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Fall Semester 2024 > Exceptional Learners Test #1 > Flashcards

Exceptional Learners Test #1 Flashcards

1
Q

define a handicap

A

a disadvantage that is imposed upon a person

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2
Q

define a disability

A

an inability to do something; a functional limitation or impairment

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3
Q

exceptional learners are individuals who because of uniqueness in…

A

Sensory
physical
neurological
temperament
intellectual capacity
in nature/range of a previous experience

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4
Q

an exceptional learner requires…

A

adaptation of some sort of the learning program in order to maximize their functioning level

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5
Q

when did the tern exceptional learner originate

A

the latter part of the 20th century to replace handicapped

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6
Q

a disability may or may not be a…

A

handicap

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7
Q

why study exceptional learners?

A

to understand

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8
Q

the study of exceptionalities..

A
  1. improves overall effectiveness as an educator
  2. assists in creation of inclusive, welcoming, safe learning environments
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9
Q

children with exceptionalities are more…

A

similar than they are different

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10
Q

to study exceptional learners, we must study both

A

similarities and differences to have greater awareness for all learners

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11
Q

the study of exceptionalities originally focused only on…

A

differences

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12
Q

what was a misconception of only focusing on differences

A

teaching students with exceptionalities was not possible

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13
Q

what does misunderstanding and lack of awareness do

A

prevent success

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14
Q

what must we focus on with exceptional learners

A

abilities while acknowledging and understanding

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15
Q

what must we be careful of as educators

A

to not impose handicaps on students

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16
Q

what are students with exceptionalities classified as in NB

A

students who require education support and/or services in order to reach their full potential

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17
Q

what section of the NB Act are exceptional students classified in?

A

12

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18
Q

how can intervention take form as

A

medical, technical, social, emotional, therapeutic, or educational

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19
Q

what are teachers in NB with specialized knowledge in expceptionalities called?

A

Educational Support Teachers-Resource (EST-R)

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20
Q

what is the range of service delivery in Canada

A

Segregated to Inclusive

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21
Q

what are some examples of segregated delivery

A

self contained classroom, special school, hospital/home

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22
Q

what are some examples of inclusive delivery

A

regular classroom, resource and classroom combined, and consultation with teacher

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23
Q

what does LRE stand for

A

Least Restrictive Environment

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24
Q

explain the LRE

A

students with exceptionalities educated in an environment that is least restrictive to them; separated as little as possible

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25
Q

what are the supports provided in NB’s inclusive model

A

within regular classroom, combination of resource room and classroom, and/or by consultations

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26
Q

explain the three levels of EST-R

A
  1. Direct (provided directly to student by EST-R)
  2. Indirect (EST-R provides services to teachers/staff who works with the student)
  3. None (student does not receive any support)
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27
Q

what is the prevalence rate of students diagnosed with exceptionalities

A

16%

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28
Q

what language should we use when we refer to disabilities

A

person first

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29
Q

what did the study of exceptional learners evolve from

A

scientists, doctors, human rights and social activists

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30
Q

Who is Phillipe Pinel

A

a french doctor from the 1800s, contributed to the classification of mental disorders

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31
Q

who is Jean Marc Gaspard Itard

A

a french doctor from the 1800’s, specialized in ear disorders and developed the Eustachian Catheter

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32
Q

who is Dorthea Dix

A

an american educator and social reformer who fought to improve conditions in prisons and for those with mental illness

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33
Q

who is Edouard Seguin

A

a french doctor from the 1900s who worked with children with very low intelligence, he promoted exercices to strengthen the body and develop sensorimotor coordination and improving skills

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34
Q

who is Elizabeth Farrel

A

a NY teacher from the 1900s who advocated for special education as a field of its own; one of the founders of Council for Exceptional Children

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35
Q

what began to form in the 1950’s

A

Parent Advocacy Groups

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36
Q

explain what came from the 1960’s civil rights movement

A

resulted in many changes in how those with differences were treated, serviced and understood

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37
Q

explain what came from the 1970’s USA Laws created

A

Individual with Disabilities Education Act (IDEA)
Education for all Handicapped Children Act

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38
Q

explain what came from the 1980’s Canadian Legislation

A

Canadian Charter of Rights and Freedoms (guaranteed equality to persons with disabilities)

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39
Q

what evidence has been found for labelling

A

evidence supports both negative and positive effects

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40
Q

explain the UDL

A

designing lessons appropriate for all learners with accommodations built into the representation (materials), Expression (communication, and Engagement (responses)

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41
Q

explain Transition Programming

A

planning for transitions for those with disabilities
low-incidence, severe disabilities
high-incidence, milder disabilities

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42
Q

Explain Response to Intervention (RTI)

A

Basic/Tier 1: general core instruction
Moderate/Tier 2: targeted instructions
Intense/Tier 3: intensive intervention

43
Q

explain strength based and person centred planning

A

helps students identify, articulate, and apply individual skills relevant to learning needs; learn to use strengths for learning

44
Q

explain assistive technology

A

any item, piece of equipment, software program, or product that is used to increase, maintain, or improve the functional capabilities of persons with disabilities

45
Q

explain targeted instruction

A

use of data to identify and categorize specific needs than apply them directly to target those needs

46
Q

explain collaborative practice

A

drawing upon strengths and skills of others to serve best interests of students

47
Q

what is vital in school success

A

a collaborative and positive working connection with families

48
Q

what are the 7 stages families of students with exceptionalities may go through

A
  1. shock
  2. disruption
  3. denial
  4. sadness
  5. anxiety/fear
  6. anger
  7. adaption/acceptance
49
Q

what is the key to families who experience any of the 7 stages

A

understand and accept parental ascendance through the stages of adjustment is a normal process and support them through it

50
Q

siblings of children with exceptionalities also endure…

A

stress and change`

51
Q

ensure to not put siblings in the role of…

A

parent

52
Q

how can you enhance family collaborations

A

include planning sessions
do not judge
ask their opinion
positive calls home
keep them informed
be patient through stages

53
Q

speech and language disorders include:

A

conditions that disrupt the child’s ability to communicate

54
Q

what is the basic difference between speech and language disorders

A

language: the words we use to share ideas and get what we want and need
speech: how we say words

55
Q

what are the two main types of language disorders

A
  1. Expressive (child struggles to get their meaning across to others)
  2. Receptive (child struggles to understand/process info received from others)
  3. Combination
56
Q

what are the two classifications of language disorders

A
  1. Primary (no clear known cause)
  2. Secondary (result from effects of a known primary condition
57
Q

what is primary language disorder also referred to as

A

developmental Language disorder

58
Q

what is aphasia

A

difficulty understanding/speaking language due to a brain injury/disease

59
Q

what are some possible underlying sources for primary language disorders (4)

A

difficulty during pregnancy/birth
low birth weight/premature
poor nutrition
genetic link

60
Q

define a speech disorder

A

when there is an impairment in articulation of speech sounds, fluency, and/or voice

61
Q

how are sounds produced

A

through oral mechanism of the lips, tongue, vocal chords, and related structures

62
Q

what are the 4 classifications of speech disorders

A
  1. Fluency (stuttering)
  2. Speech Sound Disorder (articulation/motor speech)
  3. Voice Disorder (spasmodic dysphasia/vocal chords)
  4. Orofacial Myofunctional Disorder (challenges moving face, tongue muscles, and mouth)
63
Q

what is CAS

A

Childhood Apraxia of Speech
a motor speech brain condition that affects some children as they learn to speak (know what they want to say but cant say it)

64
Q

what are causes of speech disorders

A

most have no known cause, some are secondary to a primary condition

65
Q

what is the prevalence rate of speech and language disorders in school aged kids

A

6-42.7%; male to female ratio is 2:1

66
Q

what are some treatment options for speech-language disorders?

A

early identification and interventions
some respond to treatments for primary issues

67
Q

what are SLP’s

A

Speech Language Pathologists
provide services if diagnosing and intervention to lessen the impact of a communication disorder

68
Q

what are some services provided by SLP’s

A

S-L assessment, intervention, therapy

69
Q

what are the 4 areas impacted by S-L disorders (one example of each)

A
  1. Academic Performance (difficulty organizing ideas)
  2. Social Interaction (reluctant to interact with others)
  3. Cognitive Functioning (slow responding)
  4. Behaviour (high level of frustration)
70
Q

what does ADHD stand for

A

Attention Deficit Hyperactivity Disorder

71
Q

what are the 3 symptom categories of ADHD

A
  1. ADHD Predominately Inattentive
  2. ADHD Predominately Hyperactive Impulsive
  3. ADHD Combined
72
Q

what category of ADHD symptoms is considered most severe

A

ADHD Combined

73
Q

what does the APA criteria for diagnosis for ADHD involve

A

assessing behaviours in various contexts

74
Q

how many symptoms must persist in order to be diagnosed with ADHD

A

6 or 5 for people over 17

75
Q

what are two examples of symptoms under the Inattentive type of ADHD

A

forgets daily tasks
has problems staying focused on tasks/activities

76
Q

what are two examples of symptoms under the Hyperactive/Impulsive type of ADHD

A

not able to stay seated
has difficulty waiting turn

77
Q

what is the prevalence rate of school aged population for ADHD

A

5.9% ratio is 5:1 male to female

78
Q

what are the 5 components for accurate diagnosis of ADHD

A
  1. DSM Criteria
  2. Observations
  3. Teacher, Parent, Other Rating Scales
  4. Media Exam (ruling out other issues)
  5. Clinical Interview with Parents and Child
79
Q

students with ADHD often exhibit what effect

A

Doctors Office Effect
their symptoms done appear as obvious in formal 1:1 setting in doctors office, they appear fine with no evidence of ADHD

80
Q

what is the most evidence based theory on causes for ADHD

A

neurological differences

81
Q

what are the 5 types of brain differences

A
  1. Frontal Lobes
  2. Basil Ganglia
  3. Cerebellum
  4. Corpus Callosum
  5. Brain Stem
82
Q

explain the frontal lobes

A

smaller right front area of brain would cause ADHD

83
Q

explain basil ganglia

A

deep within the brain; controls motor behaviours and coordination; smaller right structure would cause ADHD

84
Q

explain the cerebellum

A

organ at base of brain that coordinates bodily movements; smaller in size and fewer structural linkages cause ADHD

85
Q

explain the corpus callosum

A

tissue that connects left and right sides of brain; middle area of corpus callosum causes ADHD

86
Q

explain the brain stem

A

area that serves as relay for production and use of neurotransmitters; functions differently in those with ADHD

87
Q

issues in the brain stem would result in high or low levels of…

A

an imbalance of dopamine, noradrenaline, and serotonin

88
Q

explain serotonin in terms of ADHD

A

involved with inhibitory response control (reduced levels = reduction in sustained attention; more impulsiveness

89
Q

explain dopamine in terms of ADHD

A

involved in movement, motivation, mood, attention

90
Q

explain norepinephrine in terms of ADHD

A

involved in regulation of arousal, attention, cognitive function, and stress reactions

91
Q

how can medication assist with ADHD with norepinephrine, dopamine, and serotonin levels

A

either by blocking their reuptake, blocking their receptors, or blocking their transporters

92
Q

in terms of ADHD, stimulants…

A

enhance the dopamine and norepinephrine in the synaptic cleft

93
Q

in terms of ADHD, non-stimulants…

A

block effects of dopamine and norepinephrine through their receptors

94
Q

what are some examples of stimulants

A

Vyvanse, Concerta, Ritalin

95
Q

what are some example of non-stimulants

A

Stattera, clondine

96
Q

what are some more effective non-medical treatments for ADHD

A

behaviour modification
executive functioning coaching (goal setting)
aerobic exercise (increases neurotransmitter production)
self awareness of type of ADHD

97
Q

what are some less effective non-medical treatments for ADHD

A

neurofeedback training (learning about their brain waves and how to control them)
assistive tech (apps, online calendars, screen readers, talking calculators)

98
Q

what are some other theories on the cause of ADHD

A

hereditary factors
fetal toxin exposure
medical issues ADHD would be secondary to

99
Q

what are casual myths of ADHD

A

sugar
tv and video games
food additives/colouring

100
Q

children with ADHD have not yet shown long term change or cure by altering…

A

diet or avoiding games/tv

101
Q

what is one example of ADHD educational intervention and strategies for Hyperactivity

A

try to be fidget friendly

102
Q

what is one example of ADHD educational intervention and strategies for Impulsivity

A

provide a structures environment and dependable routine

103
Q

what is one example of ADHD educational intervention and strategies for Inattention

A

give one task at a time and break longer tasks into smaller and more manageable parts

Fall Semester 2024 (5 decks)

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