Mid Term Exam Flashcards

1
Q

Brown vs. Board of Education

Year

A

1954

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Brown vs. Board of Education

Key Point

A

Separate is not equal.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Elementary and Secondary Education Act (ESEA)

Year

A

1965

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Elementary and Special Education Act

Key Points - 2

A

Protect and provide students from disadvantaged backgrounds

Created free and reduced lunch program.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Education of Handicapped Act

Year

A

1970

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Education of Handicapped Act

Key Point

A

Continued support for state-run programs.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Vocational Rehabilitation Act

Year

A

1973

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Vocational Rehabilitation Act

Key Points - 3

A
  • Prohibits discrimination against students with disabilities in federally funded program
  • Defines “handicapped person”
  • Defines “appropriate education”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Education for All Handicapped Children Act (EAHCA)

Year

A

1975

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Education for All Handicapped Children Act (EAHCA)

PL number

A

PL 94-142

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Education for All Handicapped Children Act (EAHCA)

Key Points

A
  • Free appropriate public education for children with disabilities
  • First to define least restrictive environment.
  • IEP – Required Individualized Education Plans be written
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Individuals With Disabilities Act (IDEA)

Year

A

1990

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Individuals with Disabilities Act (IDEA)

PL Number

A

PL 101-476

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Individuals with Disabilities Act (IDEA)

Key Points - 4

A
  • Establishes “person first” language
  • Adds two new categories: Autism and TBI (traumatic brain injury)
  • Parents rights: Due Process and confidentiality for parents and student.
  • FERPA – privacy in education
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

No Child Left Behind

Year

A

2001

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

No Child Left Behind

Key Points - 3

A
  • Increased accountability for schools.
  • Implements early reading intervention
  • GOAL: every child can read by third grade
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Individuals with Disabilities Improvement Act (IDEIA)

Year

A

2004

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Individuals with Disabilities Improvement Act (IDEIA)

PL Number

A

PL 108-446

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Individuals with Disabilities Improvement Act (IDEIA)

Key Points - 3

A
  • Response to Intervention (RTI) – trying different strategies before identifying student as having a disability.
  • No longer required a discrepancy between achievement and intellectual ability. This helped to reduce the “wait to fail” for students who didn’t qualify.
  • Early Intervention: Infants and toddlers. (IFSP – Individualized Family Service Plan).
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

IFSP - What is it?

A

Individualized Family Service Plan

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

IFSP - Ages Covered

A

Birth to age 3

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Who makes up the multidisciplinary team?

A
  • Principal
  • Teacher
  • Special Ed Teacher
  • Regular Ed Teacher
  • Local Education Agency representative – this is usually the principal or special ed. Supervisor
  • Parent
  • Child (when appropriate)
  • Other professionals that parents or school believe can help develop the IEP
  • Individual who can interpret the instructional implications of evaluation results.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Regular Education Teacher’s Job

A
•	May be member of IEP team
•	Provide data to help develop goals
•	Must follow IEP’s plan
o	Modifications
o	Accommodations
•	Provide feedback/data to monitor academic and/or behavior progress
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Universal Screening

A

administering of the same test to all students to determine who is at risk for academic difficulties

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

How many times a year should universal screening occur?

A

3 times per year

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

For universal screening, who is tested?

A

• Everyone is tested and info is used to identify general performance levels and track proficiency of students

27
Q

How are decisions made after Universal Screening?

A

• Decisions are made based on data retrieved from the screenings

28
Q

Progress Monitoring

A

used to assess students/response to interventions

29
Q

What is Response to Intervention?

A

Current model for screening students and using the data to facilitate identifying students for special education services. Composed of screening and progress monitoring.

30
Q

RTI - Tier 1 - What percentage of students make adequate progress?

A

80% of all learners make adequate progress

31
Q

RTI - Tier 1 - 5 characteristics

A

• Instruction provided by general education teacher
• All instruction is evidence-based.
• General education teachers screen students using easy-to-administer screening measures
o Takes less than 10 minutes per student
o Administered at beginning and middle of year
• Students with reading and math difficulty are administered progress monitoring measures
• Teachers differentiate instruction as needed for struggling students.

32
Q

RTI - Tier 2 - What percentage of students?

A

15-20% of students require supplemental instruction.

33
Q

RTI - Tier 2 - 5 characteristics

A
  • Secondary intervention provided for students not making adequate progress in Tier 1
  • Typically provided in small groups to provide additional instruction in areas of difficulty
  • Tier 2 supplements the core instruction taught in Tier 1 to reinforce concepts and skills taught in Tier 1.
  • Tier 2 is under the domain of general education
  • Teacher continues to monitor students’ progress while they receive Tier 2 support.
34
Q

RTI - Tier 3 - What percentage of students?

A

5-6%

35
Q

RTI - Tier 3 - 4 characteristics

A
  • Tertiary intervention is provided to students who continue to experience difficulty and show minimal progress during Tier 2 interventions
  • Tier 3 intervention is provided for longer periods of time and more frequently
  • Tier 3 may or may not be special education depending on the number of tiers used in RTI
  • Tier 3 students receive explicit instruction individually or in small groups (2 to 3 students)
36
Q

5 step process for the problem-solving model

A
  1. Define the problem.
  2. Analyze the problem.
  3. Develop a plan.
  4. Implement the plan.
  5. Evaluate the plan.
37
Q

Problem-Solving Model - 2 characteristics

A
  • Individualized or personalized approach
  • Problem-solving team is convened and interventions are planned specifically for target students and are provided for a period of time
38
Q

Consultation

A

o A voluntary process in which one professional assists another to address a problem concerning a third party
o One teacher asking another teacher for help in solving a problem.

39
Q

Collaboration

A

o Interpersonal collaboration is a style for direct interaction between at least two coequal parties voluntarily engaged in shared decision making as they work toward a common goal

40
Q

Co-Teaching

A

o Two teachers working together in the same environment.

41
Q

Macroculture

A

Core Culture

42
Q

Macroculture - Key Components

A

 Equality, justice, and human dignity
 Individual versus group orientation
 Orientation toward materialism

43
Q

Microculture

A

Home or Regional Culture

44
Q

Microculture - Factors

A

 National origin
 Ethnicity
 Socioeconomic Class

45
Q

Autonomous Minority

A

o Minorities in a numerical sense (Jews, Mormons, Amish)

46
Q

Immigrant or Voluntary Minorities

A

o Moved to a new society/culture voluntarily for greater economic opportunities and political freedom

47
Q

Castelike or Involuntary Minorities

A

o Brought to a country or conquered against their will (African Americans, Native American, Mexican American. In SW, Native Hawaiians

48
Q

Multicultural Contributions Approach

A

Insertion of ethnic heroes and discrete cultural artifacts into curriculum. Easy but has limitations

49
Q

Multicultural Additive Approach

A

Add content, concepts themes, perspectives without changing the basic structure of the curriculum. Better but doesn’t restructure curriculum.

50
Q

Multicultural Transformation Approach

A

The core of the curriculum is changed and students view events, concepts, and themes form multiple perspectives based on diversity.

51
Q

Multicultural Social Action Approach

A

Transformation approach plus a cultural critique. Incorporates a problem solving process in which students make decisions and take actions related to the concept, issue, or problem being studied.

52
Q

ESL - Goal

A

Acquisition of English

53
Q

Sheltered English

A

Teach English language skills at the same time that students are learning content-area knowledge.

54
Q

Bilingual Education - Goal

A

promote proficiency in both first and second language.

55
Q

Transition Bilingual Education

A

content area instruction is in student’s native language along with ESL instruction. Transferred from this program to all English instruction when student is deemed

56
Q

Guiding Principles to Create a Positive and Productive Learning Community

A
  • Recognize that students are children or adolescents first
  • Focus on abilities – seek and use knowledge about the abilities and expertise of all class members.
  • Celebrate Diversity – value students who learn or behave differently, are physically challenged, speak other languages, or represent other cultural backgrounds.
  • Demonstrate high regard for all students – treat each student as the most important student in the class.
  • Provide opportunities for students to work in mixed-ability groups – each group member plays a role that contributes.
57
Q

Positive Reinforcement - Define

A

the presentation, following the target behavior, of a stimulus to maintain or increase the target behavior.

58
Q

Negative Reinforcement - Define

A

the removal of a stimulus to increase engagement in desirable behaviors

59
Q

Extrinsic Motivation - Define

A

o Reinforcement and rewards that are outside of the body
o Positives – works quickly
o Negatives – doesn’t guarantee transfer behavior to other environments.

60
Q

Intrinsic Motivation - Define

A

o Reinforcement within the body
o Positives – longer maintenance – lasts longer
o Negatives – takes longer to modify behavior

61
Q

Planned ignoring/extinction

A

works well when inappropriate behavior is encouraged by attention

62
Q

Four Parts to Class Meeting

A
  • Four parts to a class meeting
  • 10 min– Tell positives
  • 15 min – Prior Things
  • 15 min. – New Problems
  • 10 min – Future Plans
63
Q

Percentage of Students with an IEP

A

12-25%

64
Q

Which disability is most prominent?

A

Learning Disability (Dyslexia, Auditory Processing)