Midterm

Question 1

1. What is the IQ cut-off for Mild Cognitive Impairment?

Answer 1

50-69

Question 2

2. What does full inclusion encompass?

Answer 2

full inclusion has been defined as “the practice of educating students with moderate and severe disabilities alongside their chronological age peers with disabilities in general classrooms within their home neighborhood schools” (p. 15). Full inclusion encompasses social and physical integration into activities that occur in school that are educational, recreational, and social. Inclusion, as opposed to full inclusion, refers to the “placement of special education students in general education settings”

Question 3

3. Culture is

Answer 3

shared norms, values, beliefs, and behaviors that are followed or expected by a group of people

Question 4

4. Ethnicity is

Answer 4

shared genealogy and or norms between groups of people

Question 5

5. Race is

Answer 5

biological characteristics shared from genetic similarities

Question 6

6. What is Cultural Competence and why is it important in special education?

Answer 6

the awareness of one’s own cultural identity and the ability to learn about other cultural backgrounds and use this information to improve teaching practices. Researchers have demonstrated that students who are minorities, those with disabilities, and those with low socioeconomic status are less likely to graduate high school, more likely to be overrepresented in special education, and less likely to have access to qualified teachers and academic programs. understanding one’s own biases can help ensure that all children receive an equal opportunity to learn in special education classrooms.

Question 7

7. What are the typical educational outcomes for minority, disabled, and poor students?

Answer 7

Understanding the realities of many minority families is also important. Researchers have demonstrated that students who are minorities, those with disabilities, and those with low socioeconomic status are less likely to graduate high school, more likely to be overrepresented in special education, and less likely to have access to qualified teachers and academic programs

Question 8

8. What are Funds of knowledge and why are they important?

Answer 8

funds of knowledge examine cultural differences as a resource rather than a deficit to enrich instruction. acknowledging the differences of others and using those differences to ultimately provide instruction in a culturally responsive manner, that is, seeking to make relevant connections between the students and the content being presented. These relevant connections can be identified as funds of knowledge

Question 9

9. What is a first step in being able to positively interact and learn from others from different backgrounds and cultures?

Answer 9

“The awareness of one’s own assumptions, prejudices, and stereotypes is a first step to be able to positively interact and learn from others”

Question 10

10. What are the key elements for establishing meaningful relationships with diverse families?

Answer 10

Self-awareness,trust, communication and meaningful involvement, tactfulness, advocacy and social justice

Question 11

11. According to Turnbull et al. (2015), what does trust involve?

Answer 11

Trust involves being reliable, believing in yourself and others, using sound judgment, and exercising confidentiality

Question 12

14. What are the three components of communication?

Answer 12

Form, context, and function

Question 13

17. What is receptive communication?

Answer 13

Receptive communication is the comprehension of someone else’s communication and may be unobservable

Question 14

18. What is expressive communication?

Answer 14

Expressive communication is the production of a communication act such as showing someone a picture, moving toward a desired object, or asking about the day’s schedule.

Question 15

19. What are some examples of receptive communication?

Answer 15

Listening in silence, answering questions

Question 16

23. What are the two main types of augmentative and alternative communication systems?

Answer 16

aided and unaided

Question 17

25. Who is involved on the MET and what are their roles?

Answer 17

a local education agency (LEA) representative, at least one special education teacher, at least one general education teacher (if the child is or may be participating in the general education environment), someone who can interpret the assessment results, related service providers as requested by the parents or agency (e.g., occupational therapist, physical therapist, speech–language pathologist), parents or guardians, and student

Question 18

26. When does Transition planning begin according to IDEA?

Answer 18

16 years old

Question 19

28. What is an evidence-based practice shown to increase student self-determination and in-school and post-school outcomes?

Answer 19

all students should be invited to participate in their education planning meetings, as self-directed IEPs are an evidence-based practice shown to increase student self-determination and increase in-school and postschool outcomes

Question 20

What 4 things do teachers need to develop effective IEPs

Answer 20

? (1) knowledge of the federal and state regulations for IEPs, (2) understanding of general curriculum alignment and alternate assessments, (3) guidelines for developing a standards-based IEP, and (4) a process for planning for IEP development.

Question 21

What must be considered when developing the PLAAFP section of the IEP?

Answer 21

“must take into account a child’s present levels of academic achievement and functional performance, and the impact of that child’s disability on his or her involvement and progress in the general education curriculum. The IEP goals must be aligned with grade-level content standards for all children with disabilities.” Additionally, clarification is provided by defining the general education curriculum as “the same curriculum as for nondisabled children.”

Question 22

What are the essential elements of the IEP?

Answer 22

• Areas of strength and need
• Present level of academic achievement and functional performance
• Measurable annual goals and short-term objectives and how progress will be reported
• Identification of related services and supplementary aids and services
• Extent to which the student will not participate with non-disabled peers
• Date of implementation of services
• Transition plan
• Identification of where special education services will be provided

Question 23

What is one of the assumptions underlying the requirements of the IEP?

Answer 23

all students will have the opportunity for instruction in the general curriculum as outlined by state standards.

Question 24

What does IDEA say about inclusion for students with intellectual ability?

Answer 24

language for IEP planning does not assume that students with more severe disabilities will be in separate educational settings, but instead promotes consideration of inclusion in general education settings and with nondisabled student

Question 25

What are two ways to make the classroom accessible for all students to be engaged in instruction?

Answer 25

Universal design for learning (UDL) and embedded systematic instruction

Question 26

When are alternate assessments used

Answer 26

Students with disabilities who cannot participate in the general statewide assessments

Question 27

How are alternate assessments different from traditional state-wide assessments?

Answer 27

They are not used for student accountability and the content of the assessment is based on some extension or simplification of the grade-level standards

Question 28

What did the court case Endrew F. v. Douglas County School District (2017) clarify related to IEP development?

Answer 28

when providing special educational services to students with disabilities, cannot simply ensure that a student makes minimal or trivial progress from year to year but instead must ensure that students make meaningful progress given the students’ circumstances

Question 29

What are essential elements of the PLAAFP statement?

Answer 29

a) develop appropriately ambitious, measurable, annual goals that promote student growth; (b) determine special education services, and (c) measure student progress.

Question 30

What does Academic achievement refer to?

Answer 30

to a child’s performance in academic areas

Question 31

What are considered part of Functional performance?

Answer 31

“skills or activities that are not considered academic or related to a child’s academic achievement.”

Question 32

What does a SMART IEP goal entail?

Answer 32

specific, measurable, action verbs, realistic, and time limited.

Question 33

What are the components of a well-written goal

Answer 33

conditions, learner,behavior, and criteria