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Students with Disabilities > Study guide > Flashcards

Study guide Flashcards

1
Q

Mainstreaming

A

integrating students with disabilities or special needs into the overall educational program

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2
Q

Individuals with Disabilities Education Act (IDEA): P.L. 94-142

A

U.S. legislation granting educational rights to people with cognitive, emotional, or physical disabilities from birth until age 21

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3
Q

Child Find

A

A function of each state, mandated by federal law, to locate and refer individuals who might require special education

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4
Q

Free Appropriate Public Education (FAPE)

A

Special education and related services that (a) have been provided at public expense, under public supervision and direction and without charge; (b) meet the standards of the state educational agency; (c) include an appropriate preschool, elementary, or secondary school education in the state involved; and (d) are provided in conformity with the individualized education program

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5
Q

Least Restrictive Environment (LRE)

A

a legal requirement that children with special needs be assigned to the most general educational context in which they can be expected to learn

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6
Q

Continuum of Services

A

matching the needs of the student with an appropriate placement on an individual basis

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7
Q

Individualized Education Plan (IEP)

A

a legal document defining the educational program and related services for a specific student who has a disability, starts at the age 3 up until 21.

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8
Q

Individualized Family Service Plan (IFSP)

A

a written document similar to an IEP that focuses on the family and the child’s natural environment, up until the age of 3

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9
Q

Vocational Rehabilitation Act

A

prohibits discrimination on the basis of physical or mental disabilities

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10
Q

Family Educational Rights and Privacy Act (FERPA)

A

helps ensure the privacy of educational records such as IEPs

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11
Q

Every Student Succeeds Act (ESSA)

A

increases the accountability of schools with respect to the academic progress of students with disabilities

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12
Q

Committee on Special Education (CSE)

A

stores student special education records, opens all initial referrals and assigns a CSE case number for public school students. The CSE also manages all special education issues for non-public schools (private, parochial) and charter schools

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13
Q

Committee on Preschool Special Education (CPSE)

A

for children between the ages of 3 and 5

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14
Q

Procedural Safeguards

A

provisions of IDEA designed to protect students and parents in the special education process

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15
Q

Due Process

A

refers to principles that attempt to guarantee the rights of citizens

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16
Q

due process hearing

A

A procedure to resolve a conflict between school and family over the evaluation, program, or placement of a student with a disability

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17
Q

age of majority

A

the designated age at which an individual is recognized as an adult

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18
Q

prereferral assessment

A

to help students who are struggling in the general education setting before referring them for special education assessment

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19
Q

Response to Intervention (RTI)

A

an educational strategy intended to help children who demonstrate below-average achievement in early grades, using special intervention

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20
Q

Self-reflection

A

the process of becoming aware of and analyzing one’s own thoughts, feelings, and behaviors

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21
Q

Office of Special Education and Rehabilitative Services (OSERS)

A

offers programs, services, and a variety of resources that promote inclusion, equity, and opportunity for students with disabilities

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22
Q

Council for Exceptional Children

A

An organization that was founded in 1922 to advocate for all children with disabilities

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23
Q

receptive language

A

ability to comprehend speech

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24
Q

expressive language

A

the ability to use sounds, signs, or symbols to communicate meaning

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25
Q

Phonology

A

the study of speech sounds in language

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26
Q

phoneme

A

in language, the smallest distinctive sound unit

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27
Q

Semantics

A

the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning

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28
Q

Syntax

A

sentence structure and word order

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29
Q

Morphology

A

study of form

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30
Q

Pragmatics (use)

A

the rules of language governing how language is used for social purposes

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31
Q

orthography

A

the conventional spelling system of a language

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32
Q

Concepts of Print

A

Basic understanding about the way print works including the direction of print, spacing, punctuation, letters, and words

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33
Q

Alphabetic knowledge

A

The ability to recognize, name, and write letters

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34
Q

Alphabetic Principle

A

an understanding that letters and letter patterns represent the sounds of spoken words
Letters represent sounds

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35
Q

phonological awareness

A

the ability to reflect on and manipulate the sound structure of spoken language

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36
Q

Decoding

A

sounding out words

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37
Q

Fluency

A

smoothness of speech

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38
Q

Pre-alphabetic phase

A

Children can identify words, but they do so by treating words as visual objects, rather than applying letter-sound associations

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39
Q

Partial Alphabetic Phase

A

children know some letters and letter-sound associations and can use them along with context clues

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40
Q

Full alphabetic phase

A

children apply alphabet knowledge systematically when decoding and often decode words letter by letter

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41
Q

consolidated alphabetic phase

A

recurring letter patterns become consolidated. Rather than sounding out words letter by letter, children recognize that certain groups of letters function as units

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42
Q

Digraphs

A

pairs of letters that represent a single sound like “sh” and “oo”

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43
Q

consonant clusters

A

pairs of consonants that appear together in a syllable, but do not represent a single sound “rk” in bark

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44
Q

Syllables

A

units of pronunciation containing one vowel sound

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45
Q

Rimes

A

part of syllables consisting of the vowel and any consonant that follows

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46
Q

Onsets

A

the parts of syllables that comes before the vowel

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47
Q

Morphemes

A

the smallest units of meaning in a language

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48
Q

dyslexia

A

a learning disability that results in difficulty reading and writing

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49
Q

13 categories of disabilities

A
  1. Autism
  2. Deaf-blindness (0-21)
  3. Deafness
  4. Emotional Disturbance
  5. Hearing impairment
  6. Intellectual disability (4 levels ranging from mild to severe to profound)
  7. Multiple disabilities (2+)
  8. Orthopedic impairment; physical limitations
  9. Other health impairment: Asthma; ADHD; ADD
  10. Specific learning disability
  11. Speech impairment
  12. Traumatic brain injury
  13. Visual impairment (0-21)
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50
Q

Autism

A

a developmental disability, generally detectable before age 3, that affects communication, social interaction, and learning. The child may show language delays, unusual speech patterns, aversion to eye contact and touch, repetitive behaviors, and resistance to change in daily routines

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51
Q

deaf-blindness

A

Simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

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52
Q

Deafness

A

an extreme hearing impairment that adversely impacts the student’s educational performance

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53
Q

Emotional Disturbance

A

a condition that reflects at least one of the following: an inability to learn; an inability to build or sustain satisfactory personal relationships; feeling or behaviors that are ordinarily inappropriate; pervasive unhappiness or depression; a tendency to develop physical symptoms or fears related to personal problems or problems at school

54
Q

hearing impairment

A

an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deafness.”

55
Q

intellectual disability

A

refers to general intellectual ability that is significantly below average, combined with limitations in adaptive behavior, which adversely impacts the student’s educational performance

56
Q

multiple disabilities

A

a combination of disabilities that is so severe the student cannot benefit from programs designed for any one of those disabilities

57
Q

Orthopedic Impairment (OI)

A

refers to musculoskeletal problems, congenital or adventitious, that adversely influence the student’s educational performance. Ex: cerebral palsy, polio, and amputations

58
Q

Other Health Impairment (OHI)

A

refers to health problems affecting strength, energy, or alertness to a degree that adversely impacts the student’s educational performance. Ex: leukemia, epilepsy, diabetes, asthma, lupus, and sickle cell anemia

59
Q

Specific Learning Disability

A

a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. Ex: dyslexia, dyscalculia

60
Q

Speech or Language Impairment

A

a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance

61
Q

Traumatic Brain Injury (TBI)

A

A traumatic insult to the brain capable of producing physical, intellectual, emotional, social, and vocational changes.

62
Q

Visual Impairment

A

visual problems that adversely influence the student’s educational performance

63
Q

Assessment

A

the systematic gathering of information about students in order to make decisions that may benefit their educational experience
an ongoing process of monitoring student learning and identifying areas of strengths and weakness. The ultimate goal is to improve student achievement

64
Q

Assessment vs. Evaluation

A

Assessment: an ongoing process of monitoring student learning and identifying areas of strengths and weakness. The ultimate goal is to improve student achievement

Evaluation: the determination of what students have already achieved. The goal is to judge the extent of student achievement

65
Q

Observational assessment

A

yields descriptions of student behavior in natural settings, intended to be as objective as possible with making inferences about underlying thoughts, motives, feelings, and expectations

66
Q

Screening Assessment

A

administered to all students in a particular group, such as a grade or a school

67
Q

Diagnostic Assessments

A

administered to individual students who may need extra support. They provide more in depth understanding of students skills and instructional needs. Used to determine strengths and weaknesses and/or to identify the nature of a disability

68
Q

progress monitoring assessments

A

Used to determine whether an individual student’s progress is adequate. Conducted frequently over a period of time.

69
Q

Outcome Assessments

A

used to determine the extent of student achievement at the end of the school year or other significant time period

70
Q

Alternative Assessment

A

based on behaviors, products, and other forms of expression that are not captured in traditional assessments

71
Q

checklists

A

used to note the presence or absence of specific behaviors

72
Q

rating scales

A

Used to note the extent to which a behavior is expressed (the extent of engagement in class activities)

73
Q

duration records

A

used to note the amount of time a student spends engaged in a particular behavior

74
Q

time-sampling records

A

used to note the number of times the student engages in a particular behavior during a particular time period

75
Q

anecdotal records

A

used to record narrative descriptions of behavior in particular settings

76
Q

ecological assessment

A

focuses on the student’s functioning in different environments. The goal is to identify environments in which the student functions with greater or lesser difficulty, to understand what contributes to these differences in functioning, and to draw useful implications for instructional planning

77
Q

authentic assessment

A

provided descriptions of student performance on real-life tasks carried out in real-world settings

78
Q

rubric

A

a guide to the evaluation of student work that provides definitions of different levels of performance

79
Q

portfolio

A

a collection of work produced by a student over time. The goal is to gauge student effort, progress, and achievement through examinations of many different kinds of work that the student has produced in a particular class or related to a specific theme

80
Q

norm-referenced assessment

A

provides results for an individual student that are related to norms; most results indicate the individual performance compared to others of the same age, they are standardized - WISC, Battelle

81
Q

Criterion-Referenced Assessment

A

Compares the individual’s performance to some predetermined standard or criterion.

82
Q

individual-referenced assessment

A

used to compare an individual’s score at one point with the same individual’s score at a later point - running record

83
Q

New York State Alternative Assessment (NYSAA)

A

administered to students whom the CSE has designated as having severe cognitive disabilities. These students must be assessed by means of the NYSAA once per year, beginning at age 9 and continuing through age 14, in order to document their progress toward achieving the New York State learning standards and alternate grade-level indicators

84
Q

Performance-based assessment

A

An alternative assessment method based on a student’s performance of a skill based on a real-life situation.

85
Q

Validity

A

The ability of a test to measure what it is intended to measure

86
Q

Realibility

A

the consistency of assessment results

87
Q

Curriculum-Based Assessment

A

this is a particular type of criterion-referenced test in which the test items are taken from the curriculum being taught to the student. This type of test can provide information regarding how well the student is learning the curriculum being taught.

88
Q

Mediation

A

a meeting between parents and school represents conducted by a qualified, impartial mediator whose goal is to find a resolution that satisfies all parties

89
Q

manifestation determination review

A

meeting of IEP team with administrators and parents to determine whether a student’s misbehavior is a manifestation of the student’s disability, or whether it resulted from the school’s failure to appropriately implement the IEP - applies to recurring or extreme behavior

90
Q

Transition

A

intended to help prepare students with disabilities for life after their K-12 education

91
Q

homogeneous groups

A

students are similar to each other in some respect

92
Q

heterogeneous group

A

students are different from each other in some important respect

93
Q

Pre-referral

A

identifying and implementing a plan for the student’s problem

94
Q

Consulting teachers

A

Special educators help general educators teach students with disabilities.

95
Q

Co-teachers

A

when general education and special education teachers team teach

96
Q

Assistive technology

A

A low tech (communication board) or high tech (iPad) device that is used to increase, maintain, or improve the functional capabilities of a student with a disability.

97
Q

Section 504

A

prohibits discrimination against individuals with disabilities.
Section 504 ensures that the child with a disability has equal access to an education. The child may receive accommodations and modifications.

98
Q

Multidisciplinary Teams

A

Individually determined groups of professionals with different expertise.

99
Q

7 steps of an IEP

A
  1. Pre-referral
  2. Referral
  3. Identification/Evaluation
  4. Eligibility
  5. Development of the IEP
  6. Implementation
  7. Reviews and Reevaluation
100
Q

anticipatory set

A

attention-getting device that engages student interest and prepares them for study. It can also assess students prior knowledge

101
Q

dyscalculia

A

math learning disability that impairs an individual’s ability to learn number-related concepts, perform accurate math calculations, reason and problem solve, and perform other basic math skills

102
Q

Comorbidity

A

condition in which multiple conditions occur together. One condition is not necessarily more prevalent or a precursor to another disorder.

103
Q

anticipation guide

A

activates prior knowledge

has been evidenced as an effective teaching strategy.

104
Q

one teach, one assist

A

One teacher has primary instructional responsibility, while the other assists students with their work, monitors behaviors, or corrects assignments.

105
Q

one teach, one observe

A

One teacher has primary responsibility while the other gathers specific observational information on students or the instructing teacher. The key to this strategy is to have a focus for observation.

106
Q

Station Teaching

A

The co-teaching pair divides the instructional content into parts and the students into groups. Groups spend a designated amount of time at each station. Often an independent station will be used along with the two teacher led stations.

107
Q

Parallel Teaching

A

Each teacher instructs half the students. The two teachers address the same instructional material and present material using the same strategy. The greatest benefit to this approach is reduction of the student-to-teacher ratio.

108
Q

Supplemental Teaching

A

This strategy allows one teacher to work with students at their expected grade level while the other teacher works with those students who need the information and/or materials re-taught, extended, or remediated.

109
Q

Alternative Teaching

A

Alternative teaching strategies provide students with different approaches to learning the same information. The learning outcome is the same for all students; however, the instructional methodology is different.

110
Q

Team Teaching

A

both teachers are actively involved in the lesson. From a student perspective, there is no clearly defined leader, as both teachers share the instruction, freely interject information, assist students, and answer questions.

111
Q

antecedent

A

something that usually occurs just before the behavior.

112
Q

four areas that make up instructional environments

A

organization, grouping, technology, and methods

113
Q

Universal design

A

way for individuals with disabilities to gain physical access in the environment.

114
Q

Referral

A

When it suspected that there is a disability present, the student is referred to the school district for an evaluation. Parental consent must be given.

115
Q

Identification/Evaluation

A

the determination of what students have already achieved. The goal is to judge the extent of student achievement

116
Q

Eligibility

A

Once all of the evaluations have taken place, the team members write their reports and determine together whether your child qualifies for services. Results from many standardized tests and other assessments are analyzed by experts for areas of concern.

117
Q

Development of the IEP

A

The IEP meeting is scheduled by the school district. Parents can be present for the development of the IEP. In the meeting, the child’s IEP will be written, including the specific services he’ll receive, how many times per week and for how many minutes he’ll get them, and whether they’ll be one-on-one or with a group.

118
Q

Implementation

A

deliver the services and supports outlined in a student’s IEP.

119
Q

Reevaluation and Review

A

kids with IEPs have to be reevaluated every three years to determine whether they’re still eligible for services

120
Q

Text features

A

table of contents, index, glossary, headings, bold words, sidebars, pictures and captions, and labeled diagrams.

121
Q

Text structure

A

way that information is organized in the text

122
Q

What is included in an evaluation?

A
  1. physical examination
  2. individual psychological evaluation by the school psychologist or outside evaluator
  3. complete social history (provided by parents)
  4. written observation of student in classroom setting
  5. appropriate educational evaluations and assessments relating to the area of suspected disabilities
123
Q

Generalization

A

application of what has been learned to new situations

124
Q

ITP

A

Individualized Transition Plan: post secondary goals such as employment, and vocational rehabilitation

125
Q

Adaptive Behavior

A

Conceptual, social, and practical skills.

Examples: self-care, communication skills, social skills, community skills

126
Q

How does a functional behavior assessment work?

A

By identifying the purpose of the problem behavior and replacing it with a more desirable behavior

127
Q

Functional Behavioral Assessment (FBA)

A

A problem-solving process for addressing student problem behavior. FBA relies on a variety of techniques and strategies to identify the reasons for a specific behavior and to help IEP Teams select interventions that directly address the problem behavior.

128
Q

choral reading

A

entire class or group of students read together in unison, with or without the teacher

helps fluency

129
Q

Acquisition

A

initial learning of new content or skills

130
Q

Maintenance

A

recall of what has been learned

131
Q

Accommodation

A

an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks

extended time for students with fine motor limitations, visual impairments, or learning disabilities;
large-print books and worksheets for students with visual impairments

132
Q

Modification

A

a change in the curriculum. Modifications are made for students with disabilities who are unable to comprehend all of the content an instructor is teaching.

assignments might be reduced in number and modified significantly for an elementary school student with cognitive impairments that limit his/her ability to understand the content in general education class in which they are included.

Students with Disabilities (1 decks)

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