Spec Ed Quiz 2

IEP or 504? No direct funding Rule applies to organizations that receive federal funding No age restrictions Qualifications based on any number of disabilities; major life activities Students do not qualify for special ed Neither parent or teacher are required to be there

504

ways to accomodate a learning disability

Provide instruction in large print Present the instruction verbally Allowing frequent breaks for the student Extended time when taking a test

ways to accomdate an intellectual disability

Repetition Hands on learning Quiet workpace Specific schedule

Started with architecture and americans with disabilities act The idea that assistance helps ALL people (as many as possible)

Universal design

co occurence of 2 disabilities

Comorbid

ways to accomdate a speech and language impairment

Allow longer oral response time. Model good speech production in the classroom. Provide preferential seating near the teacher or at the front of the class. Modify assignments requiring student to make oral classroom presentations

one teacher takes responsibility for the large group while the other works with a smaller group.

Alternative Teaching

This characteristic follows directly from shared responsibility. That is, if teachers share key decisions, they must also share accountability for the results of their decisions, whether those results are positive or negative.

Collaboration includes shared accountability for outcomes

Although teachers may divide their labor when engaged in collaborative activities, each one is an equal partner in making the fundamental decisions about the actMties they are undertaking. This shared responsibility reinforces the sense of parity that exists among the teachers.

Collaboration includes shared responsibility for key decisions

They must make a personal choice to work collaboratively in such situations. Because collaboration is voluntary, not administratively mandated, teachers often form close, but informal, collaborative partnerships with colleagues.

Collaboration is Voluntary

Teachers who collaborate must believe that all individuals' contributions are valued equally. The amount and nature of particular teachers' contributions may vary greatly, but the teachers recognize that what they offer is integral to the collaborative effort.

Collaboration is based on parity

Each teacher participating in a collaborative effort contributes some type of resource. This has the effect of increasing commitment and reinforcing each professional's sense of parity. Resources may include time, expertise, space, equipment, or any other such assets.

Collaboration is based on shared resources

Collaboration is based on belief in the value of shared decision making, trust, and respect among participants. However, whiie some degree of these elements is needed at the outset of collaborative activities, they do not have to be central characteristics of a new collaborative relationship. As teachers become more experienced with collaboration, their relationships will be characterized by the trust and respect that grow within successful collaborative relationships.

Collaboration is emergent

Teachers collaborate only when they share a goal. If they are working on poorly defined goals, they may be unintentionally working on different goals. When this happens, miscommunication and frustration often occur instead of collaboration

Collaboration requires a mutual goal

a term used in IDEA to describe the disability that students with emotional and behavior disorders have

Emotional disability

difficulty regulating/ controlling their emotions

Emotional regulation

IEP or 504? Federal funding for special education Applies to schools Until 21 years old Special education function Qualifications are specified by IDEA process All students with IEP qualify for 504 IEP 4 minum: admin, spec ed, reg ed, parent

IEP

Ways to accommodate an emotional disability

Inform all students (if students agree) Know plan from nurse Peer buddy Carpet around desk

a term used when a person has certain limitations in cognitive functioning and skills, including communication, social and self-care skills

Intellectual Disability

one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed.

One Teach, One Assist.

co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together.

One Teach, One Observe.

the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously.

Parallel Teaching.

teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group

Station Teaching

both teachers are delivering the same instruction at the same time. Most co-teachers consider this approach the most complex but satisfying way to co-teach

Team Teaching

examples of universal design

easy grip jar opening Sloping side walks Elevators

A coming into view.

emergent

are not provided directly to a child. A special education teacher or related service professional provides these services to others who are working directly with a child

indirect service

Deficiency in one or more specific cognitive processes despite relatively normal cognitive functioning in other areas.

learning disability

equality, as in amount, status, or value

parity

Factors that increasing the students likelihood of failing a class or dropping out of school

attrition

services are those provided directly to a child by a special education teacher or related services professional.

direct service

basic categories that involve issues of communication such as hearing, speech, language, and fluency.

speech and language impairment

The comorbidity of ___ and ___ disabilities occur often

speech and language; learning