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PROF ED - 2 > Understanding General, Special and Inclusive Education > Flashcards

Understanding General, Special and Inclusive Education Flashcards

1
Q

individuals who are more likely to be diagnosed with a disability

A

AT RISK

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2
Q

inability of an individual to perform a task like the rest (like reading, walking, listening)

Sometimes, it is a result of impairment (e.g. the child is not able to read clearly because of her low vision)

A

DISABILITY

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3
Q

loss of a body part (e.g. visual impairment, hearing impairment)

A

IMPAIRMENT

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4
Q

challenges an impaired individual or a person with disability may encounter when interacting with their environment

A

HANDICAP

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5
Q

Ex: A person using a wheelchair due to a spinal cord injury may find it difficult to navigate buildings without ramps or elevators, thus experiencing a handicap due to environmental barriers.

A

HANDICAP

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6
Q

placing persons with disabilities in existing mainstream educational institutions

A

INTEGRATION

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7
Q

education of students with disabilities

provided in separate environments

in isolation from students without disabilities

A

SEGREGATION

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8
Q

students are directly or indirectly prevented from or denied access to education in any form

A

EXCLUSION

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9
Q

ADHD

A

Attention-Deficit Hyperactivity Disorder

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10
Q

ASD

A

Autism Spectrum Disorder

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11
Q

IFSP (0-3 yrs old)

A

Individualized Family Service Plan

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12
Q

IEP (3-21 yrs old)

A

Individualized Education Plan

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13
Q

LSN

A

Learners with Special Needs

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14
Q

FAPE

A

Free and Appropriate Public Education

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15
Q

IDEA

A

Individuals with Disabilities Education Act

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16
Q

LRE

A

Least Restrictive Environment

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17
Q

SLD

A

Specific Learning Disabilities

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18
Q

DEFINITION:
Standard educational system

Universal curriculum

A

GEN ED

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19
Q

DEFINITION:
Individualized instruction and specialized support

Students with disabilities and exceptionalities (conditions that make a student different from typical learners)

A

SPECIAL ED

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20
Q

DEFINITION:
Integrate all students regardless of their abilities or backgrounds with appropriate accommodations

A

INCLUSIVE ED

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21
Q

TARGET POPULATION:
Neurotypical student or those WITHOUT identified disabilities

A

GEN ED

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22
Q

TARGET POPULATION:
Focuses specifically on students with disabilities

A

SPECIAL ED

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23
Q

TARGET POPULATION:

Welcomes all students with:
- Disabilities
- Gifted students
- Diverse socio-cultural backgrounds

A

INCLUSIVE ED

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24
Q

CURRICULUM:
Standardized curriculum

25
CURRICULUM: Individualized Education Program Tailored to the specific needs of each student
SPECIAL ED
26
CURRICULUM: Combines elements of the general curriculum with modifications and accommodations
INCLUSIVE ED
27
CLASSROOM SETTINGS: Homogeneous grouping Can also do heterogeneous With students similar learning profiles
GEN ED
28
CLASSROOM SETTINGS: Separate classrooms Small groups One-on-one settings
SPECIAL ED
29
CLASSROOM SETTINGS: Heterogeneous grouping With and without disabilities learn together in the same environment
INCLUSIVE ED
30
ROLE OF TEACHERS: Deliver subject content and manage large classrooms
GEN ED
31
ROLE OF TEACHERS: Individualized planning Progress monitoring Collaborating with families and other professionals: - Therapists - Psychologists - Psychiatrists - Teacher assistants - Speech pathologists - Audiologists
SPECIAL ED
32
ROLE OF TEACHERS: Collaboration with general education, special education teachers, and other professionals
INCLUSIVE ED
33
GOALS: Provide broad and standardized education
GEN ED
34
GOALS: Help students with disabilities reach their full potential by addressing their unique needs
SPECIAL ED
35
GOALS: fosters equality, equity, and acceptance
INCLUSIVE ED
36
concept of treating everyone the same
EQUALITY
37
concept of fairness
EQUITY
38
receive the support they need based on their unique circumstances
EQUITY
39
Every student in a school receives the same textbook, regardless of their background or learning needs. Is this equity or equality?
EQUALITY
40
Students with disabilities receive textbooks in braille or with larger fonts, and students from disadvantaged backgrounds receive additional learning support. Is this equity or equality?
EQUITY
41
SPECIAL EDUCATION PROCESS: “child find” procedure
Screening
42
SPECIAL ED PROCESS: teacher, psychiatrist (diagnose)
Evaluation
43
SPECIAL ED PROCESS: IDEA Neurodevelopmental pediatrician
Eligibility (qualified) determination
44
SPECIAL ED PROCESS: IEP Team - discuss capabilities
IEP Meeting
45
SPECIAL ED PROCESS: Legal document Special education teacher
Write the IEP
46
SPECIAL ED PROCESS: School starts implementing the IEP
Provide Services
47
SPECIAL ED PROCESS: Teachers report and monitor the student’s performance
Report Progress
48
SPECIAL ED PROCESS: For modifications
Review IEP
49
SPECIAL ED PROCESS: At least once every 3 years
Reevaluate
50
Separated and excluded
AGE OF SEGREGATION
51
Focused more on custodial care rather than education
AGE OF SEGREGATION
52
Allowed in but still separate
AGE OF INTEGRATION
53
Allowed children with disabilities to attend public schools but still placed in separate classrooms
AGE OF INTEGRATION
54
Learning together Disability as part of human diversity rather than as something that needs to be fixed or hidden
AGE OF INCLUSION
55
high level of intellectual ability, creativity, or advanced problem-solving skills
GIFTEDNESS
56
often linked to intellectual or cognitive abilities
GIFTEDNESS
57
outstanding ability or potential in specific domains such as music, arts, athletics, or leadership
TALENT
58
demonstrated through exceptional skills, creativity, or performance in a particular field
TALENT
59
can be innate (in born) but also developed through training and practice
TALENT

PROF ED - 2 (2 decks)

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