SPED312 final

29. What is an accommodation? How is it different from a modification? Give 3 examples appropriate for an elementary art class?

Accommodations are instructional and testing supports for students with disabilities. • Accommodations do not change the expectations for learning or reduce the requirements for the task, while modifications do • Art class- Could give them a bigger paint brush, a larger work area, or a different room for them to complete the assignment in the focus better

18. Name two specific co-teaching strategies, advantages and disadvantages of each.

• 1) Parallel teaching-Students are divided into two equal groups, each teacher teaches the same content in the same amount of time. ADVANTAGES: students may be split up based on curricular needs, teacher flexibility; student to teacher ratio is lower. DISADVANTAGES: teachers need to identify appropriate physical space, teachers must both have adequate knowledge of content, distracting having two teachers teach at the same time in the same room • 2)Teaming-both teachers are delivering the same core instruction together "tag-team teaching". ADVANTAGES: allows teachers to work collaboratively, teachers can demonstrate individual expertise DISADVANTAGES: both teachers must have a strong content knowledge, lots of planning time prior to lesson, collaborate effectively

26. Describe four ways that special and general education teachers can collaborate to serve students with ADHD.

• 1) Teachers and student can decide together on a sign or a code that you can use to remind the child to be on task • 2) Make classroom rules clear and concise, avoid the power struggle b/w two teachers and teacher and student • 3) Make sure the student with ADHD has a system for writing down assignments and important dates and uses it and both the gen education teacher and special ed teacher use the same system

28. Describe three strategies to help a student with autism be included more in a general education classroom.

• 1) offer students an opportunity to see the activity before they are asked to engage in it ex: a teacher may provide the student with books to read about a country before the topic is introduced to the whole class • 2) the use of visual schedules in a school setting has been found to increase predictability, thereby increasing student independence and reducing the possibility of a problem • 3) Peer mediates is another strategy: they are socially competent peers who interact socially with their peers with autism to increase the peer's social and academic competence

15. Name and describe three common forms of assistive technology that can be used for students with some sort of physical disability.

• 1) oversized trackball mouse-instead of the ball being underneath the mouse, the ball is on top and instead of having to move the whole mouse you just have to move the ball slightly • 2) sticky keys-buttons on the keyboard such as shift and control "stick" down when pressed so that the user only needs to push one button at a time • 3) light weight and high performance wheel chairs have been created for sporting events

27. What are the four factors thought to contribute to E/BD and what is the degree to which they are thought to be responsible for E/BD?

• 1)biological disorders and diseases (medication is helpful but there needs to be more intervention) • 2)pathological family relationships (parents need positive support resources) • 3)undesirable experiences at school (spiral of negative interactions) • 4)negative cultural influences (increase in level of violence, drug abuse, and changing social standards) • Diagnosis in young children is challenging and children's behavior is responsive to social conditions.

13. Describe some of the common strategies that teachers use to address behavioral problems of students with emotional disabilities.

• A key factor in a consistent behavior management throughout home and school is communication b/w teacher and parent • Teachers can devise daily or weekly checklists or behavior reports that arisen t home and what parents can do to reinforce good behavior • The teacher can provide certain levels of classroom structure to support appropriate behavior • Teachers can conduct interventions at home-options to responding to behavior

5. Describe what "people first language" is, why it is important. Give an example.

• Address the person first...example: don't saying "the disabled" say "a person who has a disability" It is important because you want to see the child or student first, you want to put individuals before their disabilities • Exceptions would be a deaf student, a blind person but even then each person has choices of what they prefer

10. Describe the role of the general education teacher in the referral and identification process of children in special education.

• After pre referral assessment, which is when they gather data about the child, a pre referral intervention is held, which is when the general educator provides research based techniques. • Contact the students' parents-check the student's school records for academic history and behavioral problems (had a physical eval? Qualified for special services? Been included in other special programs? Scored below average on tests?)

21. Describe universal design and how teachers can utilize this philosophy to improve instruction for all of their students.

• An approach to curriculum that minimizes barriers and maximizes learning for all students. You need a curriculum that can be used by everyone and provides genuine learning opportunities for each student. • To improve instruction you first have to ask yourself what the main goals are and what are the barriers? Represent the ways in different ways so everyone can understand. Provide multiple sources of interaction and have students demonstrate what they know. Allow the students to get engaged in the learning.

12. Compare and contrast the academic, social, and developmental challenges between students with learning disabilities and intellectual disabilities.

• An intellectual disability refers to sub average intellectual functioning and deficits in adaptive behavior. Academically: There are various degrees of intellectual disabilities, most students have difficulty in their short term memory, difficulty coming to attention, maintaining attention, and paying attention. Socially: students with learning disabilities have difficulty interpreting social cues. Display immature behavior which reflects an inability to control emotions • Learning disabilities refers to a disorder in one or more of the basic psychological processes of understanding and using language. Academics: students with learning disabilities do not achieve at their age or ability levels in one or more areas. Reading is the most difficult skill area for most students with a learning disability. Socially: students with learning disabilities may have difficulty acquiring and interpreting social behaviors **similar to intellectual disabilities. Also, difficulty relating to others and behaving appropriately

17. Why is a successful co-teaching arrangement compared to a marriage?

• Co-teaching is when a special ed teacher and general ed teacher deliver instruction along with specialized instruction as needed to a diverse group of students in one classroom. Co-teachers will make joint instructional decisions and share responsibility and accountability. • It is like a marriage because there is a shared responsibility and workload. They have a combined ownership of the classroom. They share mutual goals, like a married couple

16. Distinguish among "consultation". "collaboration", and "co-teaching" in regards to roles of the special education teacher.

• Consultation: a means of providing specialized services in the general ed classroom where the special ed teacher observes students with disabilities and provides suggestions to the teacher about adapting instruction or materials to meet student's needs • Collaboration: professionals working together with a shared purpose in a supportive, mutually beneficial relationship • Co-teaching: special ed teacher and general ed teacher deliver instruction along with specialized instruction as needed to a diverse group of students in one classroom. Co-teachers will make joint instructional decisions and share responsibility and accountability.

4. What is the relationship between normalization, deinstitutionalization, and inclusion? Define each term.

• Deinstitutionalization: the movement away from housing people with intellectual disabilities in residential institutions and towards integrating them more fully into the community • Normalization: a philosophy that assumes that people with disabilities should have education, socialization, and life experiences like those of their peers • Inclusion: the provision of services to students with disabilities in the general education classroom • Inclusion encourages opportunities for children with disabilities to participate in general education settings and in the general education curriculum...because of normalization, inclusion is becoming more "popular". Deinstitutionalization allows for this to happen

25. Define IQ-achievement discrepancy and list three objections to using it for identifying learning disabilities.

• Discrepancy b/w child's achievement and child's IQ store • 1)culturally biased 2) not accurate with young children 3) formula being flawed-average intelligence varies country to country

6. What is the purpose of an IEP? Who needs to be involved in its creation and implementation?

• IEP is an individualized education program for students and outlines their education plans and goals • The purpose is to set reasonable learning goals for each child and to state the services the school district will provide for the student • The IEP is developed by the school district, the parents, and the student • Developing the IEP comes in the second tier of RtI model

11. List and describe some of the challenges of using IQ tests as a means of identifying students in special education.

• IQ tests cause challenges for example with children from diverse backgrounds. It is not appropriate to determine students' eligibility for special ed based solely on an IQ test. Misperceptions b/w the student and the evaluator, stereotyping in the questions, and item bias can effect performance negatively. • Tests are also not available in many languages so a student who is achieving well in their native language and country, come to America and take a test in English and do poorly and in result are placed in special ed

24. Distinguish between intelligence and adaptive behavior, giving examples of tasks that are representative of each.

• Intelligence is cognitive ability while adaptive behavior is how an individual adapts to various social situations and ones surroundings • Intelligence-Stanford-Binet intelligence test or Welscher intelligence scale for children • Adaptive- an infant learns to reach, roll over, sit, stand, walk....also to eat with their fingers, then use a spoon, and drink from a cup

8. Define "Least Restrictive Environment" and "Free, Appropriate Public Education". Explain how these two special education requirements sometimes are at odds with one another.

• LRE is the best placement for one student, with specific curriculum and where special services are provided. It is the goal of a child with a disability having the most interaction with nondisabled children that is appropriate • Free appropriate public education is developing and delivering an individualized education program of special education services that confers meaningful educational benefit.

30. What is a modification? How is it different from accommodation? Give 3 examples appropriate for a high school English class?

• Modifications are adaptations or ways for the student to achieve the same outcomes as a student without disabilities for students who require more support or adjustments than accommodations provide. • Modifications do change the expectations for learning and do reduce the requirements for the task. • English class- May reduce the amount of questions on the English test, give lower level reading assignments, or give alternate assignments to an English essay test.

9. What is over-representation? Why is it a problem in special education?

• Overrepresentation occurs when there are more students in a group than would be expected from the population • Fair assessment of children from diverse backgrounds is challenging and complex especially regarding IQ testing. • Along with overrepresentation, research has indiciated that African American students are significantly more likely than other groups to be referred to the school office for disciplinary action (suspended or expelled) The high levels of referral for African American and Hispanic students intitally lead to suspicion that bias causes teachers to refer students who are actually performing at an acceptable level

3. What are some of the specific benefits and challenges for the field of special education in regards to No Child Left Behind?

• Standards based reform, consequences to special ed • Under NCLB, all students are required to take standardized tests...schools are required to separate the students test scores (racial groups, students with disabilities, limited English proficiency, economically disadvantaged students)

22. Why are testing accommodations provided to students with disabilities and students with limited English proficiency? Describe three testing accommodations that might be used.

• Students with limited English proficiency are provided testing accommodations because teachers should reduce the language barriers that may interfere with assessment results • Students with disabilities are provided accommodations to promote inclusion and allow students to perform optimally • Three testing accommodations: 1) more time on a test 2) changes in how the student can respond, orally/written 3) flexibility in the setting of the assessment

7. Describe the Multi-tiered Model for Identification and explain why it is used.

• The RtI model is used to screen all students. Students go from evaluation-IEP-placement • Tier 1: is the screening of all students; all receive research-based instruction in a general ed classroom • Tier 2: more intensive instruction in a small group format with frequent monitoring. This is then when the multidisciplinary team meets and develops an IEP • Tier 3: intensive instruction with placement based on IEP, frequent monitoring of progress

14. What is the autism spectrum? How are students on the spectrum similar? How are they different? Use examples.

• The extent and severity of the behavioral symptoms provide a range of diagnoses referred to as autism spectrum disorders. The continuum is from relatively mild to severe with two domains: social communication impairments and repetitive or restricted behavior • Many individuals with autism have intellectual disabilities and display unusual learning patterns, about 50% of students with autism are also diagnosed with intellectual disabilities • EXAMPLE: Michael (from textbook) has sight word vocabulary of 25 words but can remember all the lyrics to songs and commercials he heard over 15 years ago. He cannot do simple addition or subtraction but he can quickly add or subtract hours on his watch to accommodate day lights saving • Differences in language and communication are the hallmarks of children with autism; EXAMPLE: Kyle is repeating words he has heard before "Kyle, calm down" and he continues to tell himself this until eventually he self regulates himself and calms down

2. Describe specifically, how PL 94-142 improved education for students with disabilities in American Schools.

• The original act and its amendments ensure that all children and youths with disabilities have a right to free, appropriate, public education • In order to receive federal funds, states must develop and implement policies that assure a free appropriate public education (FAPE) to all children with disabilities • Before this law, students with special needs were not treated the correct way, and were given little to no education. The IDEA acts as a rule book and gives the schools specific rules to follow so children with special needs get the correct education they need to succeed and reach their full potential.

23. Describe the symbiotic relationship between teachers and parents, providing two examples of the importance of families to teachers and two of the importance of teachers to families.

• The ultimate goal is to have the student be successful; this cannot happen without the support of both the teacher and the family. Both parties need to be in contact on a regular basis to create optimal learning • Families to teachers: 1) families have an obligation to make sure their child is well fed and rested...prepared for school 2) families also need to extend the role of a teacher and make sure their child is finishing their homework and practicing content they need work on • Teachers to families: 1)teachers on some occasions see their students longer than their parents do; it is a teachers job to provide a safe and nurturing environment for students and communicate with the parents 2) teachers are providing students with material that will help them succeed in school and in future life scenarios.

1. Name and describe the six main parts of the Individuals with Disabilities Education Act

• Zero Reject-Locate, identify, & provide services to all eligible students with disabilities • Free Appropriate Public Education-Develop and deliver an individualized education program of special education services that confers meaningful educational benefit. • Protection in Evaluation-Conduct an assessment to determine if a student has an IDEA related disability and if he/she needs special education services • Least Restrictive Environment-Educate students with disabilities with nondisabled students to the maximum extent appropriate. • Procedural Safeguards-Comply with the procedural requirements of the IDEA. • Parental Participation-Collaborate with parents in the development and delivery of their child's special education program.

20. What are the main components of a lesson objective? Provide one for a second grade math class.

• a. Lesson objectives should be specific, measurable, and objective. Should answer the question, "At the completion of the lesson, what do I want the student to be able to do?" b. The student will be able to solve 2 digit addition problems with 80% accuracy.

19. How is an effective lesson plan similar to a recipe?

• a. Objectives - what you want to accomplish in the end, what you want the finish dish to look/taste like in the end b. Procedures - what steps you have to do to achieve what you want/ how you have to bake and the order of the steps you need c. Materials - what you need to complete what you want in the lesson/ the ingredients d. Assessments - test to see if the students learned what you wanted them too/ if the lesson was successful, taste the food to see if it is what you wanted it to be