

Instructional Strategies

A
  • culturally responsible teaching practice
  • Includes personal, technical and institutional dimensions
  • Personal dimensions:
  • own biography
  • own belief about culture, learning and teaching
  • school and classroom contexts in which the teacher has learned and practices
  • teachers professional development activities
34
Q

Classroom characteristics for culturally diverse students

A
  • nurturing and supportive social environment
  • community of learners
  • fluid and spontaneous social interactions
  • teacher’s beliefs
35
Q

IDEA definition of LD

A

basic psychological processes that cause imperfect ability to listen, speak, read, write, spell or compute mathematics.

36
Q

Inclusionary standard?

A

conditions such as perceptual disabilities, brain dysfunction, dyslexia and developmental aphasia

37
Q

Exclusionary Standard?

A

learning problem that is primarily the result of visual, hearing, motor disabilities, MR, emotional distances or environmental, cultural, or economic disadvantages

38
Q

LD defined by Wisconsin

A

Server and unique learning problems that interferes with the ability to acquire, organize or express information.

39
Q

Academic LD: reading

A

Dyslexia

  • fluency
  • work recognition
  • decoding ability
  • comprehension
  • reduced reading experience
40
Q

Academic LD: Writing

A

Dysgraphia

  • motor
  • inattentiveness
  • visual perception
41
Q

Academic LD: Math

A

dyscalculia

  • procedural
  • semantic
  • visual-spacial
42
Q

Causes of LD’s

A
  • Neurological mechanisms
  • Genetics
  • environmental causes
43
Q

Discrepancy model

A
  • intelligence tests
  • achievement tests
  • compared two norm-referenced test scores
  • states each had different criteria
  • wait to fail approach
44
Q

RtI

A

Response to intervention

  • start with generally effective instruction
  • monitor students progress
  • unsuccessful= intervene
  • monitor student’s progress again
  • if unsuccessful, child may either qualify for special edu ro sped eval.
45
Q

Intensive instruction?

A
  • provided on a frequent and consistent basis
  • use additional materials than core programs t focus on specific skills
  • utilize more vertical instruction, one skill at a time taught and practiced
46
Q

Explicit instruction?

A
  • provide as soon as it becomes clear that a student is struggling
  • taught directly through teacher explanation, modeling, guided and independent practice.
  • carefully sequenced and logical to both teacher and students
  • frequent review and assessment to insure mastery of skills
47
Q

Supportive instruction?

A

-individualized scaffolding

48
Q

Benefits of RTI

A
  • earlier intervention and support child
  • differentiates students with LD from students needing remediations
  • no labels needed to receive services
  • provides supports to other students who need help but who are not eligible
  • no IQ needed for eligibility

SPED 330 (1 decks)

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