Midterm Flashcards
Plz ignore all the typos I made this super fast lol
1
Q
Exceptionality
A
term for students with disabilities and/or gifted children; preferred term under IDEA
2
Q
Handicapped
A
An archaic term; all but eliminated in the U.S; “begging cap in hand”
3
Q
Impaired
A
federal government still uses this term; offensive to some ex. the deaf find this term offensive
4
Q
Person first language
A
disability mentioned second “example: person with ___”.
5
Q
Phillippe Pinel
A
french physician/ human treatment of patients
6
Q
Jean Marc-Gaspard Itard
A
a French physician born in Provence. He is perhaps best known for his work with Victor of Aveyron
7
Q
The wild boy of aveyron
A
French feral child who was found at the age of around 9. Not only is he considered the most famous feral child, but his case is also the most documented case of a feral child.
8
Q
Benjamin Rush
A
Abolitionist; father of American psychology; public education; signer of declaration of independence
9
Q
Compulsory education
A
Compulsory education refers to a period of education that is required of all people and is imposed by the government
10
Q
Dr. Arnold Gessel
A
need a certain level of maturity to be capable of learning
11
Q
Elizabeth farrell
A
an American educator, the first person to teach a class of special education students in an American public school, and the first president of the Council for Exceptional Children. first professors of ungraded education. From oneonta
12
Q
Council for Exceptional Children
A
largest advocacy group in the world for children with disabilities; founded by Elizabeth Farrell.
13
Q
Child guidance clinics
A
Kanner (U.S) and Asperger (EUROPE); founded CT; both looking at ASD
14
Q
Skeels & Dye (1939)
A
Research study that was the basis for attachment theory; reactive attachment disorder; basic nurturing better outcomes and fewer disabilities
15
Q
Brown v topeka board of ed
A
A landmark decision of the United States Supreme court that declared state laws establishing separate public schools for black and white students and denying black children equal educational opportunities unconstitutional.
16
Q
Hunt and Bloom
A
environmentalists, 50’s, decrease of # in men able to be part of the military based on IQ; war on poverty; IQ decreasing
17
Q
The war on poverty
A
Lyndon Johnson declared war on poverty in his 1964 State of the Union address. A new Office of Economic Opportunity oversaw a variety of programs to help the poor, including the Job Corps and Head Start.
18
Q
Compensatory education
A
Programs designed to prevent or remediate learning problems among students from lower socioeconomic status communities; head start; one size doesn’t fit all
19
Q
Head start
A
a federal program that provides academically focused preschool to students of low socioeconomic status
20
Q
Geraldo Rivera Willowbrook expose
A
exposed conditions at Staten Island’s Willowbrook Hospital to a shocked American public
21
Q
Pennsylvania Association for Retarded Children v. Commonwealth of Pennsylvania
A
class action lawsuit related to the educational rights of those with learning disabilities; the state could not deny an individual’s right to equal access to education based on an intellectual or developmental disability status
22
Q
Mills vs. Washington D.C. Board of Education
A
Class action lawsuit for educational rights for all students with disabilities; The federal court requires that all students with disabilities and requires adequate alternative educational services appropriate the students’ needs; “all children are entitled to free public education and training appropriate to their learning capacities”.
23
Q
Diana vs. Board of Education
A
The court ruled that children cannot be placed in special education based on Culturally biased tests.
24
Q
Disability
A
term still in use
25
Larry P. vs. Riles (1979)
The court ordered that IQ tests could not be used as the sole basis for placing children into special education
26
Board of Education vs. Amy Rowley (1982)
United States Supreme Court case concerning the interpretation of the Education for All Handicapped Children Act of 1975. Amy Rowley was a deaf student, whose school refused to provide sign language; public schools are not required by law to provide sign language interpreters to deaf students who are otherwise receiving an equal and adequate education. LOST. Ruled that needs were met.
27
Education of All Handicapped Children Act of 1975
FAPE, LRE, IEP, CSE
28
Individuals with Disabilities Education Act (IDEA)
A special education law that requires schools to educate students with disabilities in least restrictive environments to the greatest extent of their abilities using plans tailored to the individual needs of the students.
29
1975 Education of All Handicapped Children Act
guaranteed children with disabilities the right to public school education
30
FAPE
free and appropriate education
31
LRE
Least restrictive environment
32
IEP
Individual education program
33
Endrew F vs. douglas county school district
A court case that held that the Individuals with Disabilities Education Act ("IDEA"), required schools to provide students an education that is "reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances." "appropriately ambitious". Parents objected that his goals and objectives were never being met. Ruling was that it is not enough to just meet the students needs, but they have to demonstrate that students are making progress. Progress monitoring!
34
Litigation
refers to the legal proceedings in order to resolve a dispute.
35
Legislation
refers to the act of making or enacting laws
36
Americans with Disabilities Act
Passed by Congress in 1991, this act banned discrimination against the disabled in employment and mandated easy access to all public and commercial buildings.
37
American with Disabilities Act what was apart of it?
Civil rights legislation regarding employment, transportation, telecommunications, accommodations
38
IDEA 6 principles
zero reject, nondiscriminatory evals, appropriate ed, LRE, due process parental and student participation. (Age 14 students invited to IEP but must take part at age 16).
39
eligibility for services
based on need, standards, categorical classification
40
The "blanket" label
children under school age until 9 years old; usually classified once entered into elementary school. Allowed until age 8 in NYS. Federally age 9
41
Federal Categories of Disabilities in IDEA
Autism (ASD), Hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impaired, emotionally disturbed (EBD), specific learning disability, speech-language impairment, traumatic brain injury, visual impairment, gifted and talented
42
At risk
environmental risk (long list), biological risk (prematurity and low birth weight), established risk conditions (spina bifida, down syndrome/cerebral palsy etc.)
43
IDEA outcomes
equality of opportunity, full participation, independent living, economic self-sufficiency
44
Elementary and Secondary Education Act (ESEA, 1965)
Congress enacted it in 1965 as part of President Johnson’s “War on Poverty.”; authorizes federal funding for states to operate elementary and secondary education programs, especially those that benefit students from low-income families. also applies to students with disabilities, including those who receive IDEA services.
45
Rehabilitation Act (Section 504, 1975)
authorizes services for people with disabilities. If a person has a severe disability but, with rehabilitation, is able to maintain employment, the person is entitled to two types of vocational rehabilitation services. First, at the age of 16, the person may receive work evaluations, financial aid to pursue job training, and job locator services, all from the state rehabilitation agency.
46
Section 504
applies to any program or activity receiving federal financial assistance. Because state and local education agencies receive federal funds, they may not discriminate against students or other persons with disabilities on the basis of their disabilities; prohibit discrimination solely on the basis of disability in education, employment, and other sectors of American life.
47
Technology Related Assitance to Individuals with Disabilties Act (1988)
grants federal funds to the states so that they can help create statewide systems for delivering assistive technology devices and services to people with disabilities, including students with disabilities
48
No child left behind 2002
Holds states, schools, and school districts more accountable for their standardized tests scores. The wanted outcome was better tests scores all around and overall a smarter and better population of young people that would positively contribute to a growing America.
49
Effects of NCLB
didn't really improve anything or gaps especially in reading, was replaced
50
Every Student Succeeds Act (ESSA) 2015
requirements to ensure that: All students are held to high standards
Results of statewide assessments are broadly shared
Lowest-performing schools are accountable for improvement.
51
Two elements of disability
Disability; physical or mental impairment
52
Major life activity
functions that are important to most people's daily lives. Examples: breathing, walking, talking, hearing, seeing, sleeping, caring for one's self, performing manual tasks, and working.
53
Prohibited school actions
discrimination on the basis of age, race, gender, disabiltiy
54
Section 504 v. IDEA
Basically, IDEA and the Rehabilitation Act authorize federal, state, and local educational agencies to undertake programs in education and employment, respectively. Both laws provide funds for state and local agencies to pay for those programs. By contrast, Section 504 and ADA prohibit discrimination solely on the basis of disability in education, employment, and other sectors of American life. But these two laws do not provide federal aid
55
One-teach, one support
One teacher has primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments, often lending a voice to students or groups who would hesitate to participate or add comments.
56
One-teach, one assist
one teacher designing and delivering instruction while the other teacher is providing individualized support to students
57
one teach one observe
One teacher teaches content and the other observes and collects data. Example: Ms. Sweeney leads the class in a lesson about Earth’s surface, while Mr. Corgan observes and collects data on student participation.
58
station teaching
Teachers take responsibility for different learning stations in the classroom. Example: Mr. Corgan leads a station reviewing the weathering of rock and soil, Ms. Sweeney leads a station introducing the effects of rivers and streams, and students work through the textbook together as peer tutors at a third station.
59
parallel teaching
The teachers divide the time that they are responsible for instruction. Example: Ms. Sweeney and Mr. Corgan each lead half the class in a lesson on Earth’s surface, with instructional differentiation as needed provided by both teachers during their teaching time.
60
Alternative teaching
The teachers teach different content, with the special education teacher responsible for more intensive instruction with smaller groups. Example: Ms. Sweeney leads most students through a critical thinking activity on topography, while Mr. Corgan reviews essential prior content knowledge with a small group in need of support.
61
team teaching
Teachers work together to lead the class, both using their areas of expertise to benefit all students. Example: Ms. Sweeney and Mr. Corgan lead the class together in a lecture on rivers and streams as dynamic systems impacting topography. Ms. Sweeney uses her extensive knowledge of science to develop the content and Mr. Corgan utilizes his knowledge of universal design for learning to create multiple ways for students to engage with the content.
62
Professionals who work with individuals with exceptionalities
expected to comply with the Code of Ethics of the Council for Exceptional Children, the nation’s special education professional association.
63
Paraprofessionals
They assist teachers, usually by working directly and more intensively with one or more students. They thereby enable the teachers to use their abilities and knowledge more effectively; may help a student with academic skills; more likely, they assist the student in self-help
64
Collaboration
Co-teaching exemplifies collaboration between general and special educators; it is a necessity and benefits students
65
Cooperative teaching
Co-teaching is a collaborative approach to instruction in which two teachers, typically a general education teacher and a special education teacher, work together to plan and then implement instruction for a class that includes students with disabilities.
66
Multidisciplinary
A special education multidisciplinary team is a team made up of members of a variety of specialties who identify and meet the needs of students with physical disabilities or other health impairments.
67
Interdisciplinary
An interdisciplinary team encourages and facilitates the collaboration of resources and ideas. For instance, general education teachers can plan and provide the course for all their students, while special educators work on meeting the learning goals of students with special needs.
68
transdiciplinary
works collectively to develop and implement solutions. Each member of the team contributes using their knowledge, experience and specializations, but the overall problem-solving process occurs as a collaborative effort.
69
Cultural identity
race, ethnicity, gender, language, religion, age, class, exceptionality, geography
70
Macroculture
a dominant societal culture
71
microcultures
specific characteristics of those of us in America, and to the specific beliefs, forms, and traits that some of us share with others but not with all of us.
72
Disability Microculture
The early court cases and the enactment of the federal law were the points of the spear that advocates used to solidify a microculture comprising people with disabilities, parents, educators, other professionals, and committed citizens. Don’t think that disability rights have just focused on special education. They haven’t; indeed, the disability rights movement addresses nearly every aspect of American life.
73
Melting Pot
a place where different peoples, styles, theories, etc. are mixed together. (problematic viewpoint); one culture created through assimilation to the majority culture. "Americanize"
74
e pluribus unum
Out of many, one- the U.S motto
75
Cultural Pluralism
The value and practice of respecting, fostering, and encouraging the cultural and ethnic differences that makeup society
76
Cultural and linguistic diversity
cultural and language home environments in today's multicultural society that influences child growth/development and the nature of intervention for that child
77
Cultural mediation
the process of cross-linking the cultural and social spheres, and the building of new relationships between policy, culture and public space.
78
Five Recognized Groups
American Indian or Alaskan Native, Asian or Pacific Islander, Hispanic, Black, White
79
Explicit Bias
represents our attitudes on a conscious level that we readily express and consistently apply when we are with people who do or do not share our cultural identity.
80
Implicit Bias
operates on an unconscious level; we have a bias, it influences our attitudes about other people, but we are not even aware of our bias.
81
Cultural Bias in Relation to Disability
Moderate-to-strong negative implicit bias existed across all studies for people with those four types of disabilities.
Increased contact between the person taking the test (the “respondent”) and people with disabilities contributed to slight increases in positive responses in a couple of studies.
Paid caregivers of individuals with intellectual disability were mostly negative.
Child protection workers were more likely to anticipate future risk of child neglect for parents with mild intellectual disability, as compared to parents with typical intelligence.
82
Cultural Bias related to race
When educators were advised to expect challenging behavior in the videos, they more closely focused their eye gaze on Black preschoolers, especially Black boys. Their close attention to Black boys indicated that they expected these boys to misbehave. Remember, none of the preschoolers were misbehaving. None! These educators also reported explicit perspectives that boys, especially Black boys, require the most attention.
83
Intersectionality
the interconnected nature of social categorizations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage.
84
Disproportionality
refers to the overrepresentation or underrepresentation of students with disabilities who also are from various microcultures. Simply stated, students who have a disability and are from racially/ethnically diverse backgrounds are—relative to students with disabilities who are not from those populations—classified more often as having a disability, experience less inclusion, are bullied more often, undergo more restraint and seclusion, are suspended and expelled more frequently, and are placed more usually into the “pipeline” from special education to the juvenile justice system.
85
Percent of students receiving sped services
13 percent
86
Percent of Black students receiving sped services
15 percent
87
Percent of White students receiving sped services
13 percent
88
Percent of students that identify as two or more races receiving sped services
13 percent
89
Percent of Hispanic students receiving sped services
12 percent
90
Percent of Pacific Islander students sped services
12 percent
91
Percent of Asian students sped services
7 percent
92
Percent of American Indian or Alaskan natives receiving sped services
17 percent
93
Males receiving sped services
2/3rds of male students
94
Percentage of ELL students that are classified as having a disability
14 percent even though they only make up 10 percent of the student population
95
Extent of inclusion
The overall rate of inclusion for students with disabilities is 63 percent for spending 80 percent or more time in general education settings and 5 percent for being placed in entirely separate settings
96
Inclusion for ELL students
Fifty-seven percent of students who are learning English are in the general education classroom for more than 80 percent of the school day
97
Percent of gifted students receiving sped services
approx 9%
98
More likely to receive sped services
American Indian/Alaskan Native and Black students
99
Risk ratios
American Indian/Alaskan Native students (1.58) Black students (1.45)
100
Underrepresented in sped
Asian/Pacific Islander, Hispanic, and White students are underrepresented in sped
101
Ratios for underrepresented groups
Asian/Pacific Islander (.53), Hispanic (.95), white (.88)
102
Overrepresentation in gifted programs
Asian/Pacific Islander students
103
High judgement categories
Learning disabilities, intellectual disability, EBDs
104
Restraint and seclusion
regarded as forms of aversive intervention for students who engage in highly problematic behavior
105
Mechanical Restraint
refers to any “device or equipment [used] to restrict a student’s freedom or movement
106
Physical Restraint
refers to “a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely
107
Seclusion
refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique implemented as part of an approved program, involving the monitored separation of the student in a nonlocked setting, and is implemented for the purpose of calming
108
Juvenile Justice system and Students with Disabilities
the rate of students with disabilities enrolled in the juvenile justice system is almost double their rate of representation in public high schools
109
Culturally Responsive Discipline that is
fair, caring, committed to the students
110
To use culturally responsive discipline you should:
know about each student's culture, set high academic standards, use proactive strategies, provide culturally relevant instruction
111
The four R's
respect, relationship, rigor, resilience
112
Restorative justice
sit in a circle, begin with a mindfulness activity, open the circle with a focus on the issue, use a centerpiece as a focal point, ask guiding questions, make agreements, close by affirming contributions and connectedness
113
culturally responsive teaching
using the experiences, perspectives, family/social networks, strengths, and needs of diverse students as a resource to ensure positive outcomes
114
culturally responsive practices
integrate books by diverse author; gather first-person account of the civil rights movement; confront marginalization of diverse groups; enable students to delve into their microcultures, teach diverse languages
115
Family-centered practice provides
services in a collaborative and respectful manner in order to support the family's priorities and concerns for their child. "Enable, empower, self-sufficiency vs. healthy interdependence"
116
Families essential functions
provide/protect, regulate/control, knowledge/skills; interactions/relationships; facilitate understanding
117
Alternate configurations (familes)
single parents; same sex parents; blended families; absentee families; adoptive parents; foster parents; surrogate parents; substitute care; poverty
118
family quality of life
needs are met; enjoy life; do things that are important to them
119
healthy family function
source of authority; consistent rules; consistent nurturing; relationship maintenance; goal orientation; flexibility
120
child-rearing practices
responsiveness; demandingness, authoritative, authoritarian
121
Families with children with disabilities experience:
increased fatigue; isolation; stigmatization; increased intergenerational conflict; immediate changes; multiple crises
122
Domains of Family Quality of Life
Emotional well-being, parenting, family interaction, physical/material well-being; disability related support
123
Emotional well-being domain
have friends, have support to alleviate stress, have time to pursue interests, outside help
124
Physical/material well-being
transportation, able to take care of expenses, feel safe, medical and dental help when needed
125
Family interaction
enjoy spending time with each other, talking openly, solving problems, show they care for each other
126
Parenting
know how to help child be independent, know how to help with school work, know how to teach how to get along, time to take care of child
127
disability related-support
achieve goals, make progress, make friends, and have a good relationship with service providers
127
disability related-support
128
Principles of partnerships
communication, professional competence, advocacy, respect, equality
129
Communication
be friendly, clear, share good news, be honest, listen, empathize
130
Professional Competence
set high expectations, continue to learn, seart out successful solutions, use RBP's
131
comittment
be available, be flexible, be willingness to try new approaches, go "above and beyond"
132
Advocacy
build alliances, communicate your viewpoints, create win-win scenarios
133
Respect
communicate, build on strengths, partner with cultural guides
134
Equality
highlight others' strengths, avoid intimidation/embarrassing others, create a level playing field
135
Levels of involvement
what role does the parent want to play in the process, what does the family want from the system, and how do families perceive the system and what is an acceptable relationship
136
Community parent resource centers
operate in traditionally underserved communities to provide support to families who experience cultural and linguistic diversity; funded at community level
137
Community parent education and resource (main center)
Newark NJ, six regional centers
138
F2Fs: Family to Family Health Information Centers
provide support and advocacy for parents of children and youth with special health care needs and the professionals, such as yourself, who serve them. The U.S. Department of Health and Human Services funds a center in every state and the District of Columbia.
139
Partnering with Parents/IEP development
Prepare in advance, connect; review the eval and current levels of performance, share future visions and expectations, translate priorities into goals, determine support and services, determine modifications, conclude the meeting
140
Homework should be
purposeful, completed in a reasonable amount of time (efficient), relevant (ownership), cover content already taught (building competence), have aesthetic appeal
141
Common core state standards
the initiative originated with state governors and education leaders in 48 states, the District of Columbia, and two U.S. territories through the National Governors Association in collaboration with the Council of Chief State School Officers. The standards intend to provide real-world learning goals (what students should know and be able to do at each grade level) to ensure that K through 12 students across the United States graduate from high school ready for colleges and careers.
142
Supplementary aids and services
aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with children that do not have disabilities to the maximum extent appropriate
143
Specifically designed instruction
adapting, as appropriate to the needs of an eligible child under this part, the content, methodology or delivery of instruction (i) to address the unique needs of the child that result from the child’s disability; and (ii) to ensure access of the child to the general education curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.
144
Nondiscriminatory evaluation (NDE)
A rule requiring schools to evaluate students fairly to determine if they have a disability and if so what kind and how extensive
145
Eval/Referral process
observation, screening, pre-referral or intensive instruction, referral, NDE, determination
146
Must consider these three factors when evaluating a student
the nature of their disability, the student's present levels of achievement, and the student's potential for growth
147
Purpose of NDE
1st determine if a student has a disability 2nd to determine the nature and extent
148
IDEA criteria for disability
(1) meets the diagnostic criteria for one of the disability categories and (2) needs special education and related services.
149
Evaluation to determine nature of disability
eligibility determination is not just about the diagnosis of a disability (and, in some states, giftedness); it is also about the need for specially designed instruction
150
Challenging objectives
Develop challenging, ambitious, and measurable annual IEP goals, based on the identified educational needs of the student.
151
Use of assessment in sped
A number of assessment tools and processes are used to determine the nature of a child’s disability. Consistent with the fact that assessment to determine disability can also become assessment to determine a student’s needs for special education and related services, you will learn more about common assessments and assessment processes used to determine disability (e.g., achievement tests, curriculum-based assessments, ecological assessments, behavioral rating scales, and adaptive behavior scales) in a subsequent section
152
pre-referral intervention
more intense instruction, longer duration, different types of instruction
153
screening
sensory (vision/hearing), developmental, behavioral, "snapshot of child", the student risk screening scale
154
Wechsler intelligence scale for Children (WISC-V)
Wechsler Intelligence Scale for Children Fifth Edition (WISC-V) is an intelligence test that measures a child’s intellectual ability and 5 cognitive domains that impact performance.
155
Average IQ score
100
156
Gifted IQ score
130
157
Intellectual disability IQ score
less than 70
158
Preschool version of WISC
Wechsler Preschool and Primary scale of intelligence
159
WPPI-IV (2012)
IQ test for children ages 2-6 (the preschool one)
160
Present levels of achievement
Determining academic achievement involves assessing a student’s present levels of performance in the three areas of core content—mathematics, reading, or language arts.
161
Achievement tests
measures the student’s knowledge, skills, or accomplishments in specific content areas.
162
types of achievement tests
criterion-referenced, norm-referenced
163
criterion-referenced tests
Compared to a representative. measures student performance compared to an existing or predetermined standard. Such assessments provide information on whether a student has skills or knowledge linked to certain standards (grade, age, etc.). They compare student results with some established level of proficiency
164
norm-referenced tests
provide information about a student’s percent ranking compared to the population with whom the measure was normed. They compare a student’s score with other students’ scores. These achievement tests allow educators to compare district or state performance, but frequently the test scores become part of the student’s records
165
Common criterion-referenced tests
Woodcock Johnson Tests of Achievement, the Peabody Individual Achievement Test, and the Wechsler Individualized Achievement Test
166
Common norm-referenced tests
Iowa Assessments (previously Iowa Test of Basic Skills), the Metropolitan Achievement Test, and the California Achievement Test.
167
Curriculum-based measurement (CBM)
directly assessing a student’s skills in the content of the curriculum. Under standardized conditions, the teacher gives the student brief timed samples or probes based on the student’s course content. The teacher then scores the student’s performance for speed, fluency, and accuracy
168
Criterion-Referenced test purpose
shows which set of skills deemed important at a certain age the child is able to perform; helps practitioners to identify what skills the child needs to work on.
169
Norm-Referenced test purpose
allows for an understanding of where the child's performance falls relative to other children of that age
170
CBM purpose
shows the child's abilities relative to an entire pre-specified curriculum sequence. Helps practitioner to see what level of the curriculum the child needs to be working at
171
Continuous progress monitoring
timed samples and probes
172
Present levels of functional performance
a summary of the information gathered while determining present levels during the nondiscriminatory evaluation. The statement describes the effect of the student’s disability on performance in the general education curriculum and in relation to the student’s other educational needs.
173
RBI (routines based interview)
semi-structured interview that helps you examine the day to day activities of children within the context of their family and community settings
174
Skill inventories
adaptive, behavioral, functional, social histories
175
Skills rating scales
employability, independent living, personal-social skills
176
Ecological Assessment
begins by observing a student in one or more functional domains (vocational, recreational/leisure, independent living, etc.) to determine what current environments the student and family access across a typical week or two.
That process results in knowledge about what environments within these domains students might need to learn something about, and what skills and activities within these naturally occurring environments might be areas for instruction.
177
Functional Behavior Assessment
an assessment for gathering information that can be used to build effective BIP's
178
Three main outcomes must be accomplished by the FBA
description, prediction, definition
179
Ecological assessment considerations
what challenges does the environment create?, how much access does the student have to other environments, will the student experience inclusion in the future?
180
The Behavioral and Emotional Rating Scale—Second Edition (BERS-2)
assesses strengths in interpersonal capacity, family involvement, intrapersonal competence, school functioning, and affective ability
181
Adaptive behavior scales
conceptual skills, social skills, practical skills
182
Conceptual skills
Language, reading/writing, money, time, numbers
183
Social skills
sustainable relationships, social interactions, problem solving
184
Practical skills
grooming skills, safety skills, cooking skills, cleaning skills, health care skills, clothing care
185
Progress monitoring
frequent and repeated (usually at least monthly) assessments of student learning and performance that, when charted or graphed, provide information about progress
186
Formative assessment
ike progress monitoring involves frequent assessments of student progress; May include the following:
Student summaries and reflections are read by teachers and evaluated to assess understanding and learning.
Teacher feedback on draft versions of products can provide information on student understanding.
Graphic organizers can be used by students to depict relationships between ideas and constructs and, thus, provide information about student understanding.
Teachers can interview students to gain information about their understanding.
Observation of group and classwork is another means to get information about student understanding.
187
Summative assessment
refers to the use of testing to assess educational outcomes and to compare student performance with a predetermined standard so as to evaluate student performance; used to assess educational outcomes (like results on state tests in core content areas)
188
Charting graphing, and plotting data
Educators display the data they have collected by bar charts, line graphs, or scatter plots. These displays make it easier for educators to see progress and thus chart growth. More than that, they make it easy for the student’s parents and the student to understand that the student is making progress; that understanding in turn prompts the student to be more invested in learning.
189
1986 (she did not specify the name of this act lol) Part B
Preschool children 3-5
190
1986 Part H (Part C)
infants and toddlers, early intervention services, IFSP
191
IFSP
children from birth through age 2 and their families receive an individualized family services plan (IFSP).
192
Ages for IEP eligibility
3 to 21
193
Infant or toddler with a disability
"developmental delays" or diagnosed conditions
