Final Flashcards
LRE
Least Restrictive Environment, usually general ed classroom, used to keep students in the mainstream classroom. IDEA (1975)
FAPE
Free and Appropriate Public Education for all students age 3- 21,required for all students no matter disability, Brown v Board is the precursor (no separate but equal), established originally under the Education of all Handicapped Children Act (PL 94 142 in 1975) under IDEA (1975)
IEP
Individualized Education Plan, guaranteed services by IDEIA. 10 - 12% of students have them. Classroom teachers must be informed of their responsibilities to serve the student. An IEP team determines necessary modifications, not the classroom teacher. Older students might even do a self - directed IEP.
IDEIA
Individuals with Disabilities Education Improvement Act, Reauthorized every 7 years since 75, last reauthorized in 2004. Latest reauthorization mandated licensed special education teachers, RTI, and addressing disproportionate representation
504 Plan
Not guaranteed by government. Plan for a “disabling condition” – does not have to directly impact education in school, but does impact life (allergies, mobility, etc.) Under Vocational and Rehabilitation Act. 1% of students have.
ADA
Americans with Disabilities Act, 1990, people can’t be discriminated against in school or the workplace based on ability. An expansion of the vocational and rehabilitation act of 1973 to apply to all organizations whether or not they are federal funded
NCLB
No Child Left Behind (2001), if schools don’t meet their AYP (annual yearly progress) Title 1 program funding (free and reduced price lunch) the federal government can take control over Title 1 funds – schools might have to reopen, let students go to other schools, provide
Currently being reauthorized – “Success for All Children Act”
Originally 1965 Elementary and Secondary Education Act
UDL
Universal Design for Learning, general, proactive, to create an environment where many different students can succeed, preemptive
DI
Differentiated instruction, specific to students in your class, change how students learn or how they show mastery, reacting responsively
EL
English Learner, used to describe students
ESL
Describes programming for English Learners, - English as a Second Language
LEP
Limited English Proficiency, students receiving ESL funding
BICS
Basic interpersonal communication skills – everyday language, takes less time than CALPS to master, often makes students appear proficient
CALP
cognitive academic language proficiency , takes much more time to master, and students are not exposed to this language as often as they are to BICS
PBIS
Positive Behavioral Interventions and Supports, school wide programs modeled off of RTI, designed to teach, model, and reinforce positive school behaviors, used more in elementary schools than secondary schools
Discrepancy Criteria
An older way to identifying learning disabilities, by identifying a discrepancy between a student’s cognitive abilities and their academic performance. Usually cognitive ability is measured through formal IQ measurement, but this method is not used because of doubt that discrepancy between formally measured IQ and school performance is an indicator of an LD, and issues with formal measurement of IQ
RTI
Response to Intervention. All students are screened once or twice a year. Different tiers of support, students are only placed in increased support if they are not responding to their current level. Idea is to address a problem before a student would be diagnosed by discrepancy criteria, and thus before they have time to fall far behind. Ideally, this means fewer students will need really intensive academic support. Established under newest reauthorization of IDEA, which is IDEIA
Krashen’s Affective Filter
The theory that negative emotional responses to language learning will impede a student’s ability to comprehend the language they hear. Common emotions faced by language learners include anxiety, doubt, boredom, or hostility to the new language.
To counteract- spark student interest in the language, create a low - anxiety environment, and support learner’s confidence. Also allow for a silent period for before students’ respond, and don’t correct too much.
When and How to access services for students with exceptional learning needs (question 2)
Reach out as soon as you are aware that you’ll work with a student with exceptional needs, check in regularly with parents and specialists like special ed teacher, IEP team, EL specialist, school psychologist (where applicable)
Can also look to research and established theory on the particular need.
Use provided documentation wherever it is provided, such as an IEP or 504 plan.
Krashen’s Input Hypothesis
Students learn the most when they hear a level of language input that is slightly more advanced than their current level ( i + 1 )
Goldenberg 2 teaching strategies
- Active engagement, opportunities to apply their learning, and cooperative learning tasks (where students work together to fulfill learning tasks and lesson goals)
- Explicit language instruction and opportunities to practice using language in a meaningful context. Structured writing lessons w/ explicit skill instruction, modeling, feedback, and guided practice.
Roxas
Get to know particular experiences of student, particularly what Roxas calls "elephants in the room" - big issues that could go undressed but have significant impact on the classroom environment and student relationships Shared class expectations, class meetings, curriculum that requires students to depend on one another and work together
Disability Categories
Learning disability (dyslexia, language processing disorder, dyscalculia), ADHD, EBD, Autism (ASD)
Plyler V. Doe
Established that all students are entitled to a public education regardless of their documented status
