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Inclusive Education > Test 1 - Chapter 1 > Flashcards

Test 1 - Chapter 1 Flashcards

1
Q

exceptionality

A

Special physical and/or intellectual needs that require special services for the students that have them.

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2
Q

normalization movement

A

Widely-held belief that all individuals, regardless of any disabilities, should have as normal an education and living arrangement as possible, as opposed to institutionalization.

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3
Q

residential programs

A

The way in which many children with intellectual disabilities and/or sensory deficits were taught prior to the normalization movement.

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4
Q

relative isolation

A

The phase prior to the 1970s during which students with exceptionalities were served either outside public schools or in isolated settings within them.

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5
Q

integration or mainstreaming

A

A term that has been used to describe the placement of students with exceptionalities in general education classrooms, at least for a portion of each school day.

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6
Q

inclusion

A

A practice based on the belief that students with exceptionalities belong in general education settings, with support services provided in the general classroom by specialists.

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7
Q

students at risk

A

Students who are likely to develop learning or behaviour problems because of a variety of environmental factors.

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8
Q

students with exceptionalities

A

Students who have special physical and/or intellectual needs that require special services for the students that have them.

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9
Q

students with gifts and/or talents

A

A term frequently used to describe high-achieving students as well as students who excel in other areas, such as the arts.

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10
Q

testing

A

The component of the assessment process where specific questions are asked of an individual and a response is recorded.

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11
Q

norm-referenced

A

Evaluation procedures that are designed to enable the comparison of a child with a normative sample.

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12
Q

assessment

A

The process of collecting information about a particular student to determine eligibility for special services and strengths and areas of need for programming purposes.

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13
Q

formal assessment

A

The formal process of collecting information about a particular student to determine eligibility for special services and strengths and areas of need for programming purposes.

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14
Q

intellectual disability

A

An impaired ability to learn that may cause difficulty in coping with the demands of daily life; usually present from birth.

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15
Q

eligibility

A

???

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16
Q

observation

A

???

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17
Q

rating scales

A

???

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18
Q

alternative assessment

A

???

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19
Q

annual goals

A

Goals for the year that are developed for each student served in special education and made a part of the student’s individualized education program.

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20
Q

disability

A

???

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21
Q

informal assessment

A

???

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22
Q

criterion-referenced testing

A

Tests that compare a child to a particular mastery level rather than to a normative group.

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23
Q

curriculum-based assessment

A

A form of criterion-referenced assessment that uses the actual curriculum as the standard.

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24
Q

ecological assessment

A

Evaluating individuals in the context of their environments and taking into consideration all environmental factors.

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25
Q

bias in assessment

A

???

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26
Q

non-discriminatory evaluation

A

A method of evaluating students that prevents discrimination on the basis of differences.

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27
Q

individualized education program

A

IEP: is required by most educational jurisdictions for every child receiving special education services. Other terms used to describe this type of program include individualized program plan and personal program plan.

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28
Q

child study team

A

???

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29
Q

referral

A

???

30
Q

prereferral interventions

A

???

31
Q

survey tests

A

???

32
Q

diagnostic tests

A

???

33
Q

screening

A

???

34
Q

program planning

A

???

35
Q

recollection

A

???

36
Q

portfolio review

A

???

37
Q

authentic assessment

A

A method of evaluating students in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.

38
Q

short-term objectives

A

???

39
Q

present level of educational performance

A

???

40
Q

Canadian Charter of Rights and Freedoms

A

Guarantees the rights of all individuals with exceptionalities: “every individual is equal before and under the law and has the right to equal protection of the law without discrimination based on race, national or ethnic origin, colour, religion, sex, age, or mental or physical disability”.

41
Q

Provide a rationale behind the normalization movement.

A

All individuals, regardless of disability, should be provided with an education and a living arrangement as normal as possible. Created after people began to recognize the debilitating effects of institutionalization.

42
Q

Why is the Canadian Charter of Rights and Freedoms unique and how does it
impact education?

A

Canada became the first country in the world to enshrine the rights of people with exceptionalities in a constitution. Educational policy at every level must abide by the Charter.

43
Q

Describe the education of children with intellectual and physical disabilities prior
to the mid-1970s.

A

Provided with services in self-contained, isolated classrooms. They rarely interacted with their typically achieving peers, and their teachers did not come into contact with other teachers. Residential programs were also popular.

44
Q

Discuss the factors that led to a dual system of education (i.e., general education
and special education).

A

???

45
Q

Identify factors that have led to the increased integration of students into
resource rooms and general education classrooms since the mid-1970s.

A

More appropriate services are provided by schools (in resource rooms and in general education classrooms).

46
Q

Identify the groups of students who are considered to be “at risk?’

A

students who are abused or neglected, students who abuse drugs and alcohol, students from minority cultures, students living in poverty, students who become pregnant, students who speak English as a second language, and students who are in trouble with the justice system

47
Q

Delineate the groups of students with exceptionalities. Describe the major
characteristics of each.

A

learning disabilities, speech and/or language disorders, intellectual disabilities, emotional/behavioural disorders, multiple disabilities, auditory impairments, orthopedic impairments, other health impairments, visual impairments, autism spectrum disorders, traumatic brain injury, fetal alcohol spectrum disorders

48
Q

Identify the three major phases of service delivery that have occurred since the
middle of the 20th century. Highlight the major assumptions of each.

A

relative isolation (denied access to public schools or permitted to attend in isolated settings), integration/mainstreaming (integrated into mainstream classrooms, when they were considered ready to handle the general education program), inclusion (fully included in school programs and activities. Inclusion: students belong in general classrooms.

49
Q

Define gifted and/or talented, and delineate the major characteristics of this
exceptionality.

A

Above-average intelligence, learning abilities, and/or talents.

50
Q

Identify and describe skills needed by classroom teachers that serve to support
inclusive education.

A

???

51
Q

Parents have the right to a(n) _______________________ if they question
educational decisions made about their children.

A

???

52
Q

The referral-to-IEP process is characterized by a _____________ approach
which means that representatives from various disciplines, parents, and the
student are involved in making educational decisions.

A

???

53
Q

The __________________ and _________________ processes represent the
initial steps in the implementation of due process procedures.

A

???

54
Q

________________________ are interventions that are attempted in the general
education classroom prior to a formal referral for a special education evaluation.

A

???

55
Q

________________________ represent the most common reason for referrals
for a special education evaluation.

A

???

56
Q

An advantage of an ecological approach to assessment is that assessment takes
place within the context of the student’s environment. The concern becomes how
well the student currently ____________ in his or her environment or will in his or
her future environment.

A

???

57
Q

Describe the steps in the referral-to-IEP timeline.

A

Figure 1.2 (page 11)

58
Q

Who are the team members in the referral-to-IEP process?

A

Parents/guardians, at least one general education teacher, special education teacher, representative of the school district (qualified to provide specially designed instruction for students with disabilities, knowledgeable about the general education curriculum and availability of resources, able to interpret the instructional implications of evaluation results), other individuals who have knowledge regarding the student (related service personnel), and the student.

59
Q

If prereferral interventions are successful, what happens to the referral process?
If unsuccessful?

A

???

60
Q

Identify individuals who might refer a child for an evaluation.

A

???

61
Q

Describe the roles and functions of the child study team.

A

???

62
Q

Identify typical prereferral intervention strategies that might be employed for a
student referred to a child study committee.

A

???

63
Q

Identify some of the advantages of implementing prereferral interventions prior to
a formal referral for a special education evaluation.

A

???

64
Q

Compare and contrast formal and informal assessment approaches. Identify
strengths and limitations of each assessment approach.

A

???

65
Q

Define curriculum-based assessment, and identify the strengths of such an
approach.

A

???

66
Q

Identify possible sources of test bias.

A

the assessment process, administrative practices (proximity to student and physical contact), the gender of tester and testee, cultural and ethnic prejudice, linguistic variance

67
Q

Delineate the role of the classroom teacher in the assessment process.

A

???

68
Q

Define the term, “Individualized Education Program” (IEP). Describe the
purposes of the IEP, and outline its major components.

A

A description of services planned for students with exceptionalities. The intent is to place the focus of intervention on individual needs. Three components: present levels of educational performance, measurable annual goals, and short-term objectives/benchmarks.

69
Q

Review the IEP presented in Table 1.3 of the text. Is the annual goal:

a. measurable?
b. positive?
c. oriented to the student’s needs?
d. relevant to the student’s needs?

A

a. Yes
b. Yes
c. Yes
d. Yes

70
Q

Describe the role of the classroom teacher in the IEP process. Discuss your
thoughts regarding problematic issues related to the involvement of the general
education teacher.

A

Attend meetings to assure the IEP reflects the student’s needs in the inclusive classroom, refer to the IEP throughout the year, keep the goal and objective clusters at hand to influence instructional programs.

Inclusive Education (5 decks)

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