Pearson Content test

Tier 3 of RtI

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Paraprofessionals offer a host of services that are beneficial to teachers and students with disabilities (5)

1. Assisting in the delivery of effective educational programs 2. Providing opportunities for flexible grouping by increasing the adult student ratio in the classroom 3. Monitoring behavior and academic performance 4. Contributing to the completion of data collection and accountability requirements 5. Performing none instructional tasks such as organizing homework folders or preparing materials

In the classroom, teachers should (7)

1. Create an environment that promotes communication and reduces distractions 2. Give immediate feedback as often as possible 3. Speak directly to the student, rather than to a person who may be assisting them 4. Teach students to indicate when they do not comprehend material 5. Simplify and repeat instructions or information, as needed, both orally and in writing 6. Allow students to speak for themselves and complete the communications 7. Teach vocabulary, including idioms

For individual conversations, teachers should (15)

1. Develop authentic relationships 2. Create a safe and appropriately private location 3. Discuss the limits of confidentiality 4. Be an active listener 5. Consider the students point of view 6. Emphasize abilities not disabilities 7. Ask the students with disabilities for suggestions about ways in which they might best participate and learn in the classroom 8. Use positive communication postures 9. Maintain credibility and dependability 10. Ask a student to repeat himself or herself if the students speech is difficult to understand 11. Use the communication medium that students are most comfortable with 12. Be patient 13. Let students know that their concerns will be addressed in a timely, caring and constructive manner 14. Use a positive, calm, and controlled voice when requesting student compliance or delivering consequences 15. Be confident, consistent, and firm, and avoid arguing with students

Strategies for fostering self motivation (8)

1. Encouraging realistic challenges and rewarding efforts to achieve them 2. Providing opportunities choice an independent decision making 3. Providing opportunities for social interaction 4. Increasing the students sense of the value in the task and their expectation of success 5. Keeping group and individual differences in mind when planning class activities 6. Recognizing students personal interest and tailoring activities to them 7. Recognizing differences in students goals and redirecting them if necessary 8. Helping students to recognize attributions of success and failure and redirecting them if necessary

Simply living skills that allow students to be as independent as possible (4)

1. Food preparation 2. Money management 3. Knowledge and use of assistive technology 4. Assessing community resources

Examples of strategies that teachers can used to teach students with disabilities (28)

1. Giving students simple, short, and sequential directions that meet students language, attention, in memory needs 2. Advanced organizers to let students know what they will be learning and doing 3. Using visuals and modeling when giving oral explanations 4. Repeating information and directions 5. Giving no more than five pieces of information at a time to avoid working memory overload 6. Pre teaching vocab necessary to understand the lesson or the reading 7. Using technology as a tool or to accommodate student needs 8. Using literature passages or storybooks that can be linked to the content in science or social skills 9. Using familiar examples to illustrate concepts and also provide nonexamples to facilitate comprehension 10. Using thematic units and providing instruction the explicitly links concepts across various disciplines 11. Engaging students in identifying when and where they can use the skill to be learned, which can motivate students to learn 12. Using scaffolding to support student learning 13. Providing opportunities for practice and distinguishing practice into various class periods 14. Having students practice the new skills in the same way they will be tested. 15. Providing important information at the beginning and ending of a lesson for better retention. 16. Asking questions or encouraging discussion that requires students to relate the new information to ideas they already know 17. Using pictures, diagrams, and semantic maps to show relations among ideas 18. Orienting learners to the lesson 19. Engaging students during the lesson and giving them many opportunities to respond 20. Using various group formats 21. Using a post organizer to close a lesson 22. Teaching students to identify textbook organization 23. Teaching highlighting and outlining strategies 24. Using cue words or phrases to let students know what information is important 25. Writing and repeating important information on the board our in a handout 26. Numbering ideas or points 27. Using study guides that list the major concepts, with space for students to add other information 28. Stopping frequently when giving information and having students work with partners to discuss what they have learned.

strategies for fostering student participation (3)

1. Holding question-and-answer sessions in an interview with those students reluctant to participate in the whole group 2. accepting written responses from students in place of oral participation 3. holding a student-run oral question/answer session in which a student who is selected by the teacher will then select another student to answer a question, and then state if that student is correct or not

Effective strategies that foster communication skills for ELL students (4)

1. Incorporating the students home language into instruction 2. Creating environments in which students are willing to take risks and play with language 3. Creating opportunities for students to hear comprehensive input and practice using language in meaningful 4. Selecting topics that are familiar to students

To encourage generalization teachers can (9)

1. Involve others 2. Use examples from instructional universe 3. Teach general case and skill variations 4. Teach self management strategies 5. Prompt and reinforce across settings 6. Use computer assisted instruction programs that provide instant feedback, building self confidence and independence 7. Include parents / guardians and other caregivers, both to help develop and select interventions and a significant participants and interventions 8. Create opportunities for students with and without disabilities to have meaningful face to face interactions 9. Use behavioral strategies, such as giving class points for treating each other with respect and friendship to help create a positive, inclusive environment

Means of professional growth and development (10)

1. Joining a professional learning community 2. Seeking support through mentoring 3. Consulting with fellow teachers and observing other teachers when possible 4. Visiting other schools in a deserving their programs 5. Joining professional organizations 6. Taking part in professional development training 7. Attending conferences 8. Subscribing to professional journals 9. Taking graduate course work 10. Engaging in self assessment and self reflection of teaching practice

Inclusive practices have three dimensions

1. Physical integration - placing students in the same classroom as peers without disabilities should be a strong priority and removing them from that setting should be done only when absolutely necessary 2. Social integration - relationships should be nurtured between students with disabilities and their classmates as well as adults 3. Instructional integration - most students should be taught in the same curriculum used for students without disabilities and help to succeed by adjusting how teaching and learning are designed and measured. This could be done through methods such as curriculum modification and or co teaching

The most effective way to promote a student successful transition from middle school to high school is to provide the student with concrete and comprehensive opportunities to develop a clear understanding of the new environment. Specific strategies (3)

1. Preparing and orienting students with disabilities by having them tour and visit the new school in advance 2. Planning with the students what their "new day" might look like in advance, eliciting questions and concerns 3. Discussing and considering any obstacles that might come up and strategizing positive outcomes in written form or as a skit

To help students learn spelling of words (6)

1. Provide activities in which students spell words they can read 2. Systematic, explicit instruction in spelling and orthography 3. A small number of spelling words rather than a long list 4. Mnemonic strategies to help students remember the spelling of words 5. Study activities in which students practice using strategies 6. Provide individualized spelling listed - choose wrote that the student tend to misspell in written assignments

Special education teachers can facilitate the transition from secondary school by (5)

1. Providing additional post-secondary education - discuss with the students with disabilities the services provided at the college's Office of Disability Services and how to access these services 2. Providing supported employment - locate a job coach, arrange transportation or assistive technology, or find specialized job training and individually tailored supervision 3. Providing shelter to workshops, which offer training for competitive employment in the community, extended or long term employment, or work activities 4. Providing assistance in identifying and evaluating residential options - helpful resource that prepares the student with disabilities to make the transition from school to independent living is the State Department of vocational rehabilitation 5. While planning their academic programs, teaching self determination and self advocacy skills to students with disabilities - allows students to advocate for their learning needs and goals, and create ownership and investment in their own learning

Teachers can provide the motivation for communication in meaningful contexts in various ways by, (3)

1. Providing materials that capture student interest 2. Arranging situations where students need to ask for materials or assistance 3. Offering activities that include opportunities for students to make a choice

Parents'/Guardians' roles

1. Providing transportation to school, activities, medical care, and other locations. 2. Learning about the focus of the child's school program and reinforcing those learning and behavior efforts in the home. 3. implementing interventions if necessary (behavior management) 4. Teaching their children social skills so that they interact successfully with others. 5. Helping their children to develop a circle of friends or peer network to increase social acceptance. 6. encouraging and scaffolding their children to become independent and self-determined 7. Providing support for successful completion of homework 8. Attending school activities, conferences and IEP meetings 9. Monitoring appropriate placement and programming by the school 10. Providing info about their child that the school may not know, to help set appropriate and reachable goals on the IEP. 11. Helping their other children to understand the special needs of the child with a disability and to be empathetic and supportive siblings. 12. Serving as advocates for their children and for other families who live with disabilities.

Five step word study strategy

1. Say the word 2. Write and say the word 3. Check the word 4. Trace and say the word 5. Write the word from memory and check it

Planet to tease should be both developmentally appropriate and tailored to the students individual needs, which can include (6)

1. Skills necessary for traveling to and from home and work 2. Maintaining a positive work ethic and attitude 3. Being prompt and reliable 4. Basic grooming practices, including awareness of the impact of clothing on strangers and employers 5. Knowing where and how to ask for help 6. Taking directions from a boss and accepting constructive criticism

Proactive strategies that can take many forms (7)

1. Structuring the physical environment of the classroom 2. Establishing clear rules and expectations for appropriate behavior 3. Schedule and sequencing lesson activities to minimize downtime 4. Presenting instructions to students in ways that increase the probability of compliance 5. Keeping students actively engaged during instruction 6. Using praise and positive reinforcement to motivate desired behavior 7. Anticipating and addressing problem behaviors before they occur

Elements of positive behavioral support (6)

1. Understanding the purpose or the function that a target behavior provides for a student. Conduct a functional assessment of the target behavior, which can involve observing, and documenting student behavior overtime as well as identifying the antecedent and consequent events that influence the target behavior even the influence to target behavior. A hypothesis is developed to explain the function of the target behavior 2. Identifying a more appropriate replacement behavior for the student that is incompatible with the target behavior and serves the same function as the target behavior 3. Using environmental reconstructing to make undesirable behaviors less likely to occur 4. Teaching and positively reinforcing appropriate behaviors that are socially acceptable and intended for use in integrated school and community settings 5. Monitoring, recording, and charting behavioral occurrences or frequency over time from the baseline through intervention stages in determining whether the positive behavior support are affecting expected behavioral changes 6. Modifying intervention or positive support as needed to improve behavioral response to intervention, based on data analysis. Then, continuing with ongoing monitoring

To establish routines (3)

1. Use direct instruction to teach routines to students 2. Practice routines with students 3. Communicate about events or activities that break from routine well in advance and practice coping strategies if necessary

To help students learn math concepts and skills (15)

1. Use explicit av direct instruction 2. Use the teaching strategy of demonstration prompt practice 3. Use the concrete semi concrete abstract sequence to teach math concepts 4. Hand on practice with manipulatives to help students understand math concepts 5. Visual aids to reinforce concepts 6. Teach any pre skills required by a new concept to be learned 7. Use "linking" where students learn to connect one problem to a related problem 8. Use strategies using "using doubles" to facilitate the acquisition of math facts 9. Use verbal rehearsal for memorization of math facts 10. Use strategies such as touch math that incorporate a multisensory approach to teach counting and computation skills 11. Use tutoring pairs, computer software, math games, and homework for practice of skills 12. Problem solving strategies stuff CV as self check procedures, drawing pictures, using manipulatives circling cue words, and restating the problem in their own words 13. Model how to think aloud each step for solving a math problem 14. Discuss the rationale for learning particular math skills and provide information about when where and how students will need the skill in their lives 15. Give students problems that relate to daily living

The Individuals with Disabilities Education Improvement Act (IDEA) (6)

1. Zero reject - schools must educate all students with disabilities, regardless of the nature or severity of the disability 2. Nondiscriminatory identification and evaluation - school must use non biased, multifactor methods of evaluation to determine whether a child has a disability and whether the child needs special education 3. Free appropriate public education - all children with disabilities shall receive a free appropriate public education to ensure an IEP must be developed and implemented to meet the specific needs of each child with a disability 4. Least restrictive environment 5. Due Process safeguards - schools must protect the rights of children with disabilities and their parents. Parental consent must be obtained for initial and all subsequent evaluations and placement decisions regarding special education. Parent / guardian must receive adequate notice for IEP team meetings 6. Parent and student participation and shared decision making - schools must collaborate with parent / guardian and students with disabilities in the planning and implementation of special education and related services

components of an IEP (8)

1. a statement of the student's present levels of academic achievement and functional performance (how the student's disability affects the student's involvement and progress in the gen, ed, curriculum and classroom activities) 2. a statement of measurable annual goals (academic and functional) that enable the student to be involved in and make progress in the gen ed curriculum 3. a description of how the student's progress toward meeting the annual goals will be measured, summarized, and reported to parents'guardians 4. a statement of special education and related services and supplementary aids that will be provided to the student 5. an explanation of the extent, if any, to which the student will not participate with students without disabilities in the general ed classroom 6. a statement of any necessary accommodations to state and district assessments 7. if the IEP team determines the student will take an alternative assessment on a certain state wide or district-wide assessment, a statement of why the student cannot participate in the regular assessment and how the particular alternate assessment is appropriate for the student. 8. a projected date scheduled for beginning services and modifications, including their frequency, location and duration

other informal assessment strategies

1. asking students direct questions to see if materials presented are understood 2. curriculum-based assessment to measure a student's progress within the curriculum 3. observing young children during play 4. observing students to see if they are performing skills properly, following safety procedures or staying on task 5. conducting a task analysis to determine which part or parts of a task are causing a student to have difficulty 6. having direct conversations with students 7. working with the student to create a portfolio assessment to document the student's progress over time

assessment process (4 parts of this complex process)

1. choose appropriate assessments from the wide variety of types 2. assess in all the developmental domains that reflect a student's individual strengths and needs 3. use valid strategies for administering assessments, scoring assessments, and interpreting the assessment results 4. maximize the usefulness of assessment information to meet the unique needs of each student.

examples of assistive technology (9)

1. color overlay transparencies for reading textbooks 2. voice- or speech-recognition software 3. word-prediction software 4. electronic communication boards 5. computers with modified keyboards 6. alternative computer mouse; mouse keys 7. touch screens 8. speech synthesizer 9. magnification software

5 strategies for reducing bias during assessment

1. considering each student's needs and background individually to ensure that assessment measures are appropriate 2. following guidelines in the IEP without introducing other accommodations that are not specified 3. using a rubric or checklist to score responses 4. recording oral responses for later review by an additional rater 5. establishing rapport with the student while maintaining a professional role

When scheduling and conducting the IEP meeting, the school staff must... (7)

1. contact the participants, including the parents/guardians 2. notify parents/guardians early enough to make sure they have an opportunity to attend 3. schedule the meeting at a time and place mutually agreeable to parents/guardians and the school. 4. tell the parents/guardians the purpose, time, and location of the meeting 5. tell the parents/guardians who will be attending 6. tell the parents/guardians that they may invite people to the meeting who have knowledge or special expertise about the child 7. if the parents/guardians have a limited proficiency in English or are deaf, make reasonable efforts to arrange for an interpreter during meetings pertaining to their child's educational placement

to help students develop phonemic awareness (6)

1. explain what rhyme is through examples of words that share the same ending sounds and have students practice to become proficient in rhyming words 2. present activities in which the students have to identify spoken words that have the same beginning sounds 3. present activities in which the students will have to identify the number of phonemes in a word and segment the sounds 4. present activities in which the students will have to blend sounds to make a word 5. present activities in which the students will have to identify syllables and count syllables in spoken words 6. have students manipulate sounds by adding or deleting sounds in a spoken word

Functional behavioral assessments are also common tools. 8 procedures for conducting FBA

1. identifying the target behavior and defining it in terms that are specific, observable, and measurable 2. identifying factors that may contribute to the behavior 3. developing a method for collecting data regarding the behavior and/or the contributing factors 4. collecting and then reviewing the data 5. forming a hypotheses about the reason for the the behavior 6. developing an intervention plan 7. administering the intervention and collecting data on student behavior 8. reviewing student progress and making changes as necessary

negative consequences are used for managing behaviors, teachers can establish rules that set limits. Examples (5)

1. include students in rule making: acknowledge students' feelings about rules; helping them in the decision-making process for rule making fosters a positive climate for all 2. explain rules and routines clearly: teach rules and routines to students in the first few weeks of school 3. provide reasons for the rules: few rules as possible and present them to the students in a positive and informative way 4. practice routines with students: plan in advance how you will establish rules and routines, then do so right from the start 5. enforce the rules and routines: enforce your classroom rules immediately, consistently, and fairly

rapport is IMPORTANT with conducting one-on-one assessments. 5 strategies for establishing and maintaining rapport

1. introducing oneself 2. explaining to the student the goal/purpose of the assessment, providing instructions, and ensuring that the student understands what the assessment involves 3. introducing and/or modeling any technology 4. providing enough wait time for the student to respond 5. paying careful attention to nonverbal signals

end of fixed duration (12 weeks) the team examines the data to answer 3 questions

1. is the student make good progress and should he/she return to Tier 1- only instruction? 2. is the student make some progress, but not enough to move to Tier 1? should he/she continue in Tier 2 intervention? 3. is the student making very little progress, thereby requiring him/her to be moved to Tier 3, the tertiary level with intensive curricular interventions?

strategies for fostering respect for diversity among students (7)

1. learning about the students' backgrounds and consistently incorporating materials that reflect the diversity of the students 2. demonstrating that all cultures and languages have value 3. providing meaningful content that relates to students' experiences and builds on students' background knowledge 4. using integrative approaches that emphasize multiple perspectives 5. dispelling stereotypes and misconceptions if they arise in conversation or appear in educational materials 6. paying careful attention to dietary restrictions and other culturally specific behavioral traditions 7. encouraging parent/guardian involvement, including inviting parents/guardians to present their expertise to the class

maintain student attention by: (7)

1. modifying assignments if necessary to ensure that they are developmentally appropriate 2. providing scaffolding and structure to help students stay on task 3. keeping students actively involved in all instruction, and providing independent tasks for non-instructional time 4. teaching self-regulation strategies 5. providing frequent and immediate feedback 6. developing token reinforcement systems with frequently changing rewards 7. using visual, verbal, or physical prompts

6 different assessment methods

1. observations 2. achievement and aptitude tests 3. rating scales 4. portfolio assessments 5. performance assessments 6. curriculum-based measurement

examples of instructional technology (16)

1. pencil grippers 2. sticky notes and tabs 3. highlighters and flip charts 4. graphic organizers 5. calculators 6. digital recorders 7. multimedia presentation software and hardware 8. student or classroom response system 9. laser videodiscs 10.pen-based computing (smart pens) 11. hand-help computer devices 12. computer-assisted instruction programs 13. distance education 14. computerized adaptive testing 15. computer modeling and simulation 16. word processors with spelling and grammar checkers

to provide effective instruction in reading comprehension (10)

1. preteach key vocab and concepts before asking students to read text 2. teach students to use word order and context clues to identify word meanings 3. develop activities in which students use text enhancements (illustrations and diagrams) to clarify meaning 4. develop activities that require studetns to form a hypothesis about the mearning of a sentence, paragraph, or passage 5. teach students strategies to be used before, during and after readign 6. use activities like KWL to activate students' prior knowledge before reading 7. encourage students to ask themselves questions regularly during and after reading to promote comprehension and to check for understanding 8. model using Wh- and How questionsuse graphic organizers to teach text structure for narratives and expository texts 9. use graphic organizers to teach text structure for narratives and expository texts 10. provide activities in which students put the major points of an expository text into their own words

Supplementary aids and services (6)

1. program and/or curriculum modifications that are 1 different from those usually made for typical students; 2 necessary to reduce adverse effects of the disability on student learning and educational performance 2. provision of a special education provider who collaborates with the gen ed teacher to ensure that the prescribed program and services are provided to the student 3. assistance from a paraeducator who provides instructional support for students under the direction of the gen ed and special ed teachers 4. special education training for the gen ed teacher 5. the use of assistive technology, such as visual aides, augmentative and alternative communication systems and devices, specialized equipment for computer access, to maintain or increase functional capabilities for students with disabilities 6. the development and implementation of BIPs to provide individualized behavioral supports so that students with behavioral challenges can be successful across school environments.

to help students learn vocabulary (19)

1. provide activities in which students practice high-frequency words to recognize the pronunciation and meaning of the words automatically 2. provide repeated exposure to new vocab in varied contexts 3. present activities in which students repeatedly use new words and apply them in sentences throughout the day 4. activities in which the meaning of the new word is provided by using synonyms, examples, non-examples, or definitions consisting of words students already know 5. activities in which students practice using word structures to decode and learn meaning of multi-syllabic words 6. present activities in which computer-based drill-and-correction procedures are employed 7. activities in which video footage and photographs emphasize word meanings 8. activities in which words are presented by categories 9. have students complete sentences using the appropriate vocab word 10. have students create drawings to illustrate the meaning of vocab words 11. have students use the keyword method , a mnemonic strategy, to learn association of word pairs and new vocab words 12. present activities to guide students to make word connections by identifying characteristics that can be associated with the word 13. activities in which vocab words are evaluated by parts of speech, numbers of syllables, synonyms, antonyms, content area 14. present activities in which the teacher models using the new vocab words in context 15. present activities in which the teacher asks questions for students to answer using the vocab words 16. activities in which students have to develop semantic networks to show how concepts are related to each other 17. have activities in which students play with language through expressions 18. have activities in which students play with language through figures of speech 19. provide role-play activities, poems, songs, books, illustrations and so on to teach expressions and figurative language

special ed teachers should collaborate with other IEP team members to identify and address potential environment, social and instructional barriers for individual students. adaptations: (3)

1. provide special playground equipment for students with physical and/or sensory disabilities 2. make sure school functions and field trips are accessible to students who use wheelchairs or other specialized equipment 3. design instruction and assessments based on the principles of universal design for learning (UDL)

Ways the community can support individuals with disabilities

1. providing for physical supports (modified walkways or ramps) 2. Providing access to public areas (restrooms, voting booths, and government offices) 3. Supporting assisted living centers and vocational training programs 4. offering opportunities for students to engage in community-based service projects and interships

special education teachers can best keep students safe by: (5)

1. setting up the classroom so that they can easily monitor the entire room 2. eliminating distractions 3. creating an appropriate seating chart 4. keeping materials organized and accessible to reduce student movement 5. keeping backpacks off the floor and away from traffic patterns

IEP team (7 in attendance)

1. the parents/guardians of a child with a disability 2. at least one general education teacher who instructs the student 3. at least one special education teacher or special education provider for the student 4. a representative from the school who is qualified to provide or supervise individualized education and is knowledgeable about general and specialized resources and curricula 5. an individual who can interpret the instructional implications of evaluation results 6. other individuals who have knowledge or special expertise regarding the student, if desired by the parent or the school 7. the student with a disability, as appropriate

limitations of formal assessments (3)

1. usually take instructional time to administer 2. if standardized formal assessments are used, special education teachers must be sure that they are appropriate and/or adapted for use with their students. 3. must be administered by staff who are trained to do so.

5 characteristics teachers should consider when making a selection of appropriate assessments:

1. whether the assessment instrument was designed for and/or normed for use with similar students 2. instrument is reliable and valid 3. the length of time the assessment requires 4. whether special training is needed for administration 5. whether the test can be translated into a language other than English

Augmentative and alternative communication (AAC)

A diverse set of strategies and methods to assist individuals who cannot meet their communication needs through speech or writing.

Those who misunderstand other's language are identified as having?

A receptive language disorder

Civil rights law that protects all individuals with disabilities from discrimination and it requires most employers to make reasonable accommodations for them. This law ensures that societies infrastructures such as transportation and buildings are accessible to people with disabilities. Does not deal directly with the education of students with disabilities, it does cover students with disabilities

Americans with Disabilities Act (ADA)

To provide students with disabilities skills and knowledge to increase their opportunities for satisfying employment, enjoyable leisure and recreational activities, and meaningful civic engagement

An important role of the special education teacher

excessive fears or worry Phobias, separation anxiety, and OCD

Anxiety disorder

Demonstrate knowledge of instructional strategies and technological and media resources for fostering the communication skills of students with disabilities, including students from various cultural and linguistic backgrounds and students who use alternative and augmentative communication systems

Applying knowledge of instructional strategies and technological and media resources that teach students to develop their ability to communicate meaningfully across settings and situations

does not seem to recognize or respond to others' emotions, social cues, and nonverbal signals. Do not interact with others during play and/or do not engage in reciprocal interactions

Atypical Social Development

Atypical language development and communication delays Atypical social development Repetitive behavior, including movement or verbalizations Undesirable behavior Need for predictability Sensory and movement disorders Intellectual disabilities

Autism Spectrum Disorder characteristics (ASD)

reading materials that help students better understand themselves, including their emotions, behavior, and relationships, can be a useful technique for integrating social skills and reading comprehension. these books can focus on a particular need, match the student's independent reading level, and depict realistic characters finding solutions to real-life problems

Bibliotherapy

The visual representation of the characters inconsistent actions, verbalizations, and thoughts help students analyze the social exchanges

Cartooning

Asthma

Chronic lung condition characterized by episodic bouts of wheezing, coughing, difficulty breathing; health impariment; often tired because breathing challenges keep them awake at night seek medical assistance if the student's lips and fingernails turn blue or if the student cannot complete a sentence or has trouble walking

Responsible behaviour as a citizen and member of a community, such as voting, paying taxes, obey laws, volunteering and conservation

Civic activities

Special education teacher may team teach A unit on problem solving skills with the general education teacher

Co - teaching a social skills unit or group

Founded on the belief or philosophy that students with disabilities should be fully integrated into their school learning communities, usually in general education classrooms, and that their inclusion should be based on their abilities, not their disabilities. All learners are welcome their schools and that their education is the responsibility of the educators

Concept of inclusive practices

Dealing with teasing, losing, accusations, being left out, and peer pressure

Conflict resolution skills

1. Protect the rights and opportunities of students with disabilities 2. Grant fair assessment practices 3. Assist with improving the lives of students with disabilities and their families 4. Ensure students with disabilities are given the same educational opportunities as students without disabilities

Congress has since passed several laws to prevent discrimination against students, including students with disabilities. In general, these laws (4)

1975

Congress passed the education for all Handicapped Children Act - Public Law 94 - 142

special education teacher may consult with the general education teacher, suggesting types of positive reinforcement to help increase conversational skills of a particular student

Consultation

1. Say the word 2. Look at a model 3. Copy the word and study the spelling 4. Cover the model and try to 5. Write the word from memory 6. Look at the model and compare their spelling with that model

Copy-cover-compare (6)

an assessment method in which teachers regularly evaluate student performance on a particular skill; tested weekly on a small selection of material from the general educational curriculum; formative since data is collected frequently; easily adjust instruction based on student needs; used to create and to modify IEP goals

Curriculum-based measurement (CBM)

Genetic disease in which the body's exocrine glands excrete thick mucus that can block lungs and parts of digestive system; health impairment; inhalers; take pills to aid in digestion

Cystic Fibrosis

Cerebral Palsy

Disorder of voluntary movement and posture; physical disability; spastic movement; display uncoordinated or abrupt involuntary movements; seizures; sensory; and/or language impairments

Prevent working memory overload, reduce interference during instruction, differentiate instruction, and support acquisitions of new information

Effective teaching strategies

health impairment; seizures caused by abnormal electrical discharges in the brain; most severe cases are uncontrollable jerking, stops breathing and loses consciousness; partial seizures are more common; altered state of consciousness and some alterations in movement; children experience learning disabilities and range of intelligence is similar

Epilepsy

1. the student's strengths 2. any parental concerns 3. data from recent evaluations of the student 4. whether behavioral interventions and supports are necessary 5. how the language needs of a students with limited English proficiency are related to the IEP 6. whether instruction in Braille is necessary for a student with a visual impairment 7. whether the student needs assistive technology devices and services 8. what the language and communication needs are for a student who is deaf or hard of hearing.

Factors the IEP team must consider (8)

Apply knowledge of research supported methods for providing math instruction to all students with disabilities

Familiarity with a variety of effective teaching methods

An individual students record, including the students IEP, are confidential. Records should be stored in a proper manner to protect the students rights to confidentiality. For outside individuals to review the school records or other information about a specific student, schools must first receive written permission from the students parents / guardian

Family Educational Rights and Privacy Act (FERPA)

Positive behavioral support (PBS)

Focuses on rewarding and reinforcing positive behaviors while ignoring or not reinforcing negative behaviors

1. Determining parent / guardian preferred communication mode 2. Sending out introductory letters to establish rapport early 3. Providing frequent feedback on student progress 4. Providing a general homework schedule and expectations for student work 5. Providing project check list to give parents / guardians guidance on how to support their children with large projects 6. Providing resources through emails, websites or letters

General strategies for interacting with parents / guardians (6)

Individualized transition plan

Guide the transition process. Focus the IEP teams attention on secondary curriculum and course planning related to post school success. Federal law requires that students be actively involved in planning their post secondary transition during IEP team meetings

language delays; early intervention is crucial; affects a student's ability to articulate sounds and moderate tone and volume; learn speech and speech reading; ASL

Hearing Loss

Students with learning disabilities:

Hold less information in working and/or long-term memory Do not have strong metacognitive skills, such as reflecting on their own learning Acquire, organize, and prioritize key information more slowly and less systematically more often express concerns that they are not smart or cannot learn make friends just as easily.

Response to intervention procedures Require that students are assessed in their heritage language, using instruments that do not discriminate on the basis of race, culture, or disability

IDEA 2004

classroom climate

IMPORTANT; create a feeling of belonging, give students an active role to play in the classroom environment (promotes students' sense of responsibility and ownership); useful for students with intellectual disabilities; allows them to feel a part of the classroom and at the same time provides structure and teaches them responsibility

inclusive classroom

IMPORTANT; students without disabilities are aware of the skills and strengths of those students who have special needs; provide opportunities for the student with disabilities to demonstrate his/her skills to others; IMPORTANT to highlight any significant skill they have for others to acknowledge; they learn to respect and accept these students in the inclusive classroom

Dyscalculia

Impacts a student's ability to understand numbers and mathematical operations, remembering math facts and the sequence of steps in math problems

IDEA requires that IEPs for older students with disabilities include:

Information on how these students transition from school to adult life will be supported

Muscular Dystrophy

Inherited disease marked by progressive atrophy of muscles; most common and most severe, affecting ONLY BOYS

1. Evidence based practice - one of the significant requirements was the stipulation that students with disabilities receive educational and related services based on research to the extent possible 2. Discipline - to assure that all students with a disability receive an appropriate education and that the schools are safe places for teaching and learning IDEA provides protection for and regulates how schools may discipline students who qualify for special education services. Schools with the authority to consider unique circumstances on a case by case basis for violations 3. Response to intervention 4. Early intervention services - schools may provide academic and behavioral support for students who are not currently identified as requiring special education services 5. Extending special education to infants, toddlers and preschoolers - P.L. 99 - 457 requires each state to fully serve all preschool children with disabilities ages 3 to 5. States are required to provide preschoolers with the same services and protections available to school age children an incentive grant program to encourage States to provide early intervention services to infants and toddlers with disabilities and their families. These early intervention services are prescribed and implemented according to an individualized family service plan (IFSP) 6. Evaluations and individualized education programs 7. Monitoring - IEP must contain measurable annual goals, instructions on how progress toward annual goals will be measured, and the methods used to inform parents / guardians of their child's progress towards annual goals, including whether the child is on track to achieve the goals by the end of the year. Students who take alternate assessments must also have short term objectives outlined within their IEP goals 8. Highly qualified teachers - IDEA requires that students with disabilities receive instruction from highly qualified teachers. Special education teachers must obtain state certification or passed the state special education teacher licensing exam 9. Private schools - students have no individual rights to services. A service plan is developed for individuals with disabilities, rather than and IEP

Key features of IDEA help shape how the provisions and guidelines are implemented (9)

Apply knowledge of strategies for teaching skills to promote students vocational / career competence and participation in civic, leisure, and recreational activities

Knowing what the needs of the students are in their home - school community, having support and services in place that are based on student needs, interests, and at the same time using culturally and linguistically appropriate practices

demonstrate knowledge of methods for teaching students learning strategies to compensate for deficits in perception, attention, language processing, memory, and retrieval; and methods for teaching students to use self assessment, problem solving, and other cognitive strategies to meet their needs.

Knowledge of a variety of strategies that address special needs and of effective methods for teaching students to use those strategies

Demonstrate knowledge of effective strategies for teaching essential concepts, vocabulary, and content across the general curriculum; for facilitating maintenance and generalization of academic skills; and for helping students recognize relationships across disciplines

Knowledge of effective strategies that special education teachers can use to teach students content knowledge and skills across the curriculum

Physical disabilities

May be caused by congenital anomaly, disease or injury; may need to use supports

Transition and post-secondary programs for students with intellectual disabilities, U.S Department of Education

Model comprehensive transition and postsecondary program for students with intellectual disabilities (TPSID) provides grants two institutions of higher education or consortia of institutions of higher education to enable them to create or expand high quality, inclusive model comprehensive transition and post-secondary programs for students with intellectual disabilities

Apply knowledge of strategies that promote successful transition between various environments

Need for special instructors to communicate to the student with the disability when a transition from one place to another will take place and why

The intent is to improve the achievement of all students, especially disadvantaged students. The ultimate goal is that all children will be proficient in reading and math by 2014 and will be taught by qualified teachers highly trained in the subjects. Provisions are based on the accountability for students and the use of scientific rebate program for instruction. Provisions apply to all students, including those with disabilities. However students with disabilities receive the accommodations and or modifications outlined in their IEPs on high stakes test

No Child Left Behind Act (NCLB)

typically records of behaviors but can also involve the environment. can be highly structured and require training to a level of high inter-rater reliability . can be informal notes by a teacher, parent/guardian or other member of the student's IEP team. behavior- used to identify students as having certain disabilities or to refer them to specialists for further testing. records data about a target student and peers. limited largely by the note takers skills and the structure of the environment

Observations

1. Conversation skills 2. Assertiveness skills 3. Encouraging others 4. Play interaction skills 5. Problem solving and coping skills 6. Self help skills 7. Classroom task-related behaviors 8. Self related behaviors 9. Job interview skills

Other social skills that are frequently targeted for instruction (9)

Office of Special Education and rehabilitation services (RSA), U.S. Department of Education

Oversees grant programs that help individuals with physical or mental disabilities to obtain employment and live more independently

collections of a student's work systematically collected over an extended time period; include many kinds of items (writing samples, projects, photographs, audiotapes, or videotapes, students personal evaluations and descriptions of their work and their feelings of their achievements); capture a broad picture of a student's interests, achievements, and abilities and to summarize student performance on complex tasks; difficulty comparing performances across students

Portfolio assessments

Recreational programs,U.S department of education

Provides individuals with disabilities inclusive recreational activities and experiences that can aid them in their employment, mobility, socialization, independence, and community integration

A special education teacher may implement small group direct instruction in conflict resolution skills

Pull- out social skills groups

A special education teacher May demonstrate to students how to play the good behavior game

Push - in whole class social skills lesson

requires an observer to evaluate a student's behavior using an ordinal scale; structured and may be standardized so that ratings can be compared to a norm reference sample of a criterion; may have a personal biases that affect evaluations or may inadvertently fall into a response pattern; can be difficult to interpret meaningfully.

Rating Scale

Demonstrate knowledge of characteristics of typical and atypical human growth and development in various domains

Recognizing when a child's growth or development differs enough from typical patterns to warrant further evaluation by specialists.

physical (tics) and attentions (obsessions) are common

Repetitive behavior (movement and verbalizations)

Is civil rights law designed to prevent discrimination against individuals with disabilities, whether children in schools or adults in the workforce. May still require accommodation and/or modifications in order to participate fully in school activities. Schools must make accommodations for students who have a mental or physical impairment that substantially limits one or more need your life activities

Section 504

When individuals effectively communicate and negotiate for their interests, desires, needs, and rights by making informal decisions and taking responsibility for those decisions

Self advocacy

Emotional Impariment

Show behaviors or emotions that are not appropriate for the setting. Trouble making friends, working in groups, and maintaining personal relationships

Step cards

Show the correct sequence of steps in completing a task will help support students challenged with auditory processing or short-term memory deficit

Didn't explicitly interpret a difficult social interaction but identifying salient features of the situation, brainstorm response options, evaluate the options by considering consequences each choice, select an option, develop a plan, and implement the plan in a role play situation

Situation - options - consequences - choices - strategies - simulation ( SOCCSS )

It is important to teach students how to calm down following a situation

So that they can appropriately engage for the rest of the day

Individualized short stories with pictures may be used to clarify a particular social context, the persuasive of others in that context, and outline the social skills to be performed. This can also be used to prepare students for a future situation with a change in routine. These are particularly effective for students with autism spectrum disorder

Social stories

Things AAC involves:

Some symbol set or vocab and a means for selecting and arranging the symbols. This can involve simple or complex instruments

1. Promoting partnerships between school and home. 2. Encouraging open communication at home and school about the students' strengths and needs. 3. Helping the student work towards skills that increase independence and helping the families learn ways to encourage those skills at home. 4. Setting up social/emotional support networks for families and/or students 5. Identifying or recommending respite care or other professional support (if necessary) 6. Participating in IEP planning and follow-up meetings. 7. introducing parents to national networks (parent training and information centers or community parent resource centers supported by U.S. Department of ED.) 8. Organizing training sessions for parents/guardians with similar concerns and needs

Special educators can support families in these roles:

delay in a student's language development, the student shows not other conditions that would cause such a delay in language development. Need support with morphology (adding suffixes to words to indicate tense or plurality)

Specific language impairment (SLI)

1. Setting a positive tone by treating parents / guardians with respect and focusing on solution that build upon student strength 2. Indicating respect for parents /guardian guardians knowledge and understanding of their child 3. Balancing the communication of good and bad news 4. Formally inviting parent / guardian to be involved and outlining how they can be involved 5. Providing parent /guardian with contact information 6. Avoiding educational jargon and explaining technical terms and acronyms as needed 7. Avoiding cliches that trivialize the situation 8. Using first person language 9. Asking specific questions 10. Responding to parents / guardians in a timely matter 11. Putting thoughtful planning into parent teacher conferences, including gathering student work samples and developing a clear purpose for the meeting 12. Being sensitive to cultural communication differences 13. Brainstorming possible barriers to communication and possible solutions 14. Always maintaining confidentiality

Specific strategies for effective communication with parents / guardian (14)

Congenital malformation of the spinal cord or vertebrae; physical disability; mildest form (occulta); more serious form (meningocele) do not show challenges with movement; myelomeningocele form typically have leg weakness and are unable to control their bowels or bladder; does not affect intelligence

Spina Bifida

Apply knowledge of effective strategies for communicating, collaborating, and consulting with general education teachers, related services providers telah other school staff members, and representatives of community agencies in providing learning opportunities for students with disabilities and knowledge of effective strategies for supervising and working with teachers aides, teaching assistants, paraprofessionals and volunteers

Strategies for establishing regular, on going communication and collaboration with educators, service providers, community agencies, and paraprofessionals will be addressed

1. Teaching students to use self assessment to decide whether their behavior is appropriate or inappropriate compared to the standards set by the classroom or school-wide rules 2. Negotiating with students on more acceptable alternative of behavior to both the teacher and the student 3. Teaching students to set goals for appropriate classroom behaviour 4. Teaching students to self-monitor and self record their appropriate behaviors 5. Teaching students to provide self reinforcement for making progress toward goals

Strategies for implementing behavioral interventions that support students ability to manage their own behavior (5)

Demonstrate knowledge of the importance of upholding high standards for professional practice through participation in professional activities and organization and knowledge of resources for enhancing ones professional skills and for engaging in lifelong professional growth and development

Strategies for improving professional skills will be addressed

Demonstrate knowledge of effective strategies for engaging in reflection and self assessment activities to identify one's own strengths and weaknesses, to become aware of cultural biases and differences, to improve instruction and to determine goals of professional growth

Strategies for promoting continuous professional growth will be addressed

1. Meeting in a private, safe and comfortable environment 2. Asking parents / guardians their feelings and concerns regarding the child's strengths and weaknesses 3. Providing evaluation results in a jargon-free manner 4. Giving descriptions of tests am and behavioral observations to support evaluations 5. Recognizing and referring to the child as an individual 6. Being sensitive to a family's heritage language and using interpreters if necessary 7. Maintaining confidentiality 8. Letting parents / guardians know that they are allowed and encouraged to invite or bring people to the meetings who have specialized knowledge of the child or who can offer the parents / guardians support

Strategies for successful communication and collaboration during IEP meetings

1. Peer mediation 2. Reflective listening. Listen actively and paraphrase what they hear, checking for accurate understanding 3. Brainstorming solutions. Solve problems by brainstorming potential solutions, listing disadvantages and advantages of each solution to arrive at the best solution with the greatest advantage 4. Compromise. Agree on a common goal, requiring each to give a little to reach a reasonable compromise 5. Redirection of attention. Teach students to remain calm by redirecting their attention to other, more important matters

Strategies for teaching problem solving and conflict resolution skills (5)

1. Being aware of schedule by having a visual picture at desk or kept on a lanyard card to be worn on a keychain attached to belt 2. Previewing and rehearsing at the most efficient route to take from one location to another on a school campus 3. Rehearsing and practicing transitions in advance 4. Encouraging questions and concerns and creating an accepting climate in which to communicate them 5. If possible, having the student with a disability select a pier with typical abilities to accompany him or her from one location to another

Strategies to encourage successful transitions (5)

1. Encouraging family involvement, as parents / guardians can often reinforce at home positive effort made during the school day 2. Arranging counseling interventions when needed 3. Establishing goals and monitoring process 4. Increasing students personal investment in the classroom 5. Training students to use positive attributions 6. Praising student effort and offering encouragement that incorporates the element of effort 7. Pointing out appropriate social models when other students exert effort and succeed

Strategies to foster students self esteem (7)

heart or gastrointestinal disorders, thyroid disorders, or compromised immune systems at possible

Students with Down syndrome often need corrective lenses or have trouble hearing

too high - may be excessively hungry or thirsty; may need to urinate frequently. if levels remain high - diabetic ketoacidosis (life threatening) too low - dizzy, drowsy, irritable, or faint take insulin, administered by injection or a pump, diets must be monitored carefully

Students with diabetes are at risk of hyperglycemia, or high blood sugar concentration

lack motivation and reluctant to try new activities. support students by: learning self-regulatory skills, can provide opportunities for adaptive and community-based activities that are relevant to the students. need frequent repetition of new skills and opportunities to generalize new skills to different situations

Students with intellectual disabilities may engage in distracting or inappropriate classroom behaviors.

support students by: identify appropriate assistive technology and help students learn to communicate.

Students with severe and multiple disabilities may have limited functional skills and may not be able to read, write or communicate effectively

trouble remembering and processing information and may seem confused when given instructions. tired easily and need a modified schedule. difficulty with social skills and impulsive behaviors support students by: teaching new problem solving strategies and plan structured outlines and rubrics that describe curricular plans and assignments over a long period of time. slow the pace of instruction.

Students with traumatic brain injuries (TBI) may act out in class or may show anxiety or depression

1. Preparing students academically and ensuring they are enrolled in college prep classes 2. Creating a culture of achievement 3. Encouraging students to build a college going identity 4. Using assessments that determine whether students are on track academically for college 5. Assistant students in completing the critical steps to college and tree, including college entrance exams and college and financial aid applications 6. Teaching students how to advocate for themselves and access services in college

Supporting students with disabilities who are transitioning from college can take many forms (6)

Fun for the improvement of post-secondary education (FIPSE), office of post-secondary education, U.S. Department of Education

Supports and disseminates innovative reform projects that are models for improving the quality post-secondary education and increasing student access

The most reliably effective approach for teaching math is... (3)

Systematic instruction in specific skills Review of prior knowledge skills Explicit instructions in which skills and concepts are taught in a strategic sequence that processes from basic concepts to calculation to problem solving, reasoning, estimation, and other advanced math concepts

Teachers can help students develop social and metacognitive skills through informal opportunities that arise throughout the school day

Teacher modeling, teacher coaching of students during social interactions, giving students immediate feedback, reinforcing positive social behaviors, and establishing expectations that students use these skills with one another in everyday situations

Apply knowledge of strategies for conducting in interpreting functional behavior assessment and for developing, implementing, modifying, and monitoring behavioral intervention plans for students with disabilities, including strategies for providing positive behavioral supports

The ability to apply principles of effective behavior management for students with learning and behavioral problems who are accessing the general education curriculum

Apply knowledge of appropriate expectations for personal and social behavior in educational and community settings and strategies for teaching problem solving and conflict resolution skills

The ability to take a proactive approach to teaching, the ability to take a proactive approach to teaching, providing mobile opportunities for students a disability to be included successfully in social situations with their peers and adults in community settings

When considering assistive technology option special education teachers should consider

The ease of use, comfort, dependability, transport ability, longevity and durability, adaptability, compatibility with other devices or systems, safety features, how to protect the device from theft or damage, and whether the device is socially appropriate and/or acceptable

To give students the skills to be as independent as possible, both in their present situation and in the future

The goal of functional and living skill curricula

Apply knowledge of strategies for teaching daily living skills

The students level of performance in the context of functional skills, the resources available in different environments on a school campus or in the community, and the student's ability to comprehend the benefits of learning a functional skills curriculum

Applying knowledge of strategies for fostering students social skills, for increasing self awareness, self-management, and self-esteem, and for developing self advocacy skills, resulting in self determination

The use of strategies to foster students interpersonal and intrapersonal development

1. Include all students in the rule making process 2. Have as few rules as possible that are specifically and positively stated 3. Conspicuously post the rules for all students to view 4. Use graphic depictions of rules 5. Clearly explain the reasons for the classroom rules and routines 6. Model, role play, and practice the rules on a regular basis 7. Acknowledge students feelings about rules and help them to see the rules as fair, sensible, and necessary 8. Enforce the rules immediately, consistently, and fairly 9. Use positive reinforcement for behaviors that follow the rules and ignore inappropriate behaviour

To establish effective classroom rules (9)

1. Meet with the student individually to discuss the purpose and importance of classroom behavior, how both student and teacher will benefit from better classroom behavior, and why the intervention is in the student's best interest 2. Operationally define the target behavior 3. Familiarize the student with a self monitoring instrument which the student should use during target times 4. Prompt the student to complete the self monitoring instrument at specified time intervals and keep an independent record for comparison 5. Meet with the student at the end of the period or day to discuss and compare notes 6. Offer rewards for matching the teachers Recordings and for appropriate behavior during the intervals

To implement a self monitoring system for A target behavior, a special education teacher they engage in the following sequence of steps (6)

Frequent feedback is important at the start of training, but the ultimate goal is...

To reduce the level of teacher feedback needed and to increase the students self-reliance and self-confidence as they start to feel successful at the tasks

1. Teach students how to chunk information by organizing, grouping, and categorizing similar information 2. Activate their prior knowledge and to use it to learn new information. Linking old and new information and creating relationships between past and present knowledge. 3. Teach students to organize information by using graphic organizers 4. Teach students to use mnemonics and acronyms to store information 5. Teach students to use visual aids to supplement verbal information 6. Teach students to use a calendar planner to help organize information, manage time, and assist memory. 7. Teach students to set realistic goals for themselves and list steps for how the goal will be achieved and the criteria for accomplishment. 8. Teach students self advocacy by using the I plan strategy. Inventory strength, weaknesses , goals, and learning choices; provide your inventory information; listen and respond; ask questions; name your goals

To support students' acquisition of compensatory strategies (8)

Apply knowledge of historical and philosophical foundations of special education and contemporary issues and trends in the field of special education

Understanding early trends in special education and why policies and practices have changed

Apply knowledge of effective strategies for communicating and collaborating with students with disabilities and their parents / guardians to help students achieve desired learning outcomes, including students with a variety of cultural and linguistic backgrounds

Understanding how to establish effectively two way communication between school and home

Demonstrate knowledge of the types and characteristics of various disabilities and the similarities and differences among students with and without diabilities

Understanding specific disability features and how they can impact students with disabilities.

Demonstrate knowledge of sources of specialized materials, curricula, and resources for students with disabilities. Effective career, vocational, and transition programs for students with disabilities. And strategies for developing and selecting instructional content that is responsive to students cultural, linguistic, and gender differences

Understanding the strengths of the student, his / her interest and preferences, and in what area or areas supports and services needed in order for the student to be successful

Apply knowledge of federal laws and policies and ethical guidelines related to the education of students with disabilities

Understanding what the laws and policies entail

Aggressive toward others or engage in repetitive self-injurious behaviors

Undesirable behavior

1. Model careful listening 2. Praise students exhibiting good listening 3. Engage students' attention before beginning to speak 4. Increase proximity to listeners 5. Give a direct instruction to listen 6. Reduce competing stimuli out distracters 7. Use verbal, pictorial, and written advanced organizers 8. Make oral material easier to understand by simplifying vocab, sentence structure, using high frequency words, and \ or giving information in short segments 9. Have students rehearse and summarize information 10. Teach listening skills directly and provide practice on skills such as predicting what might be heard, following directions, identifying main ideas and supporting details, drawing inferences, differentiating fact from fiction, and analyzing information critically. 11. When speaking, stress the words that are important for meaning

Use modeling to expand students' language, adding relevant information to student statements. Effective strategies: (11)

1. Projecting pictures on a large screen. Helps to hold the attention of students with ADHD 2. Flashing the lights to catch attention, such as to signal transition times or begin new instruction. May be necessary for students with auditory deficits or hearing loss and can also help provide structure for students with autism spectrum disorder 3. Sitting student in close physical proximity to instruction or instructor

Ways that special education teachers use cues (3)

Students with communication disorders may be reluctant to participate in class discussions and writing tasks.

Withdraw from large-group activities or social interactions during free-play periods support students by: providing assessments that reduce writing or speaking, scaffolded activities for writing and reading and small-group instructional activities.

it is IMPORTANT that any ________ maintain the integrity of the test itself and do not introduce bias

accommodations

designed to measure academic progress - what students have learned; standardized

achievement tests

universal screening

administering tests or collecting data on all students to identify the students who need further testing, and to determine whether they need additional support

1. can be used flexibly and can be tailored to a particular student. 2. can be integrated into classroom lessons. 3. following informal assessments, teachers can provide quick corrective feedback and adjust instruction as needed. 4. teachers can create informal assessments that are directly linked to curriculum and instruction

advantages of informal assessments (4)

Articulation disorders

affect a student's ability to produce certain sounds and sound combinations

demonstrate knowledge of strategies for planning and managing the learning environment for students with disabilities, including strategies for establishing reasonable behavioral expectations, designing consistent daily routines, fostering students' independence, and maintaining students' attention

an understanding of classroom management techniques that support students with disabilities

Demonstrate knowledge of basic assessment terminology and the characteristics, uses, and limitations of various types of formal, informal, and alternative assessments

an understanding of how and when different assessments are used

Identify components of the Evaluation Team Report (ETR) and the roles of special education teachers, gen. ed. teachers, students with disabilities, parents/guardians, related services providers, and others play in planning and implementing IEPs, transition plans, behavioral intervention plans, and other individualized plans

an understanding of how special education teachers collaborate in the development and implementation of individualized education

applying knowledge of strategies for creating a safe, supportive and positive classroom and school-wide climate that fosters respect for diversity and positive interactions among all students

an understanding of how to encourage respect, empathy and positive social skills

Apply knowledge of procedures for developing IEPs and other individualized plans and criteria and strategies for determining goals and objectives for IEPs and other individualized plans

an understanding of the development of an IEP

demonstrate knowledge of barriers to accessibility and acceptance of students with disabilities and adaptations that can be made to the physical environment to provide optimal learning opportunities for students with disabilities

an understanding of ways to organize the classroom environment safely and effectively

understanding how best to design an educational program that meets the needs of students with disabilities while providing them access to the general curriculum

apply knowledge of strategies for integrating affective, social, and life skills with academic curricula; for incorporating and implementing instructional and assistive technology into students' educational programs; and for prioritizing areas of the general curriculum for students with disabilities

designed to predict academic success; standardized

aptitude tests

physical environment

arranged so that all students can move freely and have access to materials; individual desks should be spaced widely enough apart in order to accommodate a wheelchair or a student who uses crutches or leg braces; backpacks and book bags should be placed in designated spaces so that there is more room to navigate withing the classroom

Learning Disabilities

average or above average intelligence but an unexpected academic weakness in one or more content areas

Diagnostic assessments

baseline data for comparing how much learning has occurred after the learning activity is completed; can guide the special education teacher in determining where to target instructional intervention

when are assessments given?

before instruction - baseline and following instruction the difference in scores is attributed to learning

instructional technology tools

can involve multiple sensory modalities, facilitate interactivity, and provide opportunities to develop students' attention, memory and motivation

AIDS (Acquired Immune Deficiency Syndrome)

cannot resist or fight off infections; health impairment

more significant modifications

change the format of test items to ensure they are understood or provide parallel test formats at lower difficulty levels; change the grading criteria; use alternatives to letter and number grades

Response to intervention (RtI)

collection of data on the students' responses to various levels of instructional interventions. provides interventions within multi-tiered levels of instruction.

Atypical language development and communication delays

communicate successfully using spoken language i.e. echolalia, repeating part of a sentence they just heard limited eye contact or extreme focus or interest in one topic of conversations difficulty understanding figurative language and humor

consistently engage in antisocial behaviors that interfere with others

conduct disorders

students are assigned to small groups to collaboratively to complete group activities; group success depends on each individual completing his/her part; emphasis on integrating social skills into academic activities that can boost student learning and performance. special ed teachers must be able to explicitly model and teach students how the group will be structured and monitor individual and group processes and outcomes

cooperative learning

some examples of formative assessments are...

curriculum-based measurements, class discussions and homework

students with limited mobility or paralysis may have trouble controlling their bladders or bowels

daily catheterization from a trained school staff member; learn safe techniques for self-care

fostering students' indepenence

delicate balance between being too supportive and stunting the students' growth and giving students responsibilities they are not yet able to handle

criterion-referenced assessments

designed to provide information about whether students have mastered particular educational objectives. scored against the criterion - how much of the content or how many of the goals has the student met?

norm-referenced assessments

determined by comparing a student's performance with the performance of others

Intellectual Disabilities

developmental delays in most aspects of academic and social functioning. significantly below-average general intelligence and adaptive behavior.

Students with learning disabilities may show inconsistent or poor academic performance and may be disruptive to other students in the classroom.

difficulty working independently, give up easily support students by: teaching strategies to organize their work schedule, using differentiated instruction and providing frequent assessment and feedback regarding progress

1. student's strengths 2. parents'/guardians' concerns and ideas for enhancing their child's education 3. results of recent evaluations or reevaluations 4. student's performance on state and district-wide tests 5. special factors to be considered 6. supports the student needs

discuss assessment results in the context: (6)

Students with intellectual disabilities:

do not have strong social skills, conceptual skills (reading and self-determination), or practical skills used for daily living. more likely to forget information successfully learn strategies to compensate (using cues or rehearsal) need support learning how to transfer skills from one context to another benefit from opportunities to learn how to transfer materials and in community-based settings frequently externally motivated may communicate less fluently or effectively as their peers.

process of systematically gathering evidence that documents student knowledge, skills, and behaviors and using this evidence to determine if a student's performance matches expectations and standards. using the information to make instructional and diagnostic decisions in order to improve student and teacher performance

educational assessments

systematic, explicit, sequential and scaffolded

effective instructional strategies for teaching writing

1. creating a behavior reward chart based on reinforcement of positive behaviors 2. discussing with the student strategies for making better choices 3. modeling good behaviors and explicitly demonstrating how to behave appropriately

effective strategies to keep and maintain consistent behavioral expectations and procedures (3)

Most IMPORTANT in testing students with disabilities is

ensuring that test results reflect students' knowledge and skills, not their disabilities

rapport

establishing trust and ultimately a bond between the teacher and the students

Students with autism spectrum disorders (ASD) may be inattentive, may learn slowly, or may be withdrawn with peers

exhibit self-injurious behaviors or may become aggressive toward others when there is a change in the daily routine. Support students by: teaching social skills and communication skills; positive behavioral supports are particularly effective with these students.

those who are slow to formulate and communicate their ideas are described as having?

expressive language disorders

communication disorder accommodations

extended time, access to a computer for writing, verbal or visual supports, testing format that require students to select a response rather than write freely, use of assistive technology

deaf or hard of hearing accommodations

extended time, having a person interpret the directions, having an opportunity to learn about and practice the test format in advance

learning disability accommodations

extended time, having a person or computer read the instructions and questions aloud, calculator for assessments, having the test presented via computer

visual impairment accommodations

extended time, having a person read instructions or items that do not access reading ability directly, having a person to record responses, access to a computer for writing, frequent breaks, an environment with few distractions

health impairments or physical disabilities accommodations

extended time, having the test presented via computer, frequent breaks, having a scribe to record responses

intellectual disability accommodations

extended time, hearing test items read aloud, providing oral response, having the opportunity to ask for clarification on particular items

emotional or behavioral disorder accommodations

extended time, taking the test individually, taking breaks during testing

accommodations that alter the procedure

extra time, quiet room, oral instructions

apply knowledge of the continuum of placement and services available for students with disabilities, including knowledge of state-approved supports to enhance students' integration into various program placements

familiarity with the level of restrictiveness of various placements and services

Students with emotional or behavioral impairments may be frequently off task, refuse to follow directions, or engage in inappropriate behavior or language

fight with peers or socially withdrawn. support students by: teaching social skills; conflict-resolution strategies, and creating opportunities for the students to make positive contributions to the group

hesitation and stuttering

fluency disorders

1. have associated data regarding their reliability and validity 2. teachers can use one assessment measure to gather the same information from all students and can then screen a large number of students at one time

formal assessment advantages (2)

What are the students learning? What do the students know or what skills are they demonstrating right now?

formative evaluations answer what two (2) questions?

autism spectrum disorder accommodations

frequent positive reinforcement, being assessed by a familiar person, following the usual class schedule as much as possible

Need for predictability

gain security from environmental structure. experience anxiety in unfamiliar situations. focus intensely on adherence to routines. become upset if things are out of place or sequence.

Tier 1 of RtI

general education teachers provide evidence-based instruction or behavioral support to all students in the class.

1. keeping the classroom uncluttered, clean, attractive, and uncrowded, especially in high traffic areas 2. making sure necessary materials are accessible, organized, and stored appropriately 3. ensuring that the classroom is well ventilated with appropriate lighting 4. maintaining an appropriate noise level 5. establishing personal physical space, a desk and materials for each student 6. arranging the classroom so that all students are easily seen and accessible to the teacher and that all students can easily see instructional presentations and displays 7. providing for the needs of teachers' aides, teaching assistants, and paraprofessionals in the inclusive classroom

general tips for creating a structured physical environment (7)

if a crisis occurs teachers should:

get help, document the situation, contact the parents/guardians, and call an IEP meeting to make sure that the support a student is receiving is adequate

1. be aware of antecedent or escalating behaviors that start small (pencil tapping, twitching leg movements, facial expressions, or changes in breathing patterns 2. teach self-awareness and self-management to individual students so that they can recognize their own signs of escalating behaviors and emotions and learn how to respond appropriately 3. listen empathetically as a first response to use when a student is anxious or stressed 4. be directive when behaviors escalate to those of resistance,that is, offer "if/then" choices

help prevent a crisis (4)

1. use action verbs and adjectives 2. activities to build students' descriptive skills and model how to describe pictures clearly 3. planning sheets for writing assignments; plan the topic, the purpose, the type of information and the structure of the writing product 4. graphic organizers help arrange ideas according to the writing assignment 5. use modeling and "think-aloud" when teaching students to brainstorm, plan, organize, compose, revise, and edit their writing 6. teacher students composing strategies like Think-Stop_dare for writing persuasive essays (Think - who will read this? why am i writing this? STOP - suspend judgement, take a side or position, organize ideas, plan more as you write; DARE - Develop your topic sentence, Add supporting ideas, Reject opposing arguments, and END with a conclusion 7. opportunities to revise papers (self-evaluation) and others' papers 8. peer-supported strategies and have students read each others' paper for revision and editing purposes 9. functgional wirting activities, writing a note, an email to someone, creating a shopping lists, filling out various forms, and completeing modified book reports 10. activities to use the spell-check and grammar-check readters of computer word processing software 11. use a graphic organizer to help them learn to write coherent paragraphs 12. teach specific strategies for editing their writing (COPS - Capitalization, Organization Punctuation) 13. mini-lessons on targeted writing skills - additional practice 14. opportunities to write for a particular purpose and audience

help students learn written expression skills (14)

Formal assessments definition and examples

highly structured and provide specific guidelines and procedures for administering, scoring and interpreting results; can be used to inform eligibility and placement decisions and to develop goals for specialized instruction. standardized tests, standardized checklists

Oppositional defiant disorder

hostile and defiant behaviors temper tantrums, arguments, and irritability

Apply knowledge of strategies and procedures for administering assessments, including strategies for using technology and procedures to avoid bias during the assessment process:

how to remove assessment barriers for students in order to get accurate representation of their skill level

Apply knowledge of the implications of various disabilities for education and learning, development and other aspects of an individual's life

identify characteristics of disabilities that affect the development and growth of students with disabilities.

Dyslexia

impacts a student's ability to learn to read, to recognize sound segments or letters, following along in text and comprehending what they read

Dysgraphia

impacts a student's ability to learn to write, often their handwriting and/or spelling

Assessment

involves gathering information about a student's strengths and needs in all areas of suspected disability. individualized intelligence tests, individualized achievement tests, curriculum-based assessments, rating scales, direct observations, ecological assessments, portfolio assessments, and/or interviews

Recognize the unique medical needs that accompany various disabilities and the possible effects of medications

knowledge of health issues and their treatments including medications and their effects.

apply knowledge of strategies for modifying the learning environment to manage behaviors and strategies for crisis prevention and intervention

knowledge of how best to set up a classroom and how to monitor and detect signs of impending conflicts of crises

apply knowledge of effective methods for fostering students' active participation and individual academic success in one-to-one, small-group, and large-group settings and for facilitating students' integration into various settings

knowledge of strategies for motivation students, building on students' strengths and interest, and fostering participation

informal assessments definition and examples

less structured, non-standardized methods of evaluating a student's progress; useful in helping the IEP team make eligibility and placement decisions for students who demonstrate a lack of sufficient student progress over time after receiving reserach-based interventions teacher-made quizzes and tests, observations and interviews, baseline data

math activities relevant to independent living is essential preparation for students transitioning from secondary to post-school settings; practice in budgeting time and money, estimating income and expenses, purchasing goods and services, investigating hiring opportunities, playing games of chance, reading charts and tables, planning travel, and accessing public transportation

life skills mathematics

1. can be subject to bias (teachers may have expectations for what they expect to see and may interpret student behaviors based on those expectations) 2. offer limited comparative data 3. take time to prepare

limitations of informal assessments (3)

students who use orthopedic devices, such as braces...

may develop sores from pressure of their orthoses on joints

Student's with ADHD:

miss details, stop working before a task is complete, easily distracted by stimuli in the environment, disorganized and lose things more often than peers trouble controlling activity level and/or impulses, more excessively trouble waiting for a turn or shout out answers before the teacher finishes talking conflicts with friends, families, and teachers and may feel rejected.

Depression or bipolar disorder depressed may cry often, lose motivation for things that were once enjoyable, lose weight and disregard hygiene, or have suicidal thoughts

mood disorders

Attention-Deficit/Hyperactivity Disorder (ADHD)

more easily distracted and divide their attention between multiple stimuli instead of staying on task when compared to others at the same developmental level

Communication Disorders:

more likely to mispronounce sounds and have speech that lacks fluency are identified as having a speech disorder

Unique medical needs and possible effects of medications

numerous absences; symptoms that arise in class should be monitored by a teacher; require special medications or health procedures during the day. special medical treatments or management can be written into an individualized healthcare plan (IHP)-- can be a component of an IEP. teachers need to: be aware of students needs and must monitor student behaviors, reporting any concerns to parents and/or school medical staff.

to monitor students' progress in order to adjust instruction and interventions as needed.

one IMPORTANT reason special education teachers use formative assessments is:

Sensory and movement disorders

overresponsive or underresponsive to sensory stimuli show atypical movement of the head, trunk, and limbs clumsiness or posture awkward

cross-age: older students serve as tutors for younger students same age: students who are more skilled in a particular area can tutor students with developing skills in that area class-wide: all students in the class are divided into pairs of students, who then alternate roles of tutor and tutee to master skills dramatic increase in engaging time on task

peer tutoring

particularly effective with students with ASD; without disabilities are recruited and trained to serve as peer supports

peer-to-peer supports

best used for assessment of procedural knowledge; evaluating motor skills and adaptive skills; structured rubric for scoring performance assessments helps keep the evaluations unbiased and comparable across students

performance assessments

1. observing group dynamics and intervening if necessary 2. providing a physical environment, schedule, activities, and materials that encourage positive interactions among students 3. encouraging students to look for the strengths in others 4. developing opportunities for students to work toward a common goal 5. monitoring group composition and assigning partners and groups when necessary to ensure diversity but also cohesiveness 6. planning time for students to get to know one another and to share mutual interests 7. providing explicit social skills instruction, if necessary

promote positive interactions among students with disabilities and other students (7)

1. present examples of sound-symbol relations for a small group of letters and provide sufficient practice decoding specific word patterns in reading passages 2. present activities that require identifying similarities and differences in written word endings or written word beginnings 3. present activities that involve putting syllables together to form words 4. present activities that require dividing written words into syllables 5. present activities that require identification of closed syllables and open syllables 6. present vowel sounds before presenting long vowels 7. present separately letter sounds with similar auditory 8. present activities with the silent "e" that require changing a short vowel to a long vowel 9. provide activities to present the r-controlled vowels which represent a new vowel sound 10. provide activities to teach consonant digraphs - two consonants make a new sound that does not correspond with either letter 11. present key words that help students remember the sound of the letter 12. present activities in which letters have more than one sound 13. present activities in which different letters have the same sound 14. present activities using color-coded vowels and consonants to highlight their differences 15. present activities using a multi-sensory approach 16. present activities in which prefixes, suffices, and inflectional endings are added to base words 17. present activities in which onset and rime have to be combined to create new words

provide effective phonics instruction (17)

explicit, intensive, and systematic instruction in: 1. phonemic awareness 2. phonics 3. vocabulary 4. fluency 5. reading comprehension

provide effective reading instruction, special education teachers must provide:

Tier 2 of RtI

provided for those students who are not making adequate progress in Tier 1, small-group intervention. supplement the core curriculum taught or support it in the classroom as part of the general education program

crisis prevention

requires teachers to be able to detect signs of impending conflicts or outbursts, eliminate triggers that may result in individual or group crises, and prepare for difficult situations or changes in schedule or routine

design, implement, monitor, and evaluate instruction in reading and writing for students who have disabilities that interfere with reading and writing

special education teachers must be able to:

Apply knowledge of the roles families and communities play in students' development and learning

specific strategies for working with families of studnets with disabilities. what kinds of community services are available to students with disabilities will be useful

uniformity in the content and administration of an assessment measure; help to reduce bias in testing and scoring

standardization

1. learning students' names quickly 2. greeting students positively as they enter the room and say goodbye at the end of the day or class 3. showing enthusiasm when speaking with students individually or in group settings 4. establishing eye contact, using open arm gestures and smiling 5. paying attention and responding to students' needs, expressed both verbally and through body language 6. being an active, emphatic listener who is objective, not judgmental 7. treating students as individuals and taking a genuine interest in their non-academic pursuits 8. pointing out and celebrating student successes 9. disciplining students when their peers are not present whenever possible 10. establishing clear boundaries but being approachable 11. creating and using instructional materials and examples that are relevant to students

strategies for establishing a positive rapport with students (11)

1. working with general education teachers to minimize background noise in the classroom 2. providing preferential seating 3. using nonverbal cueing or prompts to redirect or support the student 4. keeping a positive reward chart at the student's desk for good behaviors and good study skills 5. checking for understanding after directions are given and having the student with disabilities retell the directions to a neightbor

strategies for facilitating integration of students with disabilities into gen ed classrooms (5)

1. encouraging self-reliance and praising students for problem solving, being creative, and tackling tasks, rather than reserving praise for a successful outcome 2. giving students developmentally appropriate choices with multiple acceptable options 3. breaking tasks into manageable stages or steps 4. encouraging students to take responsibility for preferred tasks and progressively adding responsibilities for less-preferred tasks 5. teaching routines and schedules to follow 6. providing appropriate and effective assistive technology and ensuring that the student knows how to use it 7. teaching study skills (how to use checklists, schedules, and planners and how to set up organizational systems for keeping papers and homework readily accessible) 8. arranging the classroom so that the teacher can supervise the whole classroom while multiple activities occur 9. providing easy access to student supplies, in locations that are clearly labeled 10. fostering social skills, including conflict resolution strategies 11. teaching students how and when to seek assistance 12. scheduling independent activities into the school day

strategies for fostering students' independence (12)

overall summary; end of an instructional unit; final exams; high-stakes achievement tests; adhere closely to the learning objectives

summative assessments

the most reliably effective approach for teaching reading is...

systematic and explicit instruction - skills and concepts are taught in a strategic sequence that progresses as students build skills provide an organizational framework and model each skill repeated opportunities for students to practice, master and retain new skills so they can eventually perform the skills fluidly and independently

ADHD accommodations

taking breaks, testing environment with few distractions

apply knowledge of ways in which teacher attitudes and behaviors affect students with and without disabilities and effective strategies for establishing and maintaining rapport with all students

the awareness that effective teachers have respectful attitudes and high standards for all students and understand students' unique strengths and needs

Interpret and use information from formal and informal assessments to collaborate with the team in making eligibility, program, and placement decisions; and planning monitoring, and evaluating instructions

the teacher's ability to interpret assessment data, to communicate assessment results to the team, and to use assessments for the purpose of informing educational decisions

1. model fluent reading by reading aloud to students 2. have students practice reading aloud easy books to younger children 3. provide repeated choral reading opportunities in which the teacher reads a passage, the teacher and a student read the same passage together, and the student reads the same passage alone 4. use peer-supported arrangements to provide students more opportunities to practice reading fluency 5. use software programs as another tool to promote fluency 6. use readers' theater as a fluency-building activity

to help students become more fluent readers (6)

token economy

to increase desirable behaviors and decrease undesirable behaviors through the use of tokens; can be earned for exhibiting a target behavior and then exchanged later for a tangible reward or privileges; should be provided to student as soon as possible after they exhibit the desirable behavior

Students with cerebral palsy or epilepsy may develop seizures, resulting in uncontrolled movement, loss or altered state of consciousness, or sudden change in muscle tone.

tonic-clonic seizure - vomiting or cessation of breathing - seek medical assistance if seizures are long-lasting of rapidly repeated. less severe seizures - reassure the student and provide a place to lie down or rest if necessary epileptic seizures - managed with anticonvulsant medication - can cause drowsiness or dizziness

Visual Imparinments

totally blind if they cannot receive any meaningful visual input; rely on other senses; functionally blind have limited visual input; braille for reading and writing; low vision can read print but may need some type of assistive technology or adaptations; early intervention is crucial

Students with ADHD WITHOUT hyperactivity may be inattentive, forgetful or withdrawn while students with ADHD WITH hyperactivity may be restless, easily distracted, impulsive, and talkative

typically incomplete or disoganized and low motivation support students by: structuring the environment and instructional tasks to minimize disruptions; set goals and develop prompts and cues that help keep them on task

apply knowledge of strategies for selecting, adapting, and modifying multi-level assessments to identify students at risk, provide evidence-based interventions and instruction and monitor student progress

understanding of how context and individual needs inform the use of assessments

Apply knowledge of how to collect, organize, interpret, and evaluate assessment data to inform and improve instruction and interventions

understanding of the components of data-driven instruction i.e. response to intervention, progress monitoring, and appropriate data collection

apply knowledge of screening, prereferral, referral, and eligibility procedures

understanding of the procedures used to determine whether a student is eligible for special education services

severe and multiple disabilities accommodations

use of alternative assessments i.e. performance and portfolio-based assessments

assistive technology

used to increase, maintain, or improve functional capabilities of individuals with disabilities

class schedule

visual schedule showing the daily activities in sequence; IMPORTANT that ADHD students be given certain accommodations to address their deficits in task attention and task completion (stretch breaks, stand at their desks)