Unit 4 Module 9 (review) Flashcards
Student will learn some pivotal skills (e.g., useful word and number recognition and counting) and use them in home, school, and community activities.
EXAMPLE:
Sharon is mastering generalized counting skills. She can count dollars to make a purchase, objects to do simple addition in math class, and ingredients when cooking with her mother. She not only learns sight words related to daily activities, such as following her schedule, but also learns high-frequency words that she uses in reading and other academic subjects.
A. Embedded academic skills usable in specific life routines
B. Adaptations to bypass academic skills
C. Functional generalized skills usable across life routines
C. Functional generalized skills usable across life routines
Student will acquire an academic response as part of a daily life routine (e.g., use money to buy school lunch; use time and word schedule to organizer day
EXAMPLE:
Juan has a sight word vocabulary of five words. He uses each of these words in a specific way. For example, he finds his name on a set of job cards at his work site. He can select a sweatshirt that has the name of his school to wear on school spirit day.
A. Embedded academic skills usable in specific life routines
B. Adaptations to bypass academic skills
C. Functional generalized skills usable across life routines
A. Embedded academic skills usable in specific life routines
Student will learn to use adaptations that avoid the need for an academic skill (e.g., money envelopes, bus passes).
EXAMPLE:
Because it is difficult for Lauren to count money, her teacher helps her use a predetermined amount of money to make purchases (e.g., a dollar for a soda)
A. Embedded academic skills usable in specific life routines
B. Adaptations to bypass academic skills
C. Functional generalized skills usable across life routines
B. Adaptations to bypass academic skills
Because it is difficult for Lauren to count money, her teacher helps her use a predetermined amount of money to make purchases (e.g., dollar for a soda).
A. adaptions to bypass academic skills
B. embedded academic skills usable in specific life routines
C. functional, generalized skills usable across life routine
A. adaptions to bypass academic skills
Juan has a sight word vocabulary of five words. He uses each of these words in a specific way. For example, he finds his name on a set of job cards at his work site. He can select a sweatshirt that has the name of his school to wear on school spirit day.
A. adaptions to bypass academic skills
B. embedded academic skills usable in specific life routines
C. functional, generalized skills usable across life routine
B. embedded academic skills usable in specific life routines
Sharon is mastering generalized counting skills. She can count dollars to make a purchase, objects to do simple addition in math class, and ingredients when cooking with her mother. She not only learns sight words related to daily activities, such as following her schedule, but also learns high-frequency words that she uses in reading and other academic subjects.
A. adaptions to bypass academic skills
B. embedded academic skills usable in specific life routines
C. functional, generalized skills usable across life routine
C. functional, generalized skills usable across life routine
Student’s preferences
Yes
No
Yes
Effective with other students
YES
NO
NO
Student’s chronological age/years left in school
YES
NO
YES
Student’s rate of learning
YES
NO
YES
Easy to implement
YES
NO
NO
Parent’s preferences
YES
NO
YES
Student’s current and future settings
YES
NO
YES
Targets skills that can be applied to everyday routines
A. community-based instruction
B. functional curriculum
C. standards-based curriculum
B. functional curriculum
Instruction occurs in natural settings to overcome issues with generalization
A. community-based instruction
B. functional curriculum
C. standards-based curriculum
A. community-based instruction
Targets academic content based on general education curriculum, but also ensures that daily living skills are acquired for successful integration in school, community, and home settings
A. community-based instruction
B. functional curriculum
C. standards-based curriculum
C. standards-based curriculum
Federal mandates require that all students with disabilities, regardless of the severity of their disorder, make progress in the general education curriculum and are included in the general education environment to the maximum extent appropriate. Inclusion with general education peers allows students with intellectual disabilities to develop social skills and understand how to build friendships with their peers, in addition to learning academic and/or daily living skills. While inclusion has its benefits for students with intellectual disabilities, it may be necessary to also provide instruction in settings _____________________.
A. outside of school
B. self-contained classroom
A. outside of scA. outside of schoolhool
As long as instructional programs are ______________
to each student, it is likely that they will acquire the skills necessary to be integrated into the community upon graduation.
A. standardized
B. individualized
B. individualized
Utilized in inclusive educational settings; peers with varying ability levels work together to achieve a common goal
A. scaffolding
B. With task analysis
C. cooperative learning
C. cooperative learning
Promotes independence and problem solving; builds on skills student has mastered to learn new skills; modifies level of support depending on student acquisition of skill
A. scaffolding
B. With task analysis
C. cooperative learning
A. scaffolding
Often used to teach functional and vocational skills to students with disabilities; consists of breaking down complex behaviors into small, sequenced parts.
A. scaffolding
B. task analysis
C. cooperative learning
B. task analysis
It is important that educators allow students to make their own choices/decisions. At the same time, educators should also consider the cultural preferences of students.
A. self-advocacy
B. self-determination
C. support employment
B. self-determination
For adults with intellectual disabilities, this has become a common skill to emphasize to help them gain greater control over their lives and increase independence.
A. self-advocacy
B. self-determination
C. support employment
A. self-advocacy
This is a contemporary vocational option for students with intellectual disabilities that emphasizes natural supports and intensive training.
A. self-advocacy
B. self-determination
C. support employment
C. support employment
