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SPED 364 > Test 1 > Flashcards

Test 1 Flashcards

1
Q

Exceptional Children

A

Children who differ from the norm (either above or below) and need services

  1. diversity of characteristics
  2. need for special education
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2
Q

People-First Language

A

Putting the person before the disability,

“Adam has autism” rather than “Adam is autistic”

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3
Q

How much do we remember what we hear?

A

20%

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4
Q

How much do we remember what we see and hear?

A

50%

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5
Q

How much do we remember what we discuss with others?

A

70%

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6
Q

How much do we remember of what we teach to others?

A

95%

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7
Q

What percent of school age children are identified as exceptional and in need of special ed?

A

12%

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8
Q

Special Education

A

Not a child, teacher, or place. It is an array of services designed to meet the unique needs of exceptional learners

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9
Q

Inclusion

A

Belonging

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10
Q

4 Major factors leading to the inclusion of students with disabilities

A
  1. Civil rights (Brown vs. Board of Education supreme court case that ruled that separate but equal education is illegal
  2. Legislation (Section 504, about accommodation, prevents discrimination against disabilities from institutions that get federal funds, IDEA)
  3. Litigation: court cases that set a precedent for laws being passed (Sacramento vs. Holland, 4 point- Holland test 1. academic benefits for child with disabilities 2.non-academic benefits 3. impact/effect of kid w/ disabilities on the class/teacher 4. cost
  4. Parent advocacy
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11
Q

Sacramento vs. Holland

A

Litigation that set precedent for laws being passed

  1. academic benefits for child with disabilites
  2. non-academic benefits
  3. impact/effect of kid with disability on class/teacher
  4. cost
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12
Q

6 Principles of Idea

A
  1. 0 rejection
  2. nondiscriminatory evaluation (more than 1 test and method to determine)
  3. FAPE (Free Appropriate Public Education.. iep is developed here)
  4. LRE Lease Restrictive Environment (integration)
  5. Due process: parents & kids rights protected, mediation then due process hearing
  6. Shared Decision Making: collaboration
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13
Q

IDEA

A

Individuals with Disabilities Education Act

  1. 0 rejection
  2. nondiscriminatory evaluation (more than 1 test/method to determine)
  3. FAPE (Free Appropriate Public Education, iep developed here)
  4. LRE (least restrictive environment, integration)
  5. Due process: protect parents & kids rights, mediation then due process hearing
  6. Shared decision making, collaboration
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14
Q

ADA

A

Americans with Disability Act: (1990, civil rights legislation, provide equal access & maximize employment opportunities, not just schools, ramps, elevators, bathrooms, etc.

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15
Q

EAHCA

A

Education for All Handicapped Children Act: later became IDEA, made ieps, required states to implement, provide free education services to kids with disabilites

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16
Q

FAPE

A

Free Appropriate Public Education: ieps is developed, occupational therapy, physical therapy, & related services

17
Q

IEP

A

Individualized Learning Plan

18
Q

MDT

A

Multi Disciplinary Team, can be nurse, behavioral specialist, counselor

19
Q

LRE

A

Least Restrictive Environment (integration)

20
Q

SLP

A

Speech Language Pathologist

21
Q

OT

A

Occupational Therapist

22
Q

PT

A

Physical Therapist

23
Q

UDL

A

Universal Design for Learning: Multiple means of representation, multiple means of expression, multiple means of engagement

24
Q

RTI

A

Response to Intervention: 3 tiered approach for evidence based instruction, tier 1= everyone, tier 2=more support, tier 3=hella support

25
Q

Steps of SPED Process

A
  1. Prereferral Intervention
  2. Evaluation & Identification (Referral Process)
  3. Program Planning (IEP Process)
  4. Placement
  5. Progress Monitoring, review, and evaluation
26
Q

Steps to the Prereferral Process

A
  1. Communicate concern with parents
  2. Gather assessment info
  3. Develop a plan to implement various interventions
  4. Evaluate the effectiveness of our interventions & decide if referral is necessary
27
Q

Components of an IEP

A
  • Statement of present level of academic achievement and functional performance
  • how childs progress will be assessed
  • sped & related services
  • how long will be in ged
  • assessment accommodations
  • projected date for end of services
  • at 16 individual transition plan developed
28
Q

Accommodation vs. Modification

A

Accommodation: Doesn’t change the educational intent of a task, 100 yd. dash, disabled child does it in wheelchair
Modification: Does change the original intent of a task, change it to 50 or 150 yards

29
Q

UDL

A

Universal Design for Learning: multiple means of representation, expression, and engagement should be woven into all curriculum and instruction

SPED 364 (1 decks)

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