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Inclusive Practice > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Attitudes over time

A

-Forget and Hide
-Screen and Segregate
-Identify and Help
-Include and Support

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2
Q

What is Inclusion, 3 concepts

A

Beliefs and Values: concept of “goodness of fit” (Thomas & Chess, 1977).

Experience: create a match between the program and the child/family. ​

Outcomes: broad based and holistic, developmental outcomes, sense of belonging.

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3
Q

BEST PRACTICES FOR INCLUSIVE EARLY CHILDHOOD PROGRAMS

A

-Research based or value based​

-Family centred​

-Bias free​

-Transdisciplinary Approach​

-Developmentally or Chronologically Appropriate​

-Full Participation​

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4
Q

Special needs children, Statistics

A

-3.7 times
as likely to experience
neglect
-3.8 times as
likely to experience
physical and emotional
abuse
-4 times to be
sexually abused

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5
Q

Stages of Grief

A

-Shock and Denial
-Anger
-Depression
-Dialogue
-Acceptance

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6
Q

WHAT IS AN INDIVIDUAL
FAMILY SERVICE PLAN?

A

A written plan that describes services for
families with young children with special
needs; it is written collaboratively with
parents and describes the child’s current
strengths and needs

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7
Q

Supporting the family in this process:

A

-Provide family with choices
* Conduct assessment in child’s natural
environment
* Avoid professional words
* Present in family friendly manner
* Provide time for questions
* Provide information to parents on variety of
topics(ie. Speicial need, respite, legislation)
* Encourage extended family participation

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8
Q

Enabling and Empowering
Families

A

-Enabling families means creating opportunities for family members to
become more competent and self-sustaining with respect to their
abilities to mobilize their social networks to get needs met and attain
goals
-Empowering families means carrying out interventions in a manner in
which family members acquire a sense of control over their own
developmental course as a result of their own efforts to meet needs.

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9
Q

Setting the foundation for an inclusive program

A

1.A child is a child
2. Review of Developmental Principles and Practices
3. Incidental Teaching Opportunities

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10
Q

10 Characteristics of
Effective Educators
in Inclusive Settings

A
  1. Aware of the BIG PICTURE
  2. Be Enthusiastic
  3. Genuine Listening
  4. Consistency
  5. Supporting Individuality
  6. Ability to Build Trust
  7. Sense of Humour
  8. Provision of Positive Child
  9. Facilitate Children’s Efforts
  10. Ability to Integrate
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11
Q

Factors that enable
educators to be successful
with inclusion

A

Support from:
1. Resource teachers
2. Consultants
3. External therapists
4. Emotional support
5. Assistance from co-workers
6. PARENTS

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12
Q

Dual Placement

A

when
children with special needs
spend part of the day in a
specialized program and part
in an inclusive setting

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13
Q

Coordinated Teaching

A

staff
from the specialized program
and inclusive setting provide
coordinated programming for
the child

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14
Q

Convention of Rights

A

Canada ratified the UN Convention on the Rights of Persons with Disabilities in 2010, after consultations with the
provinces and territories, Aboriginal self-government and Canadians – particularly those from the disability
community
there are 50 articles

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15
Q

Leilani O’Malley

A

11 year old girl with special needs who was forced into sterilization without consent.

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16
Q

Planning the
environment for
LEARNING

A

1.Accommodating environment
2. Self-help/care routines and
transitions
3. Discovery Learning
4. Emergent Curriculum

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17
Q

4 PRINCIPLES of PLANNING
Early Learning
Environments

A
  1. Safety
  2. Visibility
  3. Movement
    4.Teachers’ Availability:
    * Offering Choice: empowering choice, decrease
    “no” opportunities
    * Structured Flexibility: well arranged setting,
    rules consistent to provide a secure yet freeing
    framework
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18
Q

The Inclusive
Environment
Scheduling

A

*individual accommodations -
* Orderly sequences -
* advance notices-
* Embedding learning- IPP goals/objectives

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19
Q

DEVELOPMENTAL
SEQUENCE

A
  • moving step by step toward mastery of
    each developmental skill
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20
Q

DEVELOPMENTAL
MILESTONES

A
  • Certain behaviors or skills can be seen in a
    predictable order in almost
    every child.
  • Gross motor skills
  • Language skills
  • Self-help skills
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21
Q

DEVELOPMENTAL
MILESTONES

A
  • Certain behaviors or skill
    sequences can be seen in a
    predictable order in almost
    every child. These significant
    points or events are referred to
    as developmental milestones.
  • Consideration for cultural
    context, we may find varying
    developmental pathways
  • Gross motor skills
  • Language skills
  • Self-help skills
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22
Q

Terms Used to Define Exceptionalities

A

-Special/Challenging Needs
-Handicapped
-Impairment
-Atypical
-Developmental Disability

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23
Q

At risk

A

means to believe serious problems are likely to
develop.

24
Q

pros of labels

A
  • Sometimes useful and
    necessary for:
    -Enhancing public awareness
    of developmental differences
    -Gain access to public funding
    -Advocate for support services
    and changes
    -Facilitate communication b/t
    professionals (research)
    -Identify specific medical
    conditions
25
Q

Cons of labels

A
  • Children who are
    developmentally different in
    one way resemble their peers
    far more than they differ from
    them
  • With the exception of severe
    impairments, children with
    developmental disabilities go
    through the same sequences
    of development as their
    peers, though at different
    rates
  • With appropriate supports,
    many young children can
    “catch up” as they grow older
  • Labels can stick.
26
Q

People first language

A

People-first language focuses on the
person instead of the disability

27
Q

Classification of developmental differences

A

-Speech/Language disorder
-Learning Disability
-Cognitive
-Gifted
-Multiple disabling conditions
-Orthopedic conditions

28
Q

Classification of developmental differences

A

-Speech/Language disorder
-Learning Disability
-Cognitive
-Gifted
-Multiple disabling conditions
-Orthopedic conditions
-Behavior Disorder
-Hearing impairment
-Blindness
-Pervasive developmental disorders
-Brain injury

29
Q

Define individual program plan (IPP)

A

Approach to providing services to individuals with special needs

30
Q

The following essential information to be
included in the IPP

A

*gathered data
* strengths and
areas of need
* Measurable goals and
objectives
* Procedures for evaluating
progress
* coordinate
support services
* Medical information
* Classroom accommodations
* Transition plans
* Review of progress

31
Q

Areas Of
Focus in IPPS

A

-Personal Attributes and
Relationships
-Language and Communication
-Educational/Cognitive
Development
-Fine/Gross Motor Skills
-Self-Help Skills

32
Q

What are IPP goals and objectives
for?

A

-Allow teachers to plan,
organize and deliver
instruction to increase
studentsʼ chance of
success.
-Meaningful and measurable
goals and objectives ensure
everyone on the learning
team has the same
expectation for what the
student will be doing over
the school year

33
Q

3 concepts for IPPS

A

-Meaningful
-Manageable
-Measurable

34
Q

ACT-HOW

A

A-Action: What does the student need to do?
C-Context: Where or when will the student need to do the action?
T-Terms: What are the indications that will show achievement?
HOW? How we collect data to show achievement of objective?

35
Q

What principle are involved in the inclusion quality scale

A
  1. Zero reject
  2. Natural proportions
  3. Full participation
  4. Same range of
    program options
  5. Maximum feasible
    parent participation
  6. Pro-action for
    community inclusion
36
Q

Simple
Strategies to
Start With

A

-Instructional grouping
-Curricular Goals
-Method of responding
-Environmental Conditions
-Level of Assistance
-Modification of materials

37
Q

Mainstreaming

A

Children with special rights have to be ready for integration into the mainstream

38
Q

Teachable Moments

A

Specific points when a childs level of readiness and interest come together and are ready for emerging curriculum

39
Q

Transdisciplinary team

A

Team that shares responsibilities when involved in planning for a child with special rights

40
Q

Developmental Disequilibrium

A

Period of inconsistent behavior, often following a spurt of rapid development

41
Q

Contingent stimulant

A

Responding to a child in a way that prompts further learning

42
Q

Mediated learning model

A

Cognitive and social processes are interdependent factors in all learning

43
Q

Characteristics of an effective teacher

A

-awareness of bigger picture
-enthusiasm
-consistency
-flexibility
-Build trust
-Sense of humor
-Positive child guidance
-Support children
-Integrate therapy recommendations

44
Q

Developmental disability

A

One of a range of conditions that interfere with any aspect of normal development of a child

45
Q

Cognitive Delay

A

Intellectual growth that does not follow “typical rates”, can be due to genetic and environment

46
Q

Stigmata

A

An identifying mark or characteristic, a diagnostic sign of disease of disability.

47
Q

Sensory impairments

A

Hearing, visual

48
Q

Orthopedic conditions

A

Involving the bones, joints, muscles and ligaments (cerebral palsy, spina bifida)

49
Q

Behavior disorder

A

Chronic or pervasive challenging behaviors

50
Q

Learning disorder

A

Difficulty learning to read, write, do math (ADHD, ASD)

51
Q

Screening

A

Important in identifying developmental differences, describes level of performance

52
Q

Criterion tests

A

Not compared to “typical children”, used with tasks, etc.

53
Q

Norm test

A

Compared to “typical children”

54
Q

Transition Planning

A

Steps taken in order to help the transition of a child in either dual or full placement. Plans to help child get from point a to point b. Support during and after is needed

55
Q

Name 6 out of the 11 practices are involved in the inclusion quality scale

A

1.Responsive enviro and inclusion of children
2.Equipment and materials
3.director and inclusion
4.staff support
5.staff training
6.therapies

Inclusive Practice (1 decks)

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