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SPED > SPED > Flashcards

SPED Flashcards

1
Q

FAPE

A

Free, Appropriate Public Education

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2
Q

IEP

A

Individualized Education Program

Contains:

  • Present levels of academic achievement/functional performance
  • Measurable annual goals
  • Benchmark/short-term objectives for students taking alternate assessments
  • Progress reporting
  • Special Ed and related services and supplementary aids and services; program modifications or supports for school personnel
  • Accommodations/modifications on state+district assessments
  • Rationale for alternate assessments
  • Nonparticipation with nondisabled peers
  • Projected date for beginning services (frequency, location, duration)
  • Transition services, integrating into society after graduation
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3
Q

LRE

A

Least Restrictive Environment

Is a student’s right to be educated in the setting most like the educational setting for non-disabled peers in which the student can be successful, with appropriate supports provided

As close to the General Ed Classroom as much as possible

Most restrictive- home bound, treatment center

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4
Q

IDEA

A

Individuals with Disabilities Education Act

Listed out disability categories

Ensured that people (3-21 years old) with a disability provided with FAPE/zero reject policy

  • Parent involvement
  • IEP
  • Child Find
  • LRE
  • Transition services (2004)
  • Due Process
  • Primary language
  • General Ed teachers

Provides additional funding to cover costs of special Ed

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5
Q

Section 504 of the Rehabilitation Act of 1973

A

NOT Special Ed

Protects individuals with disabilities who have a physical or mental impairment which substantially limits one or more major life activities

Ex. ADHD, AIDS, diabetes, hepatitis, students exited from SPED

Prevents discrimination of handicaps in places that receive federal funding

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6
Q

Learning Disability

A

Disorder in one or more of the basic psychological processes involved in understanding or in using language that may manifest itself in an imperfect ability to think, listen, speak, read, write, spell, or do math

Specific Learning Disabilities (SLD) most common category

Exclusion Component- have to exclude the present of other primary handicapping conditions (blind, motor impairment, etc.)

Discrepancy Component- unexpected underachievement (discrepancy between IQ and academic achievement)

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7
Q

Response-to-Intervention

A

Research-based intervention to students in the instructional area of need before determining whether a student qualifies for SPED

  1. Screen at risk students
  2. Implement effective instructional practices (Tier 1)
  3. Monitor Responsiveness to Instruction (small groups)
  4. Secondary intervention when students fall behind (Tier 2)
  5. Increased intensity of instruction; more individualized (Tier 3)
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8
Q

Processing Component

A

Psychological processes that may be interfering with achievement (memory, visual, auditory)

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9
Q

Dyslexia

A

A specific language-based learning disability that is neurological in origin; deficits in the phonological (manipulating and identifying sound components), orthographic (hard time mapping sounds onto letters and letter patterns), and morphological (prefixes, suffixes, and roots) components of language

Characterized by difficulties with:

  • Decoding
  • Encoding (spelling)
  • Accurate and/or fluent word recognition

Manifests problems with: Reading comprehension, vocabulary, writing, listening, speaking, mathematics, foreign language study

Accommodations: Multiplication, division charts

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10
Q

WISC-V

A

Aptitude Test- verbal, perceptual reasoning, working memory, processing speed indexes

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11
Q

WIAT-III

A

Achievement Test- reading, writing, speaking, math

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12
Q

Receptive Language Disorders

A
  • Phonemic Discrimination
  • Auditory Language Comprehension (words, sentences, questions, discourse, intent)
  • Auditory memory span for language

Accommodation- Provide wait time, model, elaborate, teach in purposeful context, teach using connections, adjust pace

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13
Q

Expressive Language Disorders

A
  • Articulation; fluency; vocal quality
  • Word Retrieval
  • Sequencing of sounds in words (production of multisyllabic words)
  • Organization of words in sentences (syntax)
  • Oral formulation of ideas in discourse
  • Language usage in context; pragmatics; sense of audience

Accommodation- Provide wait time, model, elaborate, teach in purposeful context, teach using connections, adjust pace

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14
Q

Reading Disorder

A
  • Decoding/phonological awareness
  • Contextual abstraction
  • Structural awareness
  • Fluency
  • Comprehension
  • Reasoning skills
  • Active reading strategies (self-questioning, paraphrasing, imagining, etc.)
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15
Q

Writing Disorder

A
  • Handwriting (dysgraphia)
  • Re visualization
  • Spelling
  • Written Syntax
  • Written organization/coherence/cohesion
  • Sense of audience
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16
Q

Mathematics Disorder

A
  • Computation
  • Reasoning
  • Story problems
  • Dyscalculia
17
Q

Reasoning Disorder

A
  • Categorization and Reclassification
  • Cause and Effect
  • Making Inferences
  • Forming hypotheses
  • Comparing and Contrasting
  • Part to whole analysis
  • Deductive and inductive
  • Analysis and Synthesis
  • Planning
  • Strategy Use
  • Evaluative skills
18
Q

Nonverbal Disabilities

A
  1. Visual-Spatial Orientation (hard time visualizing)
  2. Social Perception (Does not comprehend verbal cues)
  3. Motoric (lack of coordination)
  • High verbal/low performance profile
  • Struggle with nonverbal communication (gestures, voice inflection, facial expressions)
  • Struggle with visual perception (reading graphs/maps/pictures)
  • Struggle in new situations

Accommodations- excuse tardies, do not isolate, avoid punishment, graph paper for organization, more time, clear expectations

19
Q

Obtaining Special Services

A
  1. Pre-referral
  2. Referral and Assessment Process
  3. Decision-Making
  4. Preparing the Student’s IEP
  5. Implementation and Monitoring of the Student’s Progress
20
Q

Pre-Referral

A

First step in obtaining special services

Red flags in classroom, check school records, implement classroom strategies to manage behavior; document behavior and what you have done to try to manage it

Consult parents and other professionals (seek assistance from teacher assistance team)

If there is no resolution, proceed to Referral and Assessment Process

21
Q

Referral and Assessment Process

A

Second step in obtaining special services

Formal evaluation of the student; evaluations will look different for each student

Multidisciplinary team process **

Cognitive ability assessed by IQ, academic achievement in reading/math, psychologist can observe, provide student work samples

22
Q

Nondiscriminatory Assessment

A

Assessments for SPED must:

  • not discriminate on the basis of culture/race
  • be administered in child’s native language
  • measure ability and not English proficiency
  • include VARIETY of assessment tools
  • administered by trained personnel
23
Q

Parent Rights

A

Parents must be notified and give permission to have child evaluated

  • can request their child be evaluated at any time
  • can request an independent evaluation at public expense when they disagree (IEE)
  • can request a reevaluation when the placement is no longer appropriate
  • can request their child be tested in primary language
  • can participate in development if IEP or IFSP
  • can request due process hearing
  • can be informed of child’ progress
24
Q

IEP Meeting

A

Should include:

  • Parents of child
  • Special Ed teachers
  • MUST HAVE AT LEAST 1 General Ed teacher for it to count as an IEP meeting
  • Qualified local educational agency representative (member from administration/district)
  • Person that can interpret the implications of evaluation results
  • sometimes the student

** Multidisciplinary team **

25
Q

IEP Monitoring

A

Annual reviews must occur

3-year reevaluations (unless parents opt out)

Additional reviews as necessary or at discretion of parents

26
Q

Mainstreaming vs. Inclusion

A

Mainstreaming- placing students with disabilities in general education settings only when they can meet traditional academic expectations with minimal assistance

Inclusion- belief that students with disabilities should be full integrated into general education classrooms and schools and that their instruction should be based on their abilities, not their disabilities

27
Q

ADA

A

Americans with Disabilities Act (1990) Extends civil rights/nondiscrimination protection to other sectors besides federal

Outlaws discrimination based on disabilities

28
Q

No Child Left Behind Act

A
  • Included SPED students in state testing (good- changed low expectations and increased accountability)
  • Allowed parents to choose where children attended if school did not meet standards
  • Increased flexibility with use of federal funds
29
Q

Regular Education Initiative

A

Placement of students with disabilities in general ed classroom; teachers should differentiate

30
Q

Progress Monitoring

A

Frequent and ongoing measurement of student knowledge/skills and the examination of student data to evaluate instruction

31
Q

Work with other professionals

A
  1. Consultation- tap into expertise
  2. Collaboration- work together on specific problem
  3. Co-teaching- provide instruction at the same time
32
Q

Working with parents

A
  1. Provide information about disability and advocacy
  2. Implement home/community partnership
  3. Identify resources at school and in community
  4. Increase home-school correspondence
33
Q

Coping strategies students use to avoid reading aloud, etc

A
  • “Apple polishing” “sitting up”
  • Avoiding eye contact with teacher
  • Engage in disruptive behavior
  • Rely on “with it” classmate
  • Forget books
  • “Manipulation”
34
Q

Classroom Climate

A
  • Physical space
  • Learning Community with Respect
  • Class Meetings
  • Prioritizing Safety
  • Enhance Student Self-Concept
  • Establish Clear Rules and Consequences
35
Q

Reinforcement

A
  • Positive (Stimulus) vs. Negative (Removal) feedback
  • Ignoring, time out, punishment; should be proportional
  • Token reward system
36
Q

Attention Deficit Hyperactivity Disorder (ADHD)

A
  • Inattention, Hyperactive-Impulsive, or Combined
  • Inattention- fail to play close attention, forgetful, sustained attention
  • Hyperactivity- fidgeting, moving, talking
  • Impulsivity- cannot wait for turn, interrupt
  • Different types
  • Can affect people across lifespans
  • Hereditary

Accommodation- Schedule, reward system, concise, stimulation, use transitions between activities, be organized

37
Q

Emotional and Behavioral Disorder

A

Behavior falls considerably outside the norm, is chronic in nature, and is socially or culturally unacceptable; can be linked to learning disabilities or make them worse

Causes are environmental and biological

Identification- behavior-age discrepancy, frequency, symptoms, harm to self or others, persistence, self-concept, severity

Accommodations- trust, behavior-centric view, positive reinforcement, teach self-monitoring, teach self-management

Ex. - Anxiety

  • Mood- Bipolar/Depression
  • Defiance
  • Immaturity
  • Schizophrenia
38
Q

Externalizing vs. Internalizing

A

Externalizing- Interfere with others (tantrum, aggression)

Internalizing- Distressing to selves/family (fear, anxiety)

39
Q

Communication Disorders

A
  • Demonstrate difficulty in exchanging knowledge, ideas, opinions, desires, feelings, hard to transmit messages
  • Speech and language pathologist can screen

Struggles in:

  • Articulation, fluency, vocal quality
  • Word retrieval
  • Sequencing of sounds in words (multisyllabic words)
  • Syntax
  • Oral formulation of ideas in discourse
  • Language usage in context, pragmatics, sense of audience

SPED (1 decks)

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