Survey to Inclusion Flashcards
Identify 3 characteristics of a learning disability and an adaptation that can be made in class for each characteristic
- -Organic: brain differences in size and functioning
- -Genetic: heredity
- -Environmental: poor diets/ nutrition, exposure to toxins- alcohol, drugs
Strategy for helping student with ADHD who blurts out answers
- -Simple rules and making them clear about what is expected
- -Recognizing good behavior and use of specific praises
- -Peer assistant
- -Recommend writing questions down instead of blurting them out
Who are students with diverse learning needs that are not in special education?
- -Gifted, creative, and talented
- -Hidden gifted and talented
- -CLDs Culturally and Linguistically Diverse Students
What factors put a student in the at-risk category
–Diverse environments
–Representing of racial, ethnic, and linguistic backgrounds
–Span all socioeconomic classes
–Poor academic performance
–Slow learner
–Students who are pregnant
–Abused or neglected
Chapter 6:
PASS
- -Prioritize objectives
- -Adapt instruction, materials, environment, and assessments
- -Systemically teach with “Scream” variables
- —–Structure, clarity, redundancy, enthusiasm, appropriate rate, maximized engagement
- -Systematically evaluate outcomes
On/off-task teacher and on/off-task student behavior
--Students: OFF: running around the class, disturbing friends, talking out of the learning material, drawing, daydreaming, chatting to friends in class, and playing in class during learning hours. ON: verbal or motor behavior that follows the class rules and is appropriate to the learning situation
--Teachers OFF: not following class rules themselves, not showing self-management, sitting on the phone ON: verbal reinforcement, modeling good behavior
What is a transition?
- -Times in our lives that happen naturally, and continually as new things happen to us or we move into new phases of our lives
- -Lecture to hands on activity
- -Lesson to play time
How to handle inappropriate social behavior
o Try to handle the behavior privately with the student
- -Have the student closer to you to provide a model of good behavior
- -Reinforce others around them for good behavior
- -Place peers that are good models of behavior to sit or be paired with them
4 levels of learning
- -Acquisition: the goal of instruction
- —-Beginning a new skill, students may be able to perform the skill but not fully, manipulatives and sensory activities
- -Fluency: the goal of faster rates of accurate responses
- —-Activities should help with higher levels of accuracy while increasing their speed
- —-Vocabulary, reading, and spelling
- -Application: engaging with the material in direct application of skills
- —-Occur outside of the traditional classroom experience
- -Generalization: the goal of instruction of the skill or behavior across settings, individuals, and time, widest possible range of settings
- —-Transferring learning across settings and situations
- —-Targeted instruction
What happens in the three tiers of RtI
- -Tier 1 Instruction: the whole class
- —The general education classroom, a whole class group that gets the same instruction and same materials, tracking progress through homework and tests to see the level of understanding.
- -Tier 2 Intervention: small group interventions
- —Students that aren’t understanding and not making progress in tier 1, small group settings with lessons while still receiving regular lessons with the general education classroom lessons
- -Tier 3 Individualized: intensive instruction
- —Students that are struggling in the other tiers with no improvements, this is small group work and individual lessons, part of the day in the general education classroom and the other part in the resource room getting targeted instruction
Definition of fidelity of implementation
Refers to the degree to which instruction is delivered in the way it was intended, adhering to the curriculum and assessment protocols
What it means to have a well-managed classroom
- -A well-managed classroom is where students are on task and following the classroom expectations, students are aware of the teacher’s boundaries and rules, if the rules are broken there is a guarantee of students being disciplined.
- —Post and discuss classroom rules
- —Establish a positive classroom experience
- —Reward students with token systems
- —Reinforce positive behavior
What does A-B-C stand for with regards to the analysis of classroom behavior?
- -Antecedent- what happened immediately before the behavior?
- -Behavior- target to be observed
- -Consequence- what happened following the behavior?
How to familiarize younger students with rules
- -Repetition of rules and modeling them
- -reinforcing and rewarding
Describe what it means to have negative attributions
You have a negative attributional style if you think a negative event has happened to you because of something inside you. Something internal. For example, “I failed the math test because I am no good at math”. (Thinking you’re no good at math is an internal reason to explain the failure.)
