Praxis 5543 - Special Education Core Knowledge and Mild to Moderate Applications Ultimate Set Part 2

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Glasser, William

choice/control theory

test modifications: directions

key words could be underlined by the teacher,, or the teacher could read directions aloud and ask if there are any questions before begining

Bloom's taxonomy

knowledge, comprehension, application, analysis, synthesis, evaluation

differentiated instruction

modification of curriculum that allows all levels and styles of learners to access it

internal time stealers

poor planning, over-commitment and procrastination

uses peer pressure, reinforcement, body language and proximity to change behavior

positive classroom discipline

Kathleen, a seventh-grade teacher, starts a lesson on Native Americans by showing a documentary. She then provides artifacts such as beads, bracelets, and poster once used by Native Americans. After discussing the documentary and artifacts, Kathleen provides skeleton guided notes with important facts and dates. At the end of the lesson, she asks how the Native American influences are seen in contemporary life, and the students are asked to create their own artifact to represent their lifestyle. Which of the following describes the strategy Kathleen is using to teach this content? - modeling different processes - using several memory strategies to assess students in information retention - presenting information in multiple ways to address students' learning styles - using self-regulation activities

presenting information in multiple ways to address students' learning styles

Non essential materials in lesson plans include..

procedural sub-points and time estimates

naturalistic teaching

procedures that involve activities interesting to students with naturally occurring consequences.

Standard error of measurement

the estimate of the "error" associated with the test-taker's obtained score when compared with their hypothetical "true" score

Automaticity

the fast, effortless word recognition that comes with a great deal of reading practice and refers only to accurate, speedy word recognition

test modifications: adapted expectations

the grading scale could be altered to account for students with lower cognitive functioning that may know some of the concepts, but not all of them

extinction

the gradual loss of an association over time

onset

the initial consonant or consonant cluster of a one-syllable word

PARC vs. commonwealth of PA

FAPE for all kids 6-21 regardless of degree of impairment

Maslow

Hierarchy of needs

performance objectives

observable behavior, a standard for behavior

Organizing learning environment for students with physical disabilities

All paths to and from student desks and materials must be accessible

Measurement error

All the variations that impact an examined's performance

learning strategy

An approach that teaches students how to learn and remember particular content.

Achenbach System of Empirically Based Assessment (ASEBA)

An assessment that deals with socio-emotional development and which relies on observations and data collection from parents and teachers

Norming group

An early group of test takers that are selected to be representative of the people who will take the test in the future

Maladaptive Behavior Index

Another adaptive behavior test

Adaptive Behaviors Assessment

Another adaptive bejhavior test

Most people with severe and multiple disabilities have a primary condition of

Articulation

Diana vs Board of Education

Hispanic students cannot be placed in SPED based on results of culturally biased tests, must be tested in native language

Modifications

Instruction and assessment that alter learning expectations Educational practice for ID

Evaluations for SLDs must include...

Instruction and interventions employed to remediate Assessment across language, writing, math, reading, and cognitive ability One observation

Wechsler Adult Intelligence Scales (WAIS)

Inteligence test for adults 16 to 90 years

Wechsler Preschool and Primary Scales of Intelligence (WPPSI)

Intelligance test for childreen ages 2years 6 months to 7 years 3 months.

Phobia disorders—ED

Intense fear of a specific object or situation

Systematic Instruction

Intensive and direct instructional strategies, such as discrete trial teaching or natural environment training Educational practice for ID

Unit Planning

Interconnected set of lessons usually lasting two to six weeks

Bell Curve

A normal distribution of scores that resembles a bell. This distribution has the largest amount of score around the middle

Adaptation

A change made to the environment or curriculum.

Concept mapping

A form of indirect teaching- helps students organize information and establish relationships among different ideas

Evolutionary

Focuses on how the evolutionary history of an organism prepares it to learn some things more readily than others

Stanford-Binet Intelligence Scales

A intelligence test

In order to meet the needs of an infant or toddler with disabilities, the results of an evaluation are used to develop an

IFSP

Peer/mediated intervention

A peer is trained to support the social and educational interactions of a student with a disability Educational practice for ID

Stuttering

Most common form of fluency impairment. Characterized by: Repetitions Prolongations Interjections Blocks Revisions

Down syndrome

Most common genetic cause of ID

People that can recommend a child for testing

A person from the state agency and the parent

phenomenological approach

addresses self concept

Maslow

Humanism Theory: Hierarchy of Needs

Law for IEP

IDEA

inference

an idea or conclusion thats drawn from evidence or reasoning - educated guess that can be developed with a lot of practice and guidance.

behavior modification plan

changes learned inappropriate behaviors

Discalcula

A mathematical disability in which the student has a difficult time solving arithmetic problems and grasping math concepts

Imaginative or symbolic

improve social skills, increase language concepts

Interdisciplinary Team

Most effective

assistive technology

item or piece of equipment that maintains or improves functional capabilities for students with disabilities

Erikson

"8 Stages of human development" based on conflicts in life

inflectional suffixes

minimally change the meaning of the base word. (ing, ed, and s/es)

contextual analysis

A word-learning strategy used to infer meaning from the surrounding text and definitions.

Glasser

"Choice Theory" Children have input, class meetings to decide on appropriate behavior.

Ivan Pavlov

"Classical Conditioning" Who?

Maria Montessori

"Follow the Child" Who?

Albert Bandura

"Modeling": Attention, Retention, Reproduction, & Motivation Who?

Functionalistic

starts with Darwin and stresses the relationships of learning and adjustment to the environment

Physical development: 4 years old

Can use spoon and fork Can pour liquids Can drink from a cup and star e Can catch a ball when it's bounced towards them Has completed potty training

Piaget

"Stages of Cognitive Development" 1) Sensorimotor 2) Preoperational 3) Concrete Operational 4) Formal Operational. See notes.

Jean Piaget

"Stages of Cognitive Development" Who?

Gilligan

"Stages of Ethics of Care" Feministic stages of women: Pre-conventional, Conventional, Post Conventional

George Berkeley

"The only reality is in the mind" Nothing exists if it is not perceived. Physical qualities projected on environment. Ideas are the only things we experience directly and are therefore the only things we can be sure of.

2 Theories on teaching reading

1) Subskills and 2) Whole Language

Terms important to Behaviorism

1. Conditioning 2. Intrinsic and Extrinsic Rewards 3. Reinforcement 4. Punishment

Explicit Instruction

1. Tap prior knowledge 2. Model while thinking aloud

Examples of Social Learning Theory

1. Modeling 2. Reciprocal Determinism 3. Vicarious Learning

Key Theories from Constructivism

1. Problem Based Learning 2. Zone of Proximal Development 3. Scaffolding 4. Discovery Learning 5. Inquiry Model

Key Terms Related to Cognition

1. Schema 2. Info Processing 3. Mapping

Mnemonics STAR Strategy

1. Search the word problem- What facts do I know? What do I need to find out? 2. Translate the words into an equation in picture form (C-S-A) 3. Answer the problem 4. Review the solution

Alphabet Knowledge is defined as...

the ability to id the uppercase and lowercase letters by name.

3 domains of behavioral objective

1. cognitive 2. affective 3. psychomotor

Formal Operations

11 and up, can reason in hypothetical situations, abstract thought.

What percentage of children cannot develop phonemic awareness regardless of their environment or instruction?

20%

Severe intellectual disability

20-25 to 35-40

3. Toni is a seventh-grade student classified with a specific learning disability (SLD). Her science teacher states that she is an active participant in class, completes homework on time, but her reading comprehension is below grade level. A chapter test is planned for next week. Which of the following assessment accommodations would be most appropriate for Toni's individualized education program (IEP)? (A) Allowing the use of a dictionary to check spelling (B) Reading the test aloud to her (C) Administering the test to her in a separate room (D) Providing her frequent breaks during testing

3. This question assesses the ability to make appropriate accommodations to classroom assessments. (B) is correct because Toni comprehends the material presented in class; thus, reading the test to her would eliminate the struggle to read the questions and allow her to focus on the content of the test. (A) is incorrect because Toni's disability is in the area of reading comprehension and a dictionary would not be an appropriate accommodation. (C) is incorrect because there is no indication that Toni is suffering from test anxiety or another condition that would be alleviated by testing in a separate room. (D) is incorrect because there is no indication that Toni has difficulty concentrating or any other condition that would require frequent breaks.

Students with learning disabilities account for approximately what percentage of the students in special education?

50%

mild intellectual disability

50-55 to 70

Cognitive theory: concrete operational stage

7-11 years old Beginning of logical thinking—make deductions Learn the concept of conservation—core thing remains the same even if its appearance changes

Pretend Play

9 to 18 months

Students with mild mental retardation make up what percentage of all students identified with mental retardation?

90%

Ms. Jackson currently serves special education students by providing instructional support in English language arts, mathematics, and science. One of Ms. Jackson's students is Billy, a fifth-grade student with a learning disability who is failing math and science. Ms. Jackson plans to schedule an IEP meeting to discuss Billy's failure to learn the grade-level math and science curriculum. Which of the following is the most important first step for Ms. Jackson to take? A.Providing the parents with a meeting date, time, and place for them to accept well in advance of a proposed meeting B.Scheduling the IEP meeting with the school secretary, who keeps the master calendar for the principal C.Sending an e-mail, requiring a response, to each member of the IEP team inviting them to the IEP meeting D.Contacting the parents by telephone to discuss the procedures that will be followed at the IEP meeting

A A parent must have written notice of any scheduled IEP team meeting early enough to provide the opportunity for the parent to accept or suggest an alternate date or time.

Hofstee Method of pass/fail

A compromise between the norm referenced test and the criterion referenced test. A difference is taken between a norm-referenced test and an criterion referenced test. Educators estimate an acceptable number of students who would fail the test and the largest number of test items a student who fails the test would answer correctly. They then plot the answers to this number of items plus two more on the cumulative score distribution. This allows them to determine how many items students could miss and how many failed test items would affect the number of students who could fail

Schema

A concept in the mind about event, scenarios, actions, or objects from past events.

Schema

A concept in the mind about events, scenarios, actions, or objects that have been acquired from past experience. The mind loves organization and must find previous events or experiences with which to associate the information, or the information may not be learned.

Readiness to Learn

A context within which a students more basic needs (such as sleep, safety, and love) are met and the student is cognitively ready for developmentally appropriate problem-solving and learning.

Behavior Management Strategies

A designed program that integrates the needs of the individual student with the environment.

Teletypewriter (TTY)

A device for text communication over a telephone line Educational practice for Deafness/Hearing Impairment

Quick Check for Basic Sight Words

A fast way to test basic sight word knowledge. Give S the stimulus sheet and have S read words in their numbered order. If S doesn't know word, instruct them to say "idk." If correct, "+." If not or pauses for >1 second, "-." If idk, "?." If just one word is missed, proceed to the entire basic sight word test.

Oberti v. Board of Education of the Borough of Clementon School District, 1992

A federal district court ruled that a self-contained special education class was not the least restrictive environment for a student with Down syndrome. The court ruled that school districts were obligated to first consider regular class placement, with supplementary aids and services, before considering alternative placements.

Blindness and visual impairment

A loss of sight that impacts a person's ability to complete daily life activities

Metacognition

A person thinks about their own thinking.

metacognition

A person's ability to think about his or her own thinking. Metacognition requires self-awareness and self-regulation of thinking. A student who demonstrates a high level of metacognition is able to explain his or her own thinking and describe which strategies he or she uses to read or to solve a problem.

Snack

A phase in play-based assessment: child is given a snack to observe self-help skills

Distributed Cognition

A process in which two or more people work collaboratively to share ideas and solve problems together, resulting in new cognition that may not have been possible with out the other.

Affective Domain of Reading

A process of reading that occurs when a S wants and enjoys reading. Interests, attitudes, and self-concepts (belief they will do well at the task of reading) affect this process of reading.

Co-teaching

A special educator working side-by-side with a general educator in a classroom, both teachers provide instruction to the group

vowel combination

A spelling pattern in which two or more adjoining letters represent a single vowel sound (e.g., ea for /e/ in bread, oa for /o/ in boat)

Learning

A relatively permanent change in behavior or behavioral potentiality resulting from experience which can not be attributed to temporary body states such as illness, fatigue and drugs.

Asthma—OHI

A respiratory disorder characterized by narrowing of the airways that restricts breathing

IDEA '97 requires which of the following on an individualized education plan (IEP)?

A statement that explains why the placement is the least-restrictive environment

Contingent Teaching

A strategy for helping a student and eventually fading out the support as he gains mastery.

task analysis

A strategy in which the goals are broken into smaller steps and sequences while keeping the learner's pace in focus.

Chunking

A strategy that allows a student to remember and organize large amounts of information.

Which of the following wold be most indicative of a receptive language disorder?

A student looks at other students to see what they are doing when directions are given

Direct Instruction

A teacher-led instructional procedure that provides students with specific instructions on a task, teacher-led practice, independent practice, and immediate corrective feedback. Also referred to as explicit instruction.

Chaining

A technique in which student performance is reinforced so the student will continue to perform more complex tasks in the sequence.

learned helplessness

A tendency for a person to be a passive learner who is dependent on others for guidance and decision-making.

Criterion-referenced test

A test given is compared to a basic criteria of achievement

Norm Referenced Test

A test that compares a test takers score to a normative sample.

Choice Theory

A theory articulated by psychiatrist William Glasser holding that humans have fundamental needs such as survival, love, power, freedom, and fun, and that throughout our lives, our actions are attempts to satisfy these needs

Cognitivism

A theory of learning. The idea is that learning is a conscious, rational process. People learn by making models, maps and frameworks in their mind. ~ is the opposite of behaviorism.

Graphic Organizer

A visual-spatial organization of information to help students understand presented concepts.

Cluttering

A type of fluency impairment. Speech is rapid or irregular. Includes deletion of syllables and dropping of word endings.

Aptitude test

A type of norm-referenced assessment. Measure learned abilities such as math and verbal reasoning. They also help to predict the course of future learnings the SAT and the ACT are both aptitude tests

Personality tests

A type of norm-referenced assessment. Measure the tendency of a student to behave in a certain way

Achievement tests

A type of norm-referenced assessment. Measure what skills a student has mastered (usually in reading and math)

Stereotyped motor movements

A type of restricted, repetitive behavior: simple motor movements (stunning)—hand flapping, rocking, or spinning

All of the following are components of IDEA '97 EXCEPT:

ADD/ADHD is considered a specific disability category

Ausbel

Advance organizer, KWL Charts, helps students link prior knowledge to current lessons

Picture Exchange Communication System (PECS)

AAC communication system in which a person uses pictures to communicate

Disruptive behavior when routines are interrupted

ASD

autism spectrum disorder or a student with Down syndrome Unusual communication habits

ASD

In order to identify a student with learning disablilites, most examiners are concerned with a discrepancy between

Ability and achievement tests, with ability being higher than achievement

Self-determination

Ability to engage in self-determined behavior: set goals and pursue them

Heart conditions—OHI

Abnormal development of the heart that negatively affects cardiovascular performance

SW Teaching Method 7

Read frequently and in many genres. Strengthens SW vocab.

Larry P. vs Riles

African American students cannot be placed in SPED based on culturally biased test

Angof Method of pass/fail

After telling middle of the row test takers you eliminate the possible answers in a multiple choice test that can be marked off and then calculate the probability of the remaining choices. YOu then add up the percentages for all test items and round the sun to an integer.

Level 3 of Phoneme Awareness, Sound Isolation

Age 6. Awareness of Beginning, Middle, and Ending Sounds. Can id those sounds in words.

Level 4 of Phoneme Awareness, Phonemic Blending

Age 6. Can blend phonemes heard orally into a word.

An IEP student testing modifications might include:

Allowed to highlight, make marks on the test, allotted more time, Tested separately, Use special medical devices such as magnification, hearing aids special lighting etc.

Universal Design for Learning (UDL)

Allows all students, from academically gifted to those with profound impairments, to be able to learn from the and lesson plan Based on three principles: Multiple means of representation Multiple means of expression Multiple means of engagement

Why is sight word knowledge important?

Allows for fluent reading.

APO

Alternative placement options

Mobility training for students who are visually impaired can involve all of the following devices EXCEPT

An Optacon scanner

Accommodations

An adjustment that enables a student to participate in educational activities.

Item analysis

Analyzing a test question on a normative scale

analytic phonics

Analyzing letter-sound relationships in previously learned words rather than pronouncing sounds in isolation

functional language

the skills used to make a basic need or desire known.

Canter

Assertive Discipline, teachers must communicate expectations and the class will follow

Stage 2: Toddler

Autonomy vs. Doubt

Prenatal Period

Before birth. Helps to read, talk, play music, and consume Omega 3. Promotes brain development.

Skinner

Behaviorism Theory: reinforcement

Cognitive theory: sensorimotor stage

Birth to 2 years old Child learns object permanence: an object still exists even if it is unseen by the child

Mr. Whyte uses an overhead projector to show his first-grade class how to form their letters correctly using the lines on the paper. Which of the following techniques best describes Mr. Whyte's teaching strategy? A.Cooperative learning B.Brainstorming C.Modeling D.Think-aloud

phoneme

the smallest unit of sounds in our spoken language.

Most common genetic disorders associated with deaf-blindness

CHARGE syndrome Trisomy 13 Usher syndrome Retinitis pigmentosa (RP)

Pavlov

Classical Conditioning

Shared Teaching

Co-teaching technique that involve both teachers presenting the lesson simultaneously to the whole class

Hidalgo Three Levels of Culture

Concrete (clothes, food), Behavioral (Gender roles, social roles), Symbolic (Values, beliefs, religion).

Reliability

Consistency of data after repeated administrations.

Internal Consistency Reliability

Consistency of test items with one another

Having students keep track of their pwn behavior and then receive rewards for appropriate behavior is known as

Contingency-based self-management

Conductive hearing loss

Damage to the external or middle ear. Might lead to delays in language development or learning

Skinner

Dealt with respondent or operant conditioning

In-Depth Assessment of Phonics Knowledge

Determines the overall knowledge of phonics a student has. Contains 9 Sub-tests.

Apraxia

Difficulty carrying out motor planning in order to perform tasks—can affect both speech and mobility

Hunter

Direct instruction

Alphabet remediation techniques are also effective for whom?

ELL Students

Jean- Jacques Rousseau

Environment focus- carefully control the education and environment

Diana v. State Board of Education

Evaluations should be based on tests given to students in their native language

Adaptive skills

Everyday skills that people use to function in the environment: includes social and practical skills Impairment in adaptive skills—symptom of ID

Piaget "Sensorimotor"

Explore world through senses and motor skills (Birth-2)

First teacher

Family

FERPA

Family Educational Rights and Privacy Act

Fredrich Froebel

Father of Kindergarten

Listening Capacity

From IRI. Level of text that S can comp when it is read to S. No WR category. Comp errors are 1 or less.

Gesell

Gradient of growth

Ecological

How environmental setting changes behavior.

Piaget

I was interested in intelligence. I also did research on assimilation and accommodation. To me, how an organism interacts with its environment depends on the kind of cognitive structure it has available.

Casey Life Skills (CLS) test

Identifies student strengths A transition assessment

Stage 5: Adolescence

Identity vs Role Confusion

Indisciplinary- Unit Instruction

Incorporates info from two or more content areas to help students see the connections and real-life links across the disciplines.

ITP

Individual Transition Plan

Declarative Knowledge

Info Processing theorists help us understand that students need to know what they are learning and ways this new info fits with previous info ex. stating lesson objectives, reviewing

classical conditioning

Ivan Pavlov's method of conditioning in which associations are made between a natural stimulus and a learned, neutral stimulus

analogy-based phonics

Learn to use parts of word families they know to identify words they don't know that have similar parts

Hidalgo

Levels of culture.

Stage 5 of Phonemic Awareness Progression: Phoneme Level

Like stage 4, use isolation, segmentation, blending, BUT also substitution.

Arnold Gessell

Maturation Theory - primary biological and genetic

Remediating Phonemic Awareness

May use rhyming games, word families, substitution and deletion activities.

Mitch is a college- bound high school senior with learning disabilities. His IEP indicates that he uses a tape recorder in his English class and a calculator for taking tests in Algebra 2. Those accommodations are examples of

Mental retardation

MSIP

Missouri school improvement program

Bandura

Modeling

Extrinsic Motivation

Motivation from an outside source.

All of the following methods are designed to decrease or extinguish behavior EXCEPT:

Negative reinforcement of the target behavior

Tourette syndrome—OHI

Neurological disorder characterized by tics—repetitive, stereotypes involuntary movements or vocalizations

Activities for teach phonemic awareness

Nursery rhymes, tongue twisters, deletion tasks, sounds-adding tasks, stretch sounding.

One teacher teaches while the other teacher observes

Observer might determine how long certain students stay on task or how long it takes certain students to initiate work

Department for 504

Office of Civil Rights

Physical/Sensory Difficulties Affecting Academic Achievement/Reading

One factor that inhibits one's ability to read or learn to read. It would be the result of difficulties in hearing, sight, or both.

Choral Responding

Oral resonse of students (in unison) to a question or problem presented by the teacher.

Sequence

Order in which content is taught for effective practices Should be built upon prior knowledge of students

Under IDEA ADHD is classified as?

Other health disorder

Learning objective

Overarching goal of instruction

Burner

Past experiences

Major depression —ED

Persistent, long-term sadness

Constructivist

Piaget, Gardner. Student is an active learner and must be involved in own learning. Application: Inquiry Based Learning, facilitator-researcher groups, applying background knowledge to situations, building knowledge, personal level learning.

SW Teaching Method 2

Play creative games such as Zingo, Racetrack, and Word Puzzles.

Print-on-palm

Printing block letters onto the other person's palm

Vineland Adaptive Behavior Scale (VABS)

Popular test for assessing adaptive functioning

All of the following are the components of the AAMR definition of mental retardation EXCEPT

Primarily genetic causation

Orthopedic impairment

Range of musculoskeletal disabilities

Concrete Operational

Reason logically, can conserve and reverse operations (7-11)

Psychodynamic

Referring to Freud's theory, which proposes that the motion of underlying forces of personality determines our thoughts, feelings, and behavior.

Echolalia

Repetition of words or phrases spoken by others

PARC v. Pennsylvania

Required the state to provide education to all exceptional learners after PA had a law that allowed schools to deny students who had not "attained the mental age of 5 years old" entry into public education

Piaget Blue Print

Sensorimotor: birth through 18-24 Pre operational: Toddlerhood through early childhood Concrete Operational: ages 7 to 12 Formal operational: adolescence through adulthood

Repetition—stuttering

Single sound within a word is repeated (Ex: b-b-b-ball)

Prolongation—stuttering

Sound within a word is held too long (Ex: ssssssoon)

Educational practices for orthopedic impairments

Special seating and positioning to promote student learning Purposeful arrangement of classroom Modify skills that require refined fine or gross motor skills Extended time

Flexible seating

Standing option or adapted seating -Educational practice for students with ADHD

State plan for part b of IDEA

Organizational strategies

Strategies such as visual schedules, checklists, and color-coding to help a student organize information Educational practice for TBI

Stage 4 of Teaching Phonemic Awareness, Separation of Sounds

Strong of phonemic awareness should be developed. Can divide words into separate sounds, but may struggle. Counting syllables can help.

Domain

The score of expected learning to be assessed.

Example of a balanced approach to teaching reading

T writes out experience (field trip) on board and points out sight words or phonic elements.

Modeling

Teachers and more capable peers provide important models for learners. In the classroom you might see the teacher sharing his or her thinking while reading a challenging vocabulary word, discussing strategies to figure out the meaning of the world

Push-in services

Teachers and specialists work together to provide instruction and support in the general education classroom

Generalization

The ability to use skills learned across various settings

Median

The center most score

Semantics

The meaning that language communicates; it governs vocabulary development.

Procedural Knowledge

The set of steps or procedures on how to do something ex. participating in science lab, can aid cognition by establishing clear step-by-step instructions and asking to recall procedures

Law of effect

The strength of a stimulus-response connection is affected by the results of a response. It is strengthened if results are satisfying and weakened if annoying (Thorndike)

Manipulatives

The use of objects for making an abstract concept more visual and concrete. If used effectively manipulatives help students form the necessary connections between the materials and the underlying concepts and processes they are designed to illustrate.

Social communication

The way a person uses language within social situations

paraprofessionals

The work under the supervision of a certified teacher, help the teacher by providing more direct services and additional instructional opportunities on a regular basis, and have a wide range of duties and responsibilities.

Gardner

Theories of 8 multiple intelligences.

Stage 2 of Phonemic Awareness Progression: Word Level

Use rhymes, sound recog, sound production, and word play.

Stage 1: Infancy

Trust vs Mistrust

Syndrome

Usually stable, but persistent condition and neurological regression is very uncommon. Caused by a chromosomal change or teratogens, Same syndrome may have different characteristics of it

Functional Behavior Assessment (FBA)

Use a variety of data (observations, behavioral inventories, ABC behavioral data) to determine the purpose of a behavior Educational practice for Autism Spectrum Disorder

Stage 1 of Phonemic Awareness Progression: Sound Awareness

Use listening activities and interactive participation via stories, songs, finger plays, and poems.

Pragmatics

Use of language in natural settings. Students with deficits in pragmatics May have difficulty initiating play with others, expressing themselves, contribution to class discussion, or participating in multiple turn conversations Benefit from direct social skill instruction to help learn appropriate language in social situations—> guided practice and role playing in class

Restricted behavior

Usually stems from a narrow range of interests—attachment to a particular interest is usually much more intense than what is typical May be due to hyper reactive to sensory input

Multi-perspective assessments

Usually used during cooperative learning activities. Peers, the individual student, and the teacher collaborate to assess learning outcomes

Coprolalia

Uttering obscenities

Alerting devices

Visual or vibrating systems designed to alert individuals who are deaf or hard of hearing Educational practice for Deafness/Hearing Impairment

Wechsler vs. WJ

WJ Three controlled learning tests Wechsler timed test while WJ is not Wechsler includes tests targeted for preschool. WJ does not. WJ are administered in Pantomime and require no verbal responses. Wechsler as measurement for expressive language, but demand receptive language. WJ takes less time to administer younger children, but the same for older kids. WJ results in development bands Wechsler results in percentile rank and IQ / Index both tests are normed with each other

Rudolf Steiner

Waldorf education - imagination

Action research

Way for educators to improve instructional techniques by identifying a classroom or schoolwide problem, collecting and analyzing data, and implementing a plan to address it

Positively Skewed

When a distribution of scores is concentrated between the high end of the scale.

Validity

Whether the findings that the assessment seeks to measure are accurate and backed by research and evidence

Skinner

Who said this? *We are what we are reinforced for being* -What we call personality is nothing more than consistent behavior patterns that summarizes our reinforcement history

affixes

Word parts that are fixed to either the beginning of words (prefixes) or end of words (suffixes)

Basic Sight Words

Words that occur frequently in most material the student encounters.

Can one learn to read without knowing the names of the letters?

Yes, reading without this skill is possible.

phonemic awareness

Young children need to be taught that the words they say can be broken into parts, based on individual speech sounds, known as phonemes, and this phonemic awareness plays an essential role in sounding out and spelling words.

Tim is a student with a behavior disorder who talks back to his teacher so much that he consistently disrupts the rest of the class. The teacher has asked the administration to suspend Tim for several days. The administration responds that it will not suspend Tim because his behavior is connected to his disability. Suspending him would be discriminating against Tim on the basis of his disability. The principle of IDEA '97 that supports the administration's decision is

Zero reject

process writing (writing workshops)

_ _ begin with teacher-directed lessons followed by time for students to write. Teachers confer with students and guide their writing development

Disease

a disorder of structure or function in a human

response

a reaction to a stimulus

Developmental delay

a term often used to encompass a variety of disabilities of infants or young children indicating that they are significantly behind the norm for development in one or more areas such as motor, cognitive, or language

activating prior knowledge

a way of motivating kids by getting them interested before a lesson is taught

A sight word is define as...

a word that the reader knows instantly. The reader is able to go from printed form of the word to the spoken form automatically.

Dysgraphia

a writing disability that makes it hard for a person to form letters or write within a defined space

grapheme

a written letter or a group of letters representing one speech sound.

reflective activities

allow students to think about their learning opportunities

play therapy

allowing children to act out their feelings

raw score

an original datum that has not been transformed

Applied Behavior Analysis

application of learning principles derived from operant conditioning used to increase or decrease specific behaviors

Canter, Lee

assertive discipline

BIP

behavioral intervention plan

Exploratory Play

birth to 12 months, functional explore, discover examine, organize

Deaf-Blindness

concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness

Vicarious trial and error

different approaches are tested cognitively rather than behaviorally (rat in a maze deciding which way to go in head

Erikson, Erik

eight stages of human development

Voice output communication aids (VOCAs):

electronic devices with voice output that replace or supplement speech for students with severe speech impairments

fetal anoxia

example of perinatal disability

social phobia

fear of being embarrassed publically

concept development software

helps students with cognitive abilities expand ideas

Functional assessment

identifies antecedents, consequences and setting

To improve the attentiveness of students with attention deficit disorders, which of the "principles of remediation" has NOT been recommended? - decrease the length of required assignments and tasks - increase the novelty especially of longer tasks - identify the entry level skills for each academic area - make assignments and school tasks interesting

identify the entry level skills for each academic area

-CLE syllable pattern

if a word ends a consonant-le syllable always divide immediately before the -CLE (ma/ple, mar/ble)

VCCV (vowel, consonant, consonant, vowel)

if a word has a _ pattern divide between the two consonants (or/bit, tar/get)

prosody

intonation, stress, and phrasing in fluency

figurative language

language that has another meaning than the literal meaning of the word or phrase. (idioms, metaphors, and colloquial expressions)

exploration

leads to higher levels of productivity and satisfaction with work results are irrelevant, while independent experimentation encouraged

Cathexes

learned association between objects and drive states. (Certain foods drive hunger)

constructivism

learner-centered approach to teaching; students construct knowledge for themselves

Dewey, John

learning through experience

LRE

least restrictive environment

local experts

outsider person included in a lesson to link the material's usefulness to the real world

Winkleman vs, Parma City BOE

parents can represent kids in IDEA cases

Natural consequences

penalty occurs without conscious action being taken

Accommodation

process by which the cognitive structure is modified

guided reading

provides a scaffolded approach to instruction

transfer of stimulus

providing instructional prompts to aid in correct responses.

self-directed learners

responsible for one's own learning

Which of the following is the best way to determine vocabulary that is essential to objectives? - semantic webbing - expository writing - instructional devices - text highlighted

semantic webbing

Bandura, Albert

social or observational learning theory

Differential reinforcement

some responses are reinforced and others are not

cooperative learning

students working in groups

text to self connection

taking the words that are happening in a story and connecting them with our own lives

Drive discrimination

the ability to see appropriate goal. Organisms can determine their own drive states and therefore can respond appropriately. EX] animals can be trained to turn one way in a maze when they are hungry and another way when they are thirsty.

academic language

the language used in books and in teacher's explanations and instructions that many students will be unfamiliar with. typically involves domain-specific vocab and words that are richer and more abstract than the words we use in everyday speech

functional literacy

the level of communication and language that a person needs to live independently in the community.

standard deviation

the measure of the range of values in a set of numbers;

service learning

the method of teaching, learning and reflecting that, when used as a teaching methodology, fits into the category of experimental education, combining academic classroom instruction with action and experience in the form of meaningful community service, and attempting to achieve specific academic goals and objectives by putting them into the context of community service

rime

the vowel and any consonants that follow the onset

effective communicators

those who are able to cooperate with others

Hidalgo, Nitza

three levels of culture

Bayley Scales of Infant Development & Vineland Adaptive Behavior Scales can help...

trained professionals diagnose overall functioning at a very young age

Latent learning

unused information in head, learning not translated into performance. It is possible to remain dormant for a considerable length of time before it is manifested in behavior.

Echoic behavior

verbal behavior is reinforced when someone's verbal response is repeated verbatim

reciprocal learning

when natural dialogue uncovers a student's thinking process

base words

words that are not derived from other words. They are the words in which many other words are formed.

Unstructured facilitation

A phase in play-based assessment: child leads play while the facilitator plays along

Child-child interaction

A phase in play-based assessment: child plays with a typically developing peer

Motor play

A phase in play-based assessment: facilitator guides play to observe moto aoills

Structured facilitation

A phase in play-based assessment: facilitator leads the play activities

Parent-child interaction

A phase in play-based assessment: parent and child play together

Inclusion

A philosophy that surmises students with exceptional needs should be placed in classrooms along with students who are non-disabled so they receive the general education curriculum instruction with supportive services.

classroom organization and time management

A positive and well-organized classroom environment is fundamental for student productivity and success in all subject areas, so teachers need to prepare activities and plan instructional time to build an engaging learning community where students feel confident and are motivated to learn.

Scripting interventions

A student receives verbal or written instructions to perform a certain skill Educational practice for Autism Spectrum Disorder

Auditory/Visual Processing Disorder

A student that has a perceptual disability might have difficulty accurately processing and organizing information visually, auditory, and tactilely (touching) information - despite having normal vision and hearing.

Self-assessment

A student's evaluation of his or her individual progress toward learning goals. Must be explicitly taught. Crucial for students with special needs because these students need to monitor their level of understanding and progress in order to advocate for themselves

Syntax

A system of combining words into sentences with rules that govern how words work together in phrases, clauses, and sentences.

Direct Instruction

A systematic approach of teaching with specific goals, active learner engagement, and positive reinforcement for student performance (synonymous with explicit instructions)

Work-task preference assessment

A type of transitions assessment A student is asked to rank a varying number of tasks: shows the tasks that the student prefers the most and least of a group

Control Theory

A view that individuals try to control the world and themselves as apart of that world in order to satisfy their psychological needs.

Thematic- Unit Instruction

A way to organize curriculum around large themes. ____ are integrated across several content areas, such as reading, social studies, math, and science. It might include topics as dinosaurs, friendship, justice, civil rights, or patterns.

Anaphoric reference

A word or expression in a text that refers back to another part of the text.

Federal safeguards in IDEA require parental consent before beginning which of the following THREE steps in the IEP process? A.Initial evaluation B.Reevaluation C.Initial provision of services D.Monitoring student progress

A, B, C

Special education teachers are expected to hold highly qualified status when teaching which THREE of the following? A.Core academic subjects B.Alternate achievement standards C.Multiple subjects D.Primary grades

A, B, C

Which THREE of the following are an effective way for a teacher to avoid gender bias in teaching? A.Recognizing the abilities of all children without regard to gender B.Screening children's storybooks for gender stereotypes C.Avoiding children's questions about gender differences D.Using gender-neutral labels when discussing role models

A, B, D

An Individualized Education Program (IEP) includes information on which THREE of the following? A.Placement B.Long-term goals C.Present levels of functioning D.IQ score

A, B, and C

Which TWO of the following strategies are most likely to be used to encourage positive behavior in a kindergarten class? A.Find something positive to say to each individual student. B.Speak to the students in a sharp, firm manner. C.Establish a reward-based system in the classroom. D.Tell the students how poor their mathematics skills are.

A, C

Which THREE of the following are characteristics commonly exhibited by students who have acquired a traumatic brain injury (TBI) ? A.Pronounced inconsistencies in performance B.Responsiveness to incentive-based behavioral plans C.Inappropriate responses in social situations D.Deficits in problem solving and abstract thinking

A, C, D

Which TWO of the following are essential components of a special education teacher's well-prepared lesson plans? A.Student learning objectives and instructional resources B.Teaching responsibilities of IEP I E P team members C.Schedules for related services provided to students in the class D.Assessment instruments to measure student progress toward goals E.Guidelines for professional development as a special education teacher

A, D

Which THREE of the following are shared responsibilities between the general education and special education teachers in an inclusion classroom? A.Writing lesson plans B.Writing IEP goals C.Developing behavioral intervention plans D.Delivering instruction E.Adapting materials

A, D, E

An Individualized Education Program (IEP) includes information on which THREE of the following? A.Placement B.Long-term goals C.Present levels of functioning D.IQ score

ABC

ABD

ACD

Which TWO of the following are essential components of a special education teacher's well-prepared lesson plans? A-Student learning objectives and instructional resources B-Teaching responsibilities of IEP team members C-Schedules for related services provided to students in the class D-Assessment instruments to measure student progress toward goals E-Guidelines for professional development as a special education teacher

Which THREE of the following are shared responsibilities between the general education and special education teachers in an inclusion classroom? A.Writing lesson plans B.Writing IEP I E P goals C.Developing behavioral intervention plans D.Delivering instruction E.Adapting materials

ADE

Expressive language

Ability to communicate thoughts, feelings, and ideas through words, gestures, sign systems, assistive devices, and so on.

Auditory Discrimination

Ability to detect differences among spoken sounds. S who cannot differentiate between sounds will find phonics frustrating.

Auditory Acuity

Ability to hear clearly.

fluency

Ability to read text quickly, accurately, and with proper expression and develops as students are able to recognize words "by sight", decode unfamiliar words, and construct meaning more actively and rapidly.

Conceptual skills

Ability to think about and understand concepts through creativity, analysis, memory, and attention. Impairment in conceptual skills—symptom of ID

Receptive language

Ability to understand and comprehend information that is presented.

Socio-emotional development: 3 years old

Able to separate from parents in familiar situations Able to take turns Shows affection Able to dress, undress, and feed self Increasing independence-May refuse help

Scaffolds

Accommodations and instructional strategies that allow all students to master standards

Services provided in postsecondary education

Accommodations only

Problem Base Learning

Activities in which students learn new info and skills while working to solve real- world problems. ex. Find out how large dines are by drawing them to scale

motivation for literacy

Activities that stimulate enjoyment of books and appreciation for the usefulness of reading and writing motivate students to become engaged with the magic of the written word.

Antecedent-based interventions

Address circumstances that precede a behavior. Used to arrange events or environmental stimuli to lead to a reduction of problem behavior or increase in desired behavior Ex: Student shuts down when given a worksheet, then give the students less problems to answer on the worksheet Educational practice for Autism Spectrum Disorder & TBI

Steps of transition planning process

Administer age appropriate assessments—determine student's strengths and interests Create post-secondary goals Determine transition services Coordinate with relevant programs Write annual IEP goals

Level 6 of Phoneme Awareness, Manipulation

Age 7+. Is able to omit or sub phonemes to make new words.

Level 1 of Phoneme Awareness, Awareness of Rhyming Words

Ages 3-4. Can id words that rhyme.

Level 2 of Phoneme Awareness, Awareness of Syllables

Ages 4-5. Realizes that words are made of syllables.

Level 5 of Phoneme Awareness, Phoneme Segmentation

Ages 6-7. Can count the number of sounds in a word. Can id the sounds heard in a word.

Reciprocal Determinism

Alfred Bandura posits that peoples behavior is controlled by the individual through internal cognitive processes and external events in the environment. In the classroom, you might see ____ in action when a child acts out based on his or her dislike of school. The teacher or administrator then responds to the students acting out by keeping him or her inside during recess, fueling the student's dislike of school further and leading the student to act out the next day.

After phonemic awareness, this is the most important early literacy skill.

Alphabet Knowledge

Which of the following is NOT a characteristic of effective inclusive schools?

An emphasis on categorical placement of students with disabilities

Diabetes—OHI

An endocrine disorder in which the body can't produce and/or respond appropriately to insulin

means-end readiness

An expectancy that is consistently confirmed develops into what Tolman referred to as this

Planning that includes goals and objectives addressing future employment, independent living, adult services, and community participation for students 14 years and older with disabilities is known as

An individualized transition plan (ITP)

vocabulary

An understanding of word meanings is essential to high levels of reading comprehension and written expression, so students need to have many opportunities in the classroom to hear and use words in ways that promote vocabulary growth.

Stanford-Binet Intelligence Scales .

Another test for people age 2 to 23 years

Post-traumatic stress disorder (PTSD)—ED

Anxiety that develops in response to a traumatic event

Alternative and augmentative communication (AAC)

Any communication method (beyond traditional speech) that improve a person's ability to communicate -Educational practice for Autism Spectrum Disorder & ID

Preoperational

Applying his new knowledge of language, the child begins to use symbols to represent objects. Early in this stage he also personifies objects. He is now better able to think about things and events that aren't immediately present. Oriented to the present, the child has difficulty conceptualizing time. His thinking is influenced by fantasy -- the way he'd like things to be -- and he assumes that others see situations from his viewpoint. He takes in information and then changes it in his mind to fit his ideas.

interactive writing

As in shared writing, teacher and children compose message and stories that are written using a "shared pen" technique that involves children in the writing.

Scope

As it relates to curriculum, Material or skill to be taught ex. measurement

Sequence

As it relates to curriculum, is the order in which you teach the info

Cognitive development: 2nd Grade & 3rd Grades

Asks many in-depth questions Often develops collections Can plan ahead and make predictions Understands cause and effect Makes transition from learning to read to reading to learn

characterized by problems with communication and repetitive patterns of thought and behavior

Asperger's

assessment for instruction

Assessing students' skills and understanding and providing them with formative feedback on a regular basis is essential to the promotion of student growth and learning. As well as guiding the students, assessment provides direction to the teacher for whole class and small group instruction.

Formative assessment

Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching

Formative assessment

Assessments given during the course of instruction. To see what the student has grasped and wat the student hasn't.

Evaluations for multiple disabilities must include...

Assessments of IQ and academic achievement Adaptive behavior assessments Speech/language assessments

Evaluation of deaf and blindness must include...

Assessments of cognitive ability, academic performance, and communication

functional invariants

Assimilation and accommodation are referred to as this because they occur at all levels of intellectual development

About 80 percent of all speech disorders are characterized by difficulties with

Assistive technology

Vocational Rehabilitation

Assists people with disabilities to gain employment in order to increase independence and self-sustainability Consists of goal setting, career counseling, and case management

KR20 formula

Assumes that the relative difficulty of items on a test, and the correlations among those items, are basically equal.

Auditory supports

Auditory description of any information otherwise delivered through visuals Educational practice for Blindness/Visual Impairment

Adapting existing vocal or gestural abilities teaching manual singing, static symbols, or icons; and using technological devices for speech and language are all examples of

Augmentative communication

A first-grade student with a mild intellectual disability and a language delay shows interest in producing written work in the classroom. Which of the following teaching strategies is most likely to encourage the student to develop written language skills? A.Reading stories aloud to show examples of how good authors write B.Allowing the student to use invented and phonetic spelling C.Teaching the student advanced vocabulary words and their meanings D.Focusing on writing mechanics and style for enhancing writing skills

A kindergarten student with a mild intellectual disability has a hearing impairment caused by damage to the inner ear. The student is most likely to have difficulty with which of the following? A.Gross motor skills B.Oral language development C.Fine motor skills D.Visual perception

A middle school special education mathematics teacher provides specialized instruction based on each student's IEP. I E P The teacher uses a computer-based assessment program once every two weeks and analyzes the results. The teacher's actions are best described as which of the following? A.Integration of computer-based instruction B.Implementation of progress monitoring C.Revision of student objectives as necessary D.Review of summative assessment results

A middle school special education mathematics teacher provides specialized instruction based on each student's IEP. The teacher uses a computer-based assessment program once every two weeks and analyzes the results. The teacher's actions are best described as which of the following? A.Integration of computer-based instruction B.Implementation of progress monitoring C.Revision of student objectives as necessary D.Review of summative assessment results

A second-grade student with a mild intellectual disability is not mastering the academic skills currently being taught in the classroom. Which of the following strategies is most likely to help the student succeed? A.Increasing instructional time in the specific subject areas B.Collecting data and appropriately adjusting instruction C.Encouraging parents to seek outside tutoring D.Providing additional homework for more practice

A sixth-grade student with a learning disability receives science instruction in an inclusive classroom with the support of a special education teacher. The student is earning poor grades on assessments, not participating in class, and struggling to complete assignments. Which of the following strategies is most appropriate to help address the student's needs? A.Exempting the student from assessments B.Differentiating the student's instruction C.Giving the student additional homework D.Assigning an individual paraprofessional to the student

A sixth-grade student with a mild intellectual disability receives special education services and supports for an orthopedic impairment. Which of the following specialists can best help the student improve range of motion and make progress in climbing stairs independently? A.Orientation and mobility specialist B.Physical therapist C.Occupational therapist D.Adapted physical education teacher

A special education teacher is instructing second-grade students on a new math skill. Which of the following activities is the best way for the teacher to check for student understanding during guided practice? A.Asking students if there are any questions after they receive instruction and watch the teacher solve several sample problems B.Having students write their answer to a sample problem on a card that they hold up when they are ready for a class discussion C.Giving students ten problems to solve independently and later checking their answers to determine which students need reteaching D.Suggesting that students circle all problems on a worksheet that they do not understand and want to solve with a peer tutor

A special education teacher is writing the present levels of academic achievement and functional performance (PLAAFP) for a student's IEP I E P meeting and plans to use an informal assessment to evaluate the student's reading behavior. Which of the following assessments is best for the teacher to use? A.An oral, picture-based multiple-choice quiz B.A running record on a teacher-chosen book C.A set of standards-based benchmark questions D.An awareness-of-print-conventions checklist

A student classified with a learning disability is retained in fourth grade. The parent files a due process complaint on the basis that the student's IEP I E P was not followed. According to IDEA I D E A, the local education agency must A.consult the school district's attorney within five days to determine the best course of action B.respond to the parent within ten days, specifically addressing the issues raised in the complaint C.consult the special education director within five days to evaluate the merits of the complaint D.convene an appropriate committee within ten days to consider promoting the student to fifth grade

A student has multiple disabilities along with hearing and visual impairments, the combination of which causes severe communication difficulties and other developmental and educational needs. The student is most likely to be classified as having which of the following? A.Other health impairment B.Deaf-blindness C.Hearing impairment D.Visual impairment

A student with an auditory processing disorder has difficulty learning new material in an inclusive mathematics class. Which of the following teaching strategies is the most appropriate way to support the student's learning? A.Providing the student with material written at a lower reading level B.Pausing often when presenting concepts to the student C.Reducing the amount of assignments that require the student to copy text D.Teaching the student to ask questions in class

According to IDEA, I D E A which of the following must occur within 30 calendar days of a student being classified with a disability? A.The parents must receive a written report of evaluation results. B.The IEP I E P team must meet to develop a program for the student. C.The school board must decide on an educational placement. D.The student must receive a hearing, vision, and speech screening.

According to Jean Piaget, during which of the following stages of human cognitive development do children demonstrate an increase in logical thinking and a decrease in egocentric thinking? A.Sensorimotor stage B.Concrete operational stage C.Preoperational stage D.Formal operational stage

According to the Individuals with Disabilities Education Act (IDEA) I D E A, which of the following is required in an Individualized Education Program (IEP) (I E P) ? A.A daily class schedule for each term of the school year B.A statement of present levels of academic achievement and functional performance C.A team-based behavioral intervention plan to replace the problem behavior D.A school calendar with the dates of parent-teacher conferences

According to the Individuals with Disabilities Education Act (IDEA), which of the following is required in an Individualized Education Program (IEP)? A.A daily class schedule for each term of the school year B.A statement of present levels of academic achievement and functional performance C.A team-based behavioral intervention plan to replace the problem behavior D.A school calendar with the dates of parent-teacher conferences

Alan is an eighth-grade student classified with an intellectual disability. Testing shows that Alan is functioning at a third-grade level in all academic areas. He receives instruction in the resource room. Which of the following is an appropriate goal for Alan? A.Writing a five-paragraph essay with no more than six grammatical errors B.Using correct end-point punctuation when writing sentences C.Correctly multiplying two fractions with different denominators four out of five times D.Identifying major economic factors affecting the United States economy

An IEP that ensures a student is working on goals and objectives that are aligned with state benchmarks and that promotes participation in the general curriculum is considered to be A.transition based B.standards based C.an initial IEP D.based on reevaluation

At the beginning of the school year, Ms. Brennan gives her students, who have been identified with various learning disabilities, a learning-style inventory. Throughout the year, Ms. Brennan plans to teach her students the accommodations and strategies that will support their learning styles and encourage them to communicate their needs. Which of the following is being described in the scenario above? A.Behavior modification B.Self-advocacy C.Child Find D.Transition

Based on the information in the ABC chart, which of the following best describes the function of Chip's behaviors? A.Seeking positive attention from others B.Escaping from undesirable tasks C.Providing sensory self-stimulation D.Demanding access to materials

Carol is a 4-year-old girl who had a mild traumatic brain injury right after birth. Carol did not begin speaking until after her third birthday. She has difficulty understanding what others say and communicating her needs. Her fine and gross motor skills are age appropriate, as are her height and weight. Her favorite game is playing hide-and-seek, which she plays with her brothers. Which of the following most accurately describes the symptoms listed above? A.Dyscalculia B.Aphasia C.Apraxia D.Autism spectrum disorder

Chelsea, a student with mild hearing loss, often has difficulty following the teacher's directions in class, particularly when the teacher is doing work at the front of the class. Which of the following is the most appropriate first step for the teacher to try to help Chelsea understand directions? A.Repeating all directions directly into Chelsea's ear B.Providing directions to Chelsea while facing the entire class C.Providing an interpreter for Chelsea D.Having another student write down all assignments for Chelsea

Felicity, a ninth-grade student who has been classified as having a specific learning disability, is in an inclusion English class. The class will be starting a new novel next week. The special education teacher wants to preteach the novel's vocabulary words. Which of the following student activities is most appropriate for the teacher to use to best support Felicity? A.Watching an animation of the vocabulary words B.Completing semantic maps for the vocabulary words C.Acting out each vocabulary word D.Coloring pictures that depict each vocabulary word

Isaac is a fourth-grade student who has been classifies with a mild intellectual disability. He struggles to complete assignments independently, requires redirection to keep on task, and needs to be constantly reminded of the classroom rules. Which of the following is required before a behavior intervention plan (BIP) can be developed? A. Hiring a paraprofessional to work with Isaac B. Conducting a functional behavioral assessment C. Assigning homework less frequently D. Applying the current behavior reward system

Jen, a sixth-grade student, receives special education services under the category of SLD. Jen's IEP states that written assignments will be completed using word processing and speech recognition software. Which of the following is most likely to promote successful use of assistive technology? A. Limiting the amount of written homework B. Providing software for home use C. Assigning keyboarding homework D. Allowing choice of topic for written assignments

Kadijah is a sixth-grade student who often engages in disruptive behaviors in the classroom. She was recently referred to the Response to Intervention (RTI) team at the school, and they met to discuss her records. Her elementary school file shows that Kadijah has average intelligence and average grades, and that behavioral issues were reported several times. Which of the following should be the first step to determining the cause of Kadijah's behavioral difficulties? A.Referring Kadijah to the IEP team B.Asking Kadijah's teachers to complete an antecedent, behavior, consequence chart C.Calling a parent-teacher conference to discuss Kadijah's behaviors in the classroom D.Sending Kadijah to a counselor to discuss the consequences of negative behaviors

Kindergartners with autism spectrum disorder often become upset during transitions in an inclusion classroom. Which of the following is the most appropriate way for a teacher to help the students who are upset by transitions? A.Assigning a peer buddy to help students who are distressed during transitions B.Reviewing the current schedule to determine whether transitions can be minimized C.Asking for additional support staff to comfort and guide students during transitions D.Providing each student with a copy of the classroom schedule for review

Least restrictive environment defines that students with disabilities should be A.placed in classes based on age or grade level, regardless of their ability B.educated to the maximum extent appropriate with other students who are not disabled C.provided assistive technology supports in all classes D.limited in their requirement to perform higher-order thinking skills

Max is a 12-year-old student who has a full scale IQ of 60 and concurrent deficits in social, academic, adaptive, and communication skills. Max is most likely to be classified with which of the following? A.A learning disability B.An intellectual disability C.Other health impairment D.Multiple disabilities

Measuring the construct or proficiency an assessment was designed to measure A. Integrity B. Validity C. Reliability D. Fidelity

Measuring the construct or proficiency an assessment was designed to measure a-Integrity b-validity c-reliabilit d-fidelity

One of the most critical educational components of providing an appropriate learning environment for a student with autism spectrum disorder (ASD) is to A.allow the student to self-select activities because of an inability to communicate B.create a carefully structured environment with established routines and procedures C.allow the student to be isolated from the rest of the class D.expect the student to follow classroom rules because of a need of socialization skills

Rachel is a third-grade student who receives special education services under the category of specific learning disability in reading. She receives mathematics and reading instruction in a small-group, pull-out setting. Which of the following testing accommodations is most appropriate for Rachel when she is taking the end-of-year mathematics assessment? A.Being given a computer adaptive test B.Having the test read aloud to her C.Being provided with frequent breaks D.Having a large-print edition of the test

Rebecca is a 9-year-old student who receives instruction in a third-grade inclusion classroom. She has been diagnosed with ADHD and a specific learning disability in reading. Rebecca is very impulsive and shouts out answers and interrupts others when they are speaking. She easily forgets concepts taught in class and has difficulty completing assignments on time. Rebecca is learning to keep her desk organized and to remind herself to bring in her homework. She prefers to work by herself yet close to the teacher. Which of the following teacher actions is most likely to control Rebecca's impulsive behavior in the classroom? A.Giving Rebecca the option of working with a peer in the classroom B.Establishing a visual cue for Rebecca to follow before an activity begins C.Providing Rebecca with a copy of the classroom rules and consequences D.Seating Rebecca next to the teacher and away from distractions during activities

Seating students in a semicircle is most beneficial in which of the following ways? A. Students can easily work in small groups B. The teacher can easily monitor each student C. Students can leave the classroom quickly D. The desks fit better in the classroom

Sergio is a 5-year-old student who was recently adopted from Russia. Which of the following should the teacher expect when assessing the student's readiness for kindergarten? A.Supportive and understanding parents B.Difficulty communicating in English C.Poor peer relationships D.Proficiency in mathematics

Several kindergarten students with developmental delays have trouble comprehending picture books that are read aloud to the class. Which of the following approaches is most likely to increase the students' comprehension of the stories? A.Asking the students who-what-why-where-when questions about the story in a clear and simple manner B.Giving the students cardboard cutouts of the characters from the story to reenact their favorite parts C.Having the students draw a picture of a favorite character from the story while listening to a read-aloud D.Providing recordings of the books for the students to listen to in the reading center or to take home

Sheena is a fifth-grade student with a hearing impairment. If an FM system is used in the classroom, which of the following would be the most likely benefit to Sheena? A.Closer friendships with peers B.Increased academic performance C.Elimination of the need for special services D.Improvement in speech-reading abilities

The IDEA requires that early intervention services for infants and toddlers be delivered according to an Individualized Family Service Plan (IFSP). An IFSP and an IEP are similar yet contain important differences. Which of the following is exclusive to the IFSP? A. It includes a statement of the child's strengths and needs. B. It includes information on family support services, nutrition services, and case management C. It includes projected dates for the beginning of each service, and where each service will take place D. It includes a statement of the rights of parents or guardians to accept or decline any special education service or related service without jeopardizing any other service

The most likely reason for administering the entire Woodcock-Johnson Psycho-Educational Battery, Third Edition, to a student is to evaluate for A.intellectual disability B.learning disabilities C.serious emotional disturbance D.attention-deficit/hyperactivity disorder (ADHD)

The number of times a student engages in a particular behavior is referred to as A.latency B.frequency C.topography D.duration

To be eligible to receive special education services under Part B of IDEA, students must be in which of the following ranges? A.Infant through grade 5 B.Ages 3 to 21 C.Pre-K through grade 5 D.Grade 6 through grade 12

To promote the transfer of word attack skills to newspaper reading, a middle school teacher of students with mild intellectual disabilities is most likely to A. prepare teacher-made newspaper articles for the students to read B. select articles from the local newspaper for students to read C. develop writing exercises using words from the curriculum D. prepare worksheet exercises based on single sentences from newspaper articles

Toni is a seventh-grade student classifies with a SLD. Her science teacher states that she is an active participant in class, completes homework on time, but her reading comprehension is below grade level. A chapter test is planned for next week. Which of the following assessment accommodations would be most appropriate for Toni's individual education program (IEP)? A. allowing the use of a dictionary to check spelling B. Reading the test aloud to her C. Administering the test to her in a separate room D. Providing her frequent breaks during testing

Trish is a sixth-grade student who is diagnosed with ASD. She has difficulty maintaining eye contact and makes impulsive comment during lessons. Which of the following behavioral strategies would best help Trish? A. Assigning Trish a peer buddy to help her keep on task B. Providing Trish a visual menu of appropriate behaviors C. Seating Trish next to the window so she can look outside D. Giving Trish high-interest, low-reading-level assignments

What is the most important goal for educators when collaborating with families of students? A.Focusing on the holistic needs of the family B.Ensuring that students are successful and learn C.Finding time to co-plan and coordinate activities D.Respecting a family's cultural or linguistic differences

When an IEP I E P team begins post-secondary transition planning for a student with a disability, which of the following is the most appropriate initial focus? A.Developing classroom activities that support the student's post-secondary goals B.Gathering information about the student's current strengths, needs, and preferences C.Providing opportunities for the student to engage in job shadowing in the community D.Reminding the student's general education teachers to provide suggestions for post-secondary goals

When an IEP team begins post-secondary transition planning for a student with a disability, which of the following is the most appropriate initial focus? A.Developing classroom activities that support the student's post-secondary goals B.Gathering information about the student's current strengths, needs, and preferences C.Providing opportunities for the student to engage in job shadowing in the community D.Reminding the student's general education teachers to provide suggestions for post-secondary goals

Which of the following activities would enable a student with an intellectual disability to best demonstrate knowledge of rocks and the rock cycle? A.Sorting picture cards of rocks by the type of rock B.Filling in a concept map of the rock cycle with examples for each type of rock C.Completing an interactive internet activity on rocks and the rock cycle D.Writing an essay that describes the similarities of and the differences between the three types of rocks and explains how rocks can change from one type to another

Which of the following assistive technologies is most likely to benefit a sixth-grade student with a specific learning disability in writing? A.A communication board B.Speech-to-text software C.An interactive whiteboard D.A screen reader

Which of the following best demonstrates Glasser's lead teacher concept? A.Requiring students to take notes in outline form during a lecture on ecology B.Allowing students to identify interesting research topics for term papers C.Posting classroom rules, including the penalties for each level of infraction D.Using graphic organizers to compare the factors of composite numbers

Which of the following best represents an accommodation for a fifth-grade student with a mild intellectual disability who has difficulty with writing short responses? A.Decreasing the length of the expected response B.Allowing the student to respond orally to the task C.Providing the student with an alternative activity D.Asking the student to respond using illustrations

Which of the following characteristics of students with a mild intellectual disability has the most detrimental effect on their ability to develop basic reading skills in school? A.Limited social skills B.Limited language skills C.Limited adaptive behavior D.Limited attention span

Which of the following conditions can be prevented by proper prenatal care? A.Down syndrome B.Fetal alcohol syndrome C.Sickle-cell anemia D.Multiple sclerosis

Which of the following is a proactive strategy that is most effective for parents to use during their child's IEP I E P meeting? A.Accepting the fact that conflicting points of view are often expressed B.Using personal statements to express a clear point of view about issues C.Understanding the roles and responsibilities of the special education teacher D.Setting the child's goals and objectives for learning and full participation

Which of the following is an expectation that a student who has difficulty counting money can meet? A.Student will learn sight words related to using money in daily activities. B.Student will learn to use adaptations in place of an academic skill. C.Student will recognize numbers and use them in school and community activities. D.Student will master grade-level material with outcomes similar to those of most classmates.

Which of the following is most associated with seizures? A.Cystic fibrosis B.Epilepsy C.Autism spectrum disorder D.Sickle-cell anemia

Which of the following is most likely to increase the motivation level for a second-grade student with ADHD who has trouble completing assignments on time? A.Talking to the student about the importance of completing assignments B.Rewarding the student each time the assigned work is complete C.Seating the student away from peers to increase focus on the assigned task D.Providing the student with a progress monitoring chart to keep track of assignments

Which of the following is the best example of a formative assessment that a middle school English teacher can give on a book currently being read in class? A.A multiple-choice test that covers the entire book B.A test asking for a summary of a chapter in the book C.An essay describing how the main character grows D.A partner presentation that covers the main idea of the book

Which of the following is the correct sequence for designing an effective lesson plan? A.Assessment, independent practice, objective, guided practice, anticipatory set B.Objective, anticipatory set, guided practice, independent practice, assessment C.Objective, guided practice, independent practice, anticipatory set, assessment D.Independent practice, objective, anticipatory set, guided practice, assessment

Which of the following is the primary benefit of cooperative learning groups for students during a writing lesson? A.Students naturally develop roles within their group. B.Students seek assistance from each other more freely. C.Student motivation increases when groups compete with each other. D.Students' confidence increases when they work in homogeneous groups.

Which of the following learning tools will be most beneficial to help Angie, a second-grade student with autism spectrum disorder (ASD), learn how to use a schedule? A.An audiotape with step-by-step directions B.A visual schedule including picture symbols C.A written schedule with simplified wording D.An ink stamp to mark each completed activity on a chart

Which of the following resources is most appropriate for a special education teacher to consult before teaching a small group of students about questioning strategies? A.A general education colleague B.A literacy coach C.A speech therapist D.A library media specialist

Which of the following skills is most likely to be included in a functional life skills curriculum? A.Reading fictional grade-level textbooks B.Making change with a cash register C.Solving mathematics word problems independently D.Walking one mile around a track

Which of the following supports is most likely to help Beth, a middle-school student with ASD, be successful in her new placement? A. Allowing Beth to attend school for a half-day for the first month B. Providing Beth with a visual schedule of daily activities C. Taking Beth on a tour of the school so that she can become familiar with the layout of the classrooms D. Providing Beth with time away from her classmates when she has an outburst

Which of the following types of assessment focuses on early milestones and helps to determine whether further testing is needed? A.Program evaluations B.Screenings C.Ecological analyses D.Adaptive behavior tests

Which of the following types of student results are most appropriate to consider when making adjustments to instruction? A.Outcomes from psychological evaluations B.Scores on formative assessments C.Outcomes from state standardized tests D.Scores on summative exams

Which of the following would be an important daily-living skill for a high school student with an intellectual disability? A. Knowing the multiplication table B. Using a microwave oven C. Identifying the states on a map D. Stating the main idea of a paragraph

B A physical therapist is responsible for increasing gross motor skills, such as walking, climbing, and range of motion, as well as increasing strength and agility, and provides assessment in all these areas.

A special education teacher is writing the present levels of academic achievement and functional performance (PLAAFP) for a student's IEP meeting and plans to use an informal assessment to evaluate the student's reading behavior. Which of the following assessments is best for the teacher to use? A.An oral, picture-based multiple-choice quiz B.A running record on a teacher-chosen book C.A set of standards-based benchmark questions D.An awareness-of-print-conventions checklist

B A running record is a type of informal assessment that is used to determine how well a student can read a teacher-selected, leveled passage.

B A student with an auditory processing disorder requires extra time to interpret what is being heard. The teacher can support the student by pausing between concepts, increasing wait time, and presenting material visually.

According to IDEA, which of the following must occur within 30 calendar days of a student being classified with a disability? A.The parents must receive a written report of evaluation results. B.The IEP team must meet to develop a program for the student. C.The school board must decide on an educational placement. D.The student must receive a hearing, vision, and speech screening.

B According to IDEA, a student's IEP team must meet within 30 calendar days of confirmation of the student's disability to develop an appropriate educational program for the student.

B Completing a semantic map is the most age-appropriate activity to help the student learn new vocabulary.

B During the concrete operational stage, which typically occurs between 6 and 12 years of age, children demonstrate an increase in logical thinking and a decrease in egocentric thinking. Thought processes become more rational, mature, and adult-like, or more operational.

B Establishing a visual cue before the beginning of an activity gives Rebecca a chance to redirect impulsive behaviors before they happen, thus helping her successfully self-monitor her actions.

B Since the student has difficulty counting money, the student needs to learn a routine that is suited for his or her skills, such as putting predetermined amounts of money in an envelope to spend as needed.

B Students with ADHD typically lack intrinsic motivation. A token reward system provides the outside motivation that students with ADHD often require to make completing tasks worthwhile to them.

B The literacy coach or reading specialist is trained to help special education teachers implement strategies that help students develop literacy skills such as questioning strategies.

Which of the following is a proactive strategy that is most effective for parents to use during their child's IEP meeting? A.Accepting the fact that conflicting points of view are often expressed B.Using personal statements to express a clear point of view about issues C.Understanding the roles and responsibilities of the special education teacher D.Setting the child's goals and objectives for learning and full participation

B Using "I" statements is proactive and focuses on the needs of the parents and child and enables the parents to express concerns clearly and effectively.

B Using cardboard cutouts of the characters will motivate the students to become engaged with the stories and help them reenact favorite parts of the story.

B When a kindergarten teacher has students with challenging behaviors in the classroom, it is important for the teacher to plan transitions carefully to ensure that there are minimal disruptions while the students are engaged in activities.

B Young students with special needs learn to write by participating in the writing process. They begin by using their phonetic knowledge to produce written work, and as time goes by their ability to produce correct letter-sound correspondences increases.

B filling in a concept map will assess knowledge of the rock cycle, and including examples of each type of rock will demonstrate an understanding of the rock types.

Place each of the following steps in an FBA in sequence from left to right, beginning with the first step. A. Analyze the behavior and form a hypothesis on the function of the behavior B. Describe the targeted behavior in measurable, observable terms C. Collect information on possible functions of the targeted behavior D. Devise an intervention plan to replace the behavior E. Categorize the behavior to determine the deficit

B, C, E, A, D

Emergent Curriculum

Based primarily on the interest of children. Often used in early childhood settings. The teacher works together with family and other community members to set possible direction for a project and then determine the actual curriculum based on student interest.

Behaviorism (Watson)

Behavior could be reliably measured. The effect of experience upon it should be the focus of psychology.

Watson/Skinner

Behaviorial Learning theory, Learner is passive, learner starts out with a clean slate and behavior is shaped through positive and negative reinforcement

Target behaviors

Behaviors witnessed inter FBA that require intervention through the BIP

Preoperational

Believing world sees things they do, uses symbols to represent objects (2-7)

profound intellectual disability

Below 20-25

Disproportionality

Bias may lead to disproportionality, unequal representation, of ethnic or racial groups in special education

Scope

Bigger picture—consists of the standards that just be taught within the framework

Perceptual Development Process of Reading

Birth to 7. Refers to the processing of info from reading. Checks for mental abilities. May notice dyslexia or other LD.

Examples of phonemic awareness skills

Blending, Segmenting, Separating

Cooperative teaching

Both SpEdT and RgEdT share equally in the responsibility for planning, instructing, and evaluating all members of the regular ed. class., The SpEdT still does most of the paper work regarding students with IEPs.

Woodcock Johnson Psychoeducational Battery

Both cognitive and achievement sections, provides discrepancy between ability and achievement, good for diagnosing learning disabilities

Shared teaching

Both teachers deliver the lesson together

Team teaching

Both teachers work together to teach the class simultaneously Can work well when two people are needed to demonstrate something

Task analysis

Breaking a skill into smaller, more manageable steps Educational practice for ID

Theories:"Discovery Learning" and "Constructivism"

Bruner suggests that learning is an active process in which learners construct new ideas or concepts based on knowledge or past experiences. His constructivist theory emphasizes a student's ability to solve real-life problems and make new meaning through reflection. Discovery learning features teaching methods that enable students to discover information by themselves or in groups.

When should a student's phonemic awareness be assessed?

By the 4th month of kindergarten. If it has not developed adequately, begin intensive training.

A fifth-grade special education teacher is introducing the concept of simplifying fractions using common factors to a collaborative math class. After the lesson, the teacher wants to determine which students will require more guided practice. Which of the following strategies is most appropriate for the teacher to use to assist students in evaluating their own level of understanding? A.Asking students to simplify several fractions as a warm-up exercise during the next class B.Giving students time to write in their journal about what they learned in class C.Asking students to fill out a rubric on an exit slip as they leave the classroom D.Giving the students a homework assignment relating to simplifying fractions

A mathematics teacher asks students to solve an equation, write the answer on a sticky note, and place the note on the door as they exit. Which of the following best describes the type of assessment the teacher is using? A.Adaptive B.Authentic C.Informal D.Diagnostic

A second-grade student who started receiving special education services at the age of 3 was recently reevaluated. The results of testing indicate that the student has an IQ score of 70, poor expressive communication skills, and difficulty performing daily-living skills. The deficits affect the student's ability to complete age-appropriate tasks. Which of the following categories best defines the student's disability? A.Specific learning disability B.Other health impairment C.Intellectual disability D.Autism spectrum disorder

A student is able to successfully complete a target behavior 90 percent of the time without receiving a token. A special education teacher can best support maintenance of the behavior by using which of the following? A.An extinction strategy B.Discrete trial training C.An intermittent reinforcement D.Pivotal response treatment

A third-grade student with a moderate intellectual disability has difficulty remembering how to read the numbers and the hands on a clock face. Which of the following is the most appropriate next step for the teacher to take? A.Planning a project in which students will create their own clocks B.Providing real-life examples of the importance of telling time C.Completing a task analysis for telling time using forward chaining D.Giving a pretest to determine which prerequisite skills are missing

According to the Individuals with Disabilities Education Act (IDEA), I D E A and at the discretion of the state and local education agency and with appropriate testing, children in which of the following age groups are qualified to receive special education services under the noncategorical designation of developmental delay? A.0-1 year only B.2-5 years only C.3-9 years only D.10-14 years only

According to the Individuals with Disabilities Education Act (IDEA), and at the discretion of the state and local education agency and with appropriate testing, children in which of the following age groups are qualified to receive special education services under the noncategorical designation of developmental delay? A.0-1 year only B.2-5 years only C.3-9 years only D.10-14 years only

An eighth-grade student is classified as having a specific learning disability. To prepare for the student's annual IEP I E P review, the team considers assistive technology equipment that would benefit the student. Which of the following is the best first step in that process? A.Observing increased laptop usage in the classroom B.Asking the student what type of assistive device is preferred C.Collecting information about the possible needs of the student D.Addressing multiple modalities used to teach academic content

An eighth-grade student is classified as having a specific learning disability. To prepare for the student's annual IEP review, the team considers assistive technology equipment that would benefit the student. Which of the following is the best first step in that process? A.Observing increased laptop usage in the classroom B.Asking the student what type of assistive device is preferred C.Collecting information about the possible needs of the student D.Addressing multiple modalities used to teach academic content

Danny is a twelfth-grade student who has been diagnosed with Tourette's syndrome and epilepsy. Both conditions are controlled with medication. Danny is functioning at grade level with his peers. Which of the following statements best describes the most appropriate services for Danny? A.Danny's diagnosis requires an Individualized Education Program (IEP). B.Danny requires a paraprofessional to assist him in his course work. C.Danny is covered under a Section 504 Plan because he does not require special education services. D.Danny should be placed in inclusive classes for all academic courses.

Jamie is a first-grade student with a specific learning disability in the area of mathematics. The class is learning to solve addition problems. Which os the following accommodations would most likely be included in his IEP? A. Permitting Jamie to use a calculator to solve word problems B. Allowing Jamie to answer word problems verbally during tests C. Allowing Jamie to use manipulatives to solve word problems D. Reading problems to Jamie during tests

Jan, who is 17 years old, was diagnosed with cerebral palsy as a young child and has a moderate intellectual disability. She is very outgoing, has much to say, and has a strong desire to communicate. However, individuals who do not know Jan have a very difficult time understanding her oral language. Which of the following actions is most likely to enhance Jan's communication skills? A.Developing a book of interactive picture communication boards B.Training in using body language to communicate C.Utilizing an electronic speech-generating communication aid D.Accessing a bilingual communication tool for nonvocal individuals

Jerrie is 10-year-old girl who scores within the average range for her age on both intelligence tests and achievement tests but has difficulty completing tasks in school due to a lack of focus and impulsive behaviors. These symptoms are most consistent with a diagnosis of A. oppositional defiant disorder (ODD) B. traumatic brain injury (TBI) C. attention-deficit/hyperactivity disorder (ADHD) D. specific learning disability (SLD)

Justin is a second-grade student who has a classification of mild intellectual disability. What is an advantage of seating him in a cooperative cluster? A. Justen will be able to participate more in classroom discussions B. Justin will be in closer proximity to the teacher C. Justin can work with a partner if he has questions D. Justin can sit near the window

Lynne, a second-grade student with a learning disability, is significantly below grade level in the area of reading. Which of the following reading strategies is most likely to help Lynne improve her reading skills? A.Readers' theater in front of a class to build reading fluency and comprehension skills B.Silent reading with a partner to build independent reading and comprehension skills C.Multisensory reading activities in a small group to develop fluency and comprehension skills D.Round-robin reading in a whole group to develop fluency and comprehension skills

Mary is a high school student with a mild intellectual disability and a moderate hearing loss. She chats in the hall with her friends and is often late for class. Which of the following assistive technologies will best help her to be on time for her classes? A.FM monitor B.Telephone with a video screen C.Vibrating prompting device D.Audiobook player

Mr. Sandy is a special education teacher whose students are constantly moving around the classroom during seatwork time to look for their folders. Which of the following suggestions will best help Mr. Sandy organize his classroom? A.Setting rules with students and posting a consequences chart B.Creating a chart for students to earn rewards for on-task behaviors C.Establishing fixed locations for students to access supplies D.Arranging desks to group students who are on task together

Ms. Jackson currently serves special education students by providing instructional support in English language arts, mathematics, and science. One of Ms. Jackson's students is Billy, a fifth-grade student with a learning disability who is failing math and science. Which of the following is the most appropriate way for Ms. Jackson to help Billy with math and science? A.Assessing Billy's math and science skills at the end of each unit of study B.Giving Billy additional homework assignments to practice math and science skills at home C.Preteaching Billy new vocabulary to be used in math and science classes D.Scheduling after-school tutorials in math and science with a parent volunteer

Ms. Jackson currently serves special education students by providing instructional support in English language arts, mathematics, and science. One of Ms. Jackson's students is Billy, a fifth-grade student with a learning disability who is failing math and science. To address Billy's failing grades, it is most important for the IEP I E P team to do which of the following? A.Ensure that the math and science teachers have a copy of Billy's IEP I E P B.Confer with the special education coordinator to discuss Billy's status C.Consider whether Billy's IEP I E P goals are appropriate or need to be amended D.Meet with Billy's parents to assure them that Billy will not be held back a grade

Ms. Jackson currently serves special education students by providing instructional support in English language arts, mathematics, and science. One of Ms. Jackson's students is Billy, a fifth-grade student with a learning disability who is failing math and science. Which of the following is the most appropriate way for Ms. Jackson to help Billy with math and science? A.Assessing Billy's math and science skills at the end of each unit of study B.Giving Billy additional homework assignments to practice math and science skills at home C.Preteaching Billy new vocabulary to be used in math and science classes D.Scheduling after-school tutorials in math and science with a parent volunteer

Pamela is a tenth-grade student who was injured in a car accident over the summer. She is now experiencing severe headaches, memory loss, and slurred speech. According to the Individuals with Disabilities Education Act (IDEA), her disability falls into which disability category? A.Specific learning disability (SLD) B.Autism spectrum disorder (ASD) C.Traumatic brain injury (TBI) D.Other health impairment (OHI)

Producing consistent results from standard administrations of different forms of a test A. Integrity B. Validity C. Reliability D. Fidelity

Producing consistent results from standard administrations of different forms of a test a-Integrity b-validity c-reliabilit d-fidelity

Rebecca is a 9-year-old student who receives instruction in a third-grade inclusion classroom. She has been diagnosed with ADHD and a specific learning disability in reading. Rebecca is very impulsive and shouts out answers and interrupts others when they are speaking. She easily forgets concepts taught in class and has difficulty completing assignments on time. Rebecca is learning to keep her desk organized and to remind herself to bring in her homework. She prefers to work by herself yet close to the teacher. Which of the following establishes the most appropriate consequences for Rebecca's impulsivity? A.Calling a team meeting with Rebecca's parents each time the behavior occurs B.Designating a time-out space with a determined amount of time based on each interruption C.Using collaborative discipline in which Rebecca has input in monitoring her own behavior D.Establishing a response-cost system with points taken away for outbursts

Sarah, a third-grade student, has been arguing with her teacher and occasionally throwing objects at her classmates. Sarah's teacher talks to her to find out the cause of such behavior in order to help her develop self-control and plan for more appropriate behaviors in the class. Which of the following models would best reflect on this technique to manage student behavior? A.Ecological model B.Biological model C.Psychoeducational model D.Humanistic model

The Individuals with Disabilities Education Act (IDEA) (I D E A) states that students diagnosed with an emotional disturbance often demonstrate an inability to A.reason abstractly and perform self-care, social, or physical tasks B.adjust to new routines and relate to people and unexpected events C.learn that cannot be explained by intellectual, sensory, or health factors D.achieve in school because of limited strength, vitality, or alertness in daily life

The Vineland Adaptive Behavior Scales is most likely to be used in the identification of A.gifted and talented students B.learning disabilities C.intellectual disabilities D.fragile X syndrome

There is a wide range of diversity among the students in a third-grade class. Several students complete reading assignments quickly and must wait for other students before the teacher can move on. Other students have difficulty following directions and completing assignments. The teacher can best meet the needs of the students in the class by occasionally using which of the following collaborative-reading strategies? A. Reading aloud and inviting the students to join in B.Making smaller words from letters in longer words C.Setting up class-wide peer-tutoring partnerships D.Assigning students to study-skills groups

Wai has a specific learning disability in the area of writing, specifically dysgraphia. The second-grade class that Wai is in is learning to write in cursive. Which of the following strategies is most likely to benefit Wai during cursive writing instruction? A.Teaching Wai metacognition techniques B.Allowing Wai to use colored pencils to write C.Having Wai trace script letters in the air using two fingers D.Exempting Wai from the requirement of writing in cursive until he is older

Which co-teaching model is demonstrated when the lead and support teachers each deliver a lesson to separate groups of students? A. Complementary teaching B. Alternative teaching C. Parallel teaching D. Shared teaching

Which of the following actions will most likely facilitate productive communication between a special education teacher and student's parents or guardians at a parent-teacher conference? A. The special education teacher sets the agenda and ensures that the student's parents adhere to the discussion points. B. The special education teacher conducts the conference using education jargon and technical language C. The special education teacher discusses the student's academic strengths and offers suggestions for how the student can improve on weaknesses D. The special education teacher instructs the parents on how to provide guidance to the student in a more consistent manners

Which of the following are primary caregivers of young children with cerebral palsy most likely to experience? A.Concern about having future children B.An improved quality of life as a whole C.Strong feelings of isolation D.A more solid spousal relationship

Which of the following environmental factors has the most positive impact on the development and achievement of a student diagnosed with autism spectrum disorder? A.Varying the student's daily routine to prevent boredom B.Using a microphone to enhance the teacher's voice during instruction C.Providing visual cues to communicate during activities and routines D.Discouraging the student's use of sensory comforts to regulate anxiety

Which of the following goals will most likely be included in an Individualized Education Program (IEP) for an eighth-grade student who has autism spectrum disorder (ASD) ? A.Writing a paragraph using transitional phrases B.Remaining seated while completing independent work C.Using eye contact when speaking to the teacher D.Raising his or her hand before answering a question

Which of the following is a possible limitation of having classroom teachers collect Response-to-Intervention data for a school psychologist? A.Teachers may view instruction and data collection as an add-on that can only be handled by a specialist. B.Teachers may selectively attend to information that confirms a label while neglecting other information. C.Teachers may not be adequately trained to execute the research-based assessment tools required to collect accurate data. D.Teachers may prefer to use informal methods based on personal teaching styles to collect data.

Which of the following is an accurate statement about what IDEA requires for any IEP? A. The IEP must include a multiyear outline of instructional objectives B. The IEP must include a section on assistive devices, regardless of the nature or degree of the student's disability C. The IEP must be in effect before special education services or related services are provided D. The IEP must not be made available to any school personnel except special education teachers

Which of the following is an appropriate functional writing skill to teach a high school student with an intellectual disability? A.Writing in cursive B.Writing an essay for a college application C.Filling out job applications D.Spelling basic sight words

Which of the following is an important component of teaching Lee, an elementary student with ADHD whose learning style is more impulsive than reflective? A.Ensuring that Lee takes prescribed medications every day B.Showing Lee's parents how to help with homework C.Praising Lee at times when she is focused and attentive D.Scolding Lee when she does not follow clear and limited directions

Which of the following is most appropriate for the IEP I E P team to consider when developing the IEP I E P goals for a second-grade student who is eligible to receive special education services? A.Developing goals based on parental input and preferences for their child's career growth B.Developing goals that focus on enrichment activities to increase the student's self-confidence C.Developing goals that are based on assessment data and the student's current academic and functional levels D.Developing goals that are based on the district curriculum and followed by all students at the same grade level

Which of the following is most characteristic of an evidence-based assessment? A.It involves subjective procedures. B.It is based on few studies of practice. C.It provides reliable and valid data. D.It is based on randomized control studies.

Which of the following is most important when designing the physical space in a classroom to accommodate a student who uses a wheelchair? A.Separate areas for whole-group and small-group instruction for effective delivery of lessons B.A corner in the classroom where all the students can cluster for mini lessons C.Enough room between furniture for easy accessibility to classroom supplies D.Desks and chairs arranged neatly in rows so all students face the teacher

Which of the following is the best method for nonverbal students with intellectual disabilities to employ for independently expressing their wants and needs? A.Using maps B.Grabbing what they want C.Using picture cards and symbols D.Crying for what they want

Which of the following is the most appropriate IEP I E P goal for a fourth-grade student who has an intellectual disability and reads at a first-grade level? A.By the end of the second grading period, when given fourth-grade reading material, the student will combine information from two passages to draw conclusions, distinguish between fact and opinion, and make inferences with 75% accuracy. B.By the end of the second grading period, the student will be able to identify and ask questions that are answered in the title and the first paragraph of a fiction or nonfiction passage with 85% accuracy in 3 out of 4 trials. C.By midyear, the student will be able to match spoken words to print, isolate consonant sounds at the beginning of words in context, and identify previously viewed words from text with 100% accuracy on 8 out of 10 trials with familiar text. D.By midyear, when given grade-level reading material, the student will use a graphic organizer to compare characters, settings, and plots from fairy tales with 80% accuracy on 8 out of 10 classroom assignments.

Which of the following is the most appropriate IEP goal for a fourth-grade student who has an intellectual disability and reads at a first-grade level? A.By the end of the second grading period, when given fourth-grade reading material, the student will combine information from two passages to draw conclusions, distinguish between fact and opinion, and make inferences with 75% accuracy. B.By the end of the second grading period, the student will be able to identify and ask questions that are answered in the title and the first paragraph of a fiction or nonfiction passage with 85% accuracy in 3 out of 4 trials. C.By midyear, the student will be able to match spoken words to print, isolate consonant sounds at the beginning of words in context, and identify previously viewed words from text with 100% accuracy on 8 out of 10 trials with familiar text. D.By midyear, when given grade-level reading material, the student will use a graphic organizer to compare characters, settings, and plots from fairy tales with 80% accuracy on 8 out of 10 classroom assignments.

Which of the following types of assessments provides data such as percentile level, stanine scores, and standard scores? A.Curriculum-based B.Formative C.Standardized D.Rating scale

Which of the following types of information is generally the most useful in making decisions about instruction for a student with a disability? A.Scores from standardized tests B.The category of the disability C.Curriculum-based assessment D.The amount of time the student spends in the resource room

C Assessments that are based on evidence-based research provide educators with reliable and valid data of how their students are performing in multiple areas, skills, and concepts.

C Intermittent reinforcement is a documented way to effectively promote maintenance of a skill that has been mastered.

C Parents of children with medically unstable conditions often experience problems such as social isolation, financial difficulty, marital stress, and sleep disruption.

The Individuals with Disabilities Education Act (IDEA) states that students diagnosed with an emotional disturbance often demonstrate an inability to A.reason abstractly and perform self-care, social, or physical tasks B.adjust to new routines and relate to people and unexpected events C.learn that cannot be explained by intellectual, sensory, or health factors D.achieve in school because of limited strength, vitality, or alertness in daily life

C Students diagnosed with an emotional disturbance are likely to have difficulty learning, but the difficulty cannot be associated with intellectual, sensory, or health factors.

Ms. Jackson currently serves special education students by providing instructional support in English language arts, mathematics, and science. One of Ms. Jackson's students is Billy, a fifth-grade student with a learning disability who is failing math and science. To address Billy's failing grades, it is most important for the IEP team to do which of the following? A.Ensure that the math and science teachers have a copy of Billy's IEP B.Confer with the special education coordinator to discuss Billy's status C.Consider whether Billy's IEP goals are appropriate or need to be amended D.Meet with Billy's parents to assure them that Billy will not be held back a grade

C The IEP team is responsible for writing a student's IEP goals and determining whether the goals are providing the student with appropriate instruction needed to access the curriculum.

C The IEP team should use the latest informal and formal assessment data to determine the student's current levels of performance and to develop measurable goals that move the student toward mastery of grade-level standards.

A kindergarten teacher planning phonological awareness activities for the year must ensure that the activities match the phonological awareness continuum. Place the following levels of phonological awareness in the correct order of development. A.Syllable awareness B.Onset and rime C.Listening and rhyming D.Phoneme blending

C, A, B, D generally children develop the ability to notice, hear, identify, and manipulate words and word parts, including phonemes, syllables, and onset and rime, in that specific order.

Cognitive development: 1st Grade

Can begin deciding and sight word recognition Able to write many words and basic sentences Understands the passing of time Can use logical reasoning Can add and subtract basic numbers

Language development: 1st Grade

Can clearly communicate future and past tenses (in speech) Can express oneself orally and in writing Understands connection between spoken and written language

Cognitive development: Kindergarten

Can count to twenty and identify most shapes and colors Can write numbers to twenty Can categorize shapes Understands the concepts of largest and smallest Can print name Can focus on a single activity for roughly 15 mins In beginning stages of literacy

Physical development: 2nd & 3rd Grades

Can fasten buttons, zippers and snaps Can run and play longer without resting Can ride a bike Begins to lose baby teeth

Language development: Kindergarten

Can form future and past tenses (in speech) Can tell a story using several sentences Can say name, address, and phone number Can use language purposefully

Mis-learning

Can happen when students are involved in exploratory learning without first receiving proper guidance One advantage of direct instruction is that it can prevent mis-learning and student misconceptions or procedural errors can be corrected immediately

Cognitive development: 4 years old

Can identify some colors, shapes, and numbers Can sort items that are the same and those that are different Understands "before" and "after" Can use scissors Can copy letters of first name Is developing concepts of print Understands basic story events

Physical development: 1st Grade

Can kick and catch easily Can tie shoelaces Handwriting becomes more legible Has more stamina when writing

Physical development: Kindergarten

Can tiptoe, walk on a balance beam, jump rope Can catch a ball Can use the bathroom and wash hands independently Shows hand dominance Can use all eating untensils

Language development: 2nd & 3rd Grades

Can understand language use that is not literal Can communicate purposefully in writing Tries out many new words

Language development: 4 years old

Can use most pronouns and many verbs and noun correctly (in speech) Can recite a familiar song or rhyme Can say first and last name Can answer--who, what, when, where--questions

David Hume

Cannot be sure about physical environment or ideas. "We can be sure of nothing"

Placing students with the same disabilities together for instructional purposes represents a

Categorical approach

Irving Independent School District v. Tatro

Catheterization is requires as a related service

Socio-emotional development: 1st Grade

Changing circle of friends Able to recognize feelings in others Can solve some conflicts with peers without adult help Understands the rules and norms of most situations

Sickle cell disease—OHI

Characters by sickle (crescent)-shaped red blood cells that can't adequately carry oxygen

Direct Measure

Checking on student achievement during a period for a specific opportunity to perform and recording the response.

Methods to track student development over time

Checklists—mastery of skills Portfolios Observational records Frequent informal assessments

Evaluations for OHI must include...

Child has proven acute or chronic health problem that impacts strength, vitality, or alertness that results in limited engagement in instruction Medical, developmental, cognitive, academic, and behavioral information must be collected and reported on

Developmental Delay

Children ages 3-9 can be classified as experiencing _____ if they have _______ in one or more of the following areas: physical, cognitive, communication, social or emotional, or adaptive development; such children may need special education and related services (IDEA, 2007)

guided writing

Children engage in writing a variety of texts. Teacher guides the process and provides instruction through mini-lessons and conferences.

Constructivist theory

Children learn by constructing knowledge from their environment

phonics through spelling

Children learn to segment words into phonemes and to make words by writing letters for phonemes.

Genralized Anxiety Disorder (GAD)—ED

Chronic, exaggerated worry with no provocation

Parallel teaching

Class is broken into 2 groups and each teacher teaches the same content. Good when listening to student responses is crucial (phonics instruction) and when students need ample time to participate

Cooperative Learning

Classroom is divided into groups to work together to complete a task or participate in an activity.

Siegfried Engelmann's contributions

Co-founded the Bereiter-Engelmann Program with Carl Bereiter which demonstrated the ability of intensive instruction to enhance cognitive skills in disadvantaged preschool-aged children....the Bereiter-Engelmann Preschool Program

Deaf-blindness

Co-occurrence of hearing and visual impairments, resulting in a range of needs that can't be met though supports designed for students with only one of the two impairments Students usually experience development delays due to not accessing as much stimuli as a typical child

Piaget

Cognitive Development: blueprint of the stages of normal intellectual development

Piget

Cognitive development

Before beginning phonemic instruction, make sure the student is...

Cognitively ready. He may need time to develop.

Total Communication

Combination of oral and manual communication Educational practice for Deafness/Hearing Impairment

Speech or language impairment (SLI)

Communication disorder characterized by impairments in voice, speech fluency, articulation, or language.

Characteristics of Autism

Communication problems (for example, with the use or comprehension of language); Difficulty relating to people, things, and events; Playing with toys and objects in unusual ways; Difficulty adjusting to changes in routine or to familiar surroundings; and Repetititive body movements or behaviors. (1)

Age equivalent score

Compares a student's results to the median score of other students of a certain age

Stage 4: Elementary and MS

Competence vs Inferiority

John Stuart Mill

Complex ideas are not just combinations of simple ones, the whole is more than the sum of its parts, more complex ideas contain components, not found in their simpler elements

Structuralism (Titchener)

Complex ideas were combinations of simple ones using association. Subjects trained to report immediate perceptual experiences, not interpretations

Skinner

Conditioning

Mild TBI

Confused state or loss of consciousness for less than 30 minutes with post traumatic amnesia that lasts for up to 24 hrs

Every Student Succeeds Act (ESSA)

Congress passed to replace NCLB—rolls back many of the federal education requirements, giving power back to states. States need to have accountability systems and must set expectations for ensuring highly qualified teachers are providing instruction

Educational practices for development delay

Consistent expectations at school and at home: structure and procedures Interventions delivered through play and in a student's natural environment Instructions that targets gross and fine motor movement Hands-on experiences Visual cues Direct instruction

Behavioral contract

Contract that states consequences for unexpected behaviors and reinforcements for expected behaviors. After the contract is agreed upon, the teacher and student both sign Educational practice for EBD

Braille printers

Convert computer text to printed Braille Educational practice for Blindness/Visual Impairment

Screen readers

Convert text on a screen to speech Educational practice for Blindness/Visual Impairment

Braille translation

Converts print into Braille and Braille into print Educational practice for Blindness/Visual Impairment

An organization that was founded in 1922 to advocate for ll children with disabilities was

Council for Exceptional Children (CEC)

Cedar Rapids v. Garrett F.

Court ruled that students with disabilities who require special care during the school day are entitled to the care at public expense, as long as a doctor is not required to deliver the necessary services.

Pyramid planning

Creating hierarchical goals that ensure that all students meet certain learning objectives (bottom of pyramid- all students know, middle of pyramid- most students know, top of pyramid- some students know)

Crystallized and fluid intelligence

Crystallized Intelligence - Knowledge that is acquired from the culture. Measured buy the Verbal comprehension test. Fluid intelligence - The ability to solve novel problems. Measured by the formation sub-test.

In making decisions about curriculum and instruction for a student with a disability, which of the following types of information is generally the most useful?

Curriculum-based assessment

Using objectives from the student's work in class as a means to evaluate progress and adapt instruction is known as

Curriculum-based assessment

A middle school special education teacher has been assigned a new student with a diagnosis of autism spectrum disorder. The student has a history of having difficulty with transitions because the student does not clearly anticipate what is coming next. Which of the following strategies would help the student anticipate transitions? A.Providing auditory signals immediately before the student must transition between activities B.Showing the student a map of the school C.Allowing the student to sit next to the door and watch the other students changing classes D.Giving the student a schedule with pictures of clocks that show what time classes change

A middle school student, classified as other health impaired due to a diagnosis of ADHD, has recently received several disciplinary referrals for inappropriate behavior. Which of the following is the most appropriate strategy the special education teacher can use to gather data about the student's behavior? A.Discussing recent changes in the student's behavior at an IEP I E P meeting B.Reading the behavior comments on the student's progress report C.Having the student role-play appropriate behavioral responses D.Observing the student's behavior across settings

A special education teacher collaborates regularly with a general education classroom teacher to interpret the data from a variety of informal and standardized assessments. To best interpret the data, the teachers should focus on A.strategic planning to incorporate literacy practices during instruction B.the socioeconomic status and gender of the students being assessed C.trends in student achievement over several years of data collection D.student achievement and the effectiveness of instructional practices

A student has been unable to build or maintain satisfactory interpersonal relationships with peers and teachers for over a year and has an unexplained inability to learn grade-level mathematics. The characteristics described are most closely associated with which of the following disabilities? A.Other health impairment B.Specific learning disability C.Intellectual disability D.Emotional disturbance

A student who has a moderate intellectual disability examined a set of twelve communication board symbols and could correctly identify the meaning of only five of them. Based on the student's experience, which of the following can be inferred about the process of selecting symbols to use with a student's communication board? A.Symbols without text labels are easily understood. B.Symbols must be taught to students in a rigid hierarchy. C.Symbols need to reflect metaphors that come from adult life experiences. D.Symbols should be taught and used within contexts meaningful to children.

A student with an articulation disorder lacks confidence speaking in a large-group setting. Which of the following instructional techniques will be the most effective to provide an opportunity for the student to participate meaningfully in a class discussion? A.Modeling the skill to be learned B.Connecting the objective to the student's prior knowledge C.Providing a note-taking template D.Using a think-pair-share activity

A third-grade special education teacher in a collaborative classroom asks students to clean up before music class. A student with autism spectrum disorder (ASD) refuses to comply and continues to play with a puzzle. The ABC chart describes the interaction between the teacher and the student. Which of the following is the most appropriate way for the teacher to prevent similar situations in the future? A.Encouraging the student to ask the teacher or others for help B.Displaying a list of consequences for noncompliant behaviors C.Communicating frequently with the student's parents D.Providing the student with verbal and visual transitional cues

Amber was diagnosed with autism spectrum disorder (ASD) at the age of seven. The local school district decided to place Amber in a private school for children with ASD even though the family did not agree with the decision. Which of the following actions is the most appropriate for the family to take? A. Moving to a different school district where Amber will be placed in an inclusion classroom B. Deciding to homeschool Amber to avoid conflict of interest with the school district C.Accepting the school district's authority and agreeing to its decision D.Requesting a due process hearing against the school district for inappropriate placement

An IEP I E P team is preparing for a behavioral intervention plan (BIP) (B I P) meeting for Paul, a first-grade student with an emotional and behavioral disturbance (EBD). Data collected for a functional behavioral assessment (FBA) provides multiple instances of the student's pushing and hitting other students while waiting in line, playing on the playground, or engaging in group activities. Which of the following is the next step for the team to do during the meeting? A.Identify specific concerns and how they are interfering with Paul's academic progress B.Brainstorm possible factors that may be influencing Paul's interfering behavior in school C.Analyze whether the intervention has been effective or whether it needs to be modified D.Determine measurable and observable goals and specific strategies to reach the goals

An eighth-grade student with an intellectual disability has an IEP I E P goal that states that the student will participate in science experiments that use science in everyday applications. The class is currently investigating chemical reactions that produce new substances with different properties. Which of the following activities best meets the student's IEP I E P goal and the class learning objective? A.Providing the student pictures showing how everyday metal items rust when exposed to the weather B.Giving the student a high-interest text that uses science content vocabulary in everyday situations C.Showing the student a science video about cleaning dirty copper pennies with a vinegar and salt solution D.Having the student add baking powder to a batch of pancake batter and note the changes that occur

An eighth-grade student with an intellectual disability has an IEP goal that states that the student will participate in science experiments that use science in everyday applications. The class is currently investigating chemical reactions that produce new substances with different properties. Which of the following activities best meets the student's IEP goal and the class learning objective? A.Providing the student pictures showing how everyday metal items rust when exposed to the weather B.Giving the student a high-interest text that uses science content vocabulary in everyday situations C.Showing the student a science video about cleaning dirty copper pennies with a vinegar and salt solution D.Having the student add baking powder to a batch of pancake batter and note the changes that occur

Andrew is a second-grade student with a mild intellectual disability and a visual impairment who is unable to hold scissors and cut paper independently during projects. Which of the following professionals is best qualified to help Andrew develop his hand-eye coordination? A.A pediatric physical therapist B.An orientation and mobility specialist C.An audiovisual specialist D.An occupational therapist

Chloe, a fourth-grade student with an intellectual disability and poor fine-motor skills, receives daily reading instruction in the resource room. The special education teacher plans to assess Chloe's comprehension skills on a book that was read to the class. Which of the following accommodations is most appropriate for Chloe during the assessment? A.Providing Chloe with a list of new vocabulary words from the book B.Giving Chloe extra time to answer the questions independently C.Assigning a paraprofessional to interpret the questions for Chloe D.Allowing Chloe to answer the questions orally with some prompting

Following recommended procedures and protocols during administrations of a test A. Integrity B. Validity C. Reliability D. Fidelity

Following recommended procedures and protocols during administrations of a test a-Integrity b-validity c-reliabilit d-fidelity

Jason is a seventh-grade student with an anxiety disorder. He has a flat affect and is generally withdrawn. When he must interact with other students in class, he avoids eye contact and verbal communication. When other students approach him to talk or play a game, he gets out of his seat and walks away. Which of the following strategies is most likely to improve Jason's interactions with other students? A.Displaying posters on social skills in the classroom B.Assigning Jason to be team captain for a review game C.Asking Jason to run errands for the teacher D.Discussing social stories that model talking with others

Jerry is a third-grade student diagnosed with a moderate intellectual disability. His teacher has noticed significant problems with impulse control, attention, transitioning, planning, organizing, and initiating tasks. Difficulties in these areas are most likely indicative of a deficit in A.visual perception processing B.information processing C.adaptive functioning D.executive functioning

John is a fourth-grade student in Ms. Kerr's general education classroom. John speaks English and Spanish at home. Based on his classroom performance, Ms. Kerr is concerned that John may have a learning disability. Which of the following is the most appropriate way to assess John for a learning disability? A.Administering a standardized assessment for his adaptive skills B.Reviewing his current and previous academic records C.Analyzing his scores on language proficiency assessments D.Using multiple forms of assessment data for his evaluation

John is a ninth-grade student who has been identified as having an orthopedic impairment from cerebral palsy. Which of the following accommodations is most appropriate for John during his inclusive science class? A.Seating him near the teacher so he can hear the lectures more clearly B.Allowing him to take frequent breaks during the science class C.Providing him with large-print versions of all materials D.Allowing him to use a computer with word-prediction software to take notes

Joseph, a 14-year-old student with an autism spectrum disorder (ASD), has frequent outbursts when learning a new academic concept. Which of the following options is most appropriate to help Joseph control his frustrations and increase on-task behavior? A.Reteaching the new lesson to Joseph one-on-one to ensure maximum retention B.Assigning a buddy who will help Joseph with his schoolwork C.Letting Joseph choose what he will work on from a list of possible assignments D.Working with Joseph to establish a self-management plan

Liam, a student with a language-based learning disability, has lower self-confidence than his peers. Which of the following steps can Liam's teacher take to most effectively improve Liam's self-confidence? A.Hold Liam to the same expectations and standards as his peers. B.Compare Liam's work to that of his peers when he completes a task successfully. C.Highlight Liam's academic strengths rather than his nonacademic strengths. D.Help Liam find new strategies for learning that will help him feel more successful.

Marta is a second grader with a specific learning disability (SLD) in mathematics who uses immature problem-solving procedures for simple arithmetic problems. Which of the following statements is most likely to be included in her IEP? A.Marta has difficulty with arithmetic procedures because she does not pay attention to directions. B.Marta will outgrow her difficulties and learn to solve arithmetic problems as she matures. C.Marta requires mathematics instruction twice a week in a resource room setting. D.Marta needs direct instruction in specific strategies for solving mathematical problems.

Martha is an eleventh-grade student with spina bifida. She uses a motorized wheelchair and has limited fine motor skills. Her testing indicates her cognitive and language skills are on grade level. Which of the following accommodations is most likely to benefit the student in her inclusive history class? A.Allowing Martha to use a laptop computer to take notes B.Requiring Martha to learn less material for mastery C.Providing Martha raised-line paper to improve her handwriting D.Providing Martha copies of notes to limit her need for writing

Ms. Davis, a special education teacher, provides inclusion support in mathematics for students in a fourth-grade classroom. She administers tests in a quiet alternate location for one student with a mild intellectual disability who is easily distracted. Ms. Davis is primarily providing the student with which of the following types of accommodations? A.Scheduling B.Presentation C.Response D.Setting

Ms. Smith will have a student in her class with co-occurring disabilities, a physical disability and a learning disability, that make processing printed documents exceptionally difficult. Which of the following is the best presentation accommodation for Ms. Smith to use to support the student? A.Providing additional time to complete assignments B.Assigning a peer to scribe important information C.Supplying technology with speech-to-text software D.Demonstrating key concepts orally and pictorially

Peter is a third grader who has a difficult time producing written work in class. Besides having poor pencil grasp and handwriting, he has a difficult time visually tracking reading material. Which of the following will best support Peter's needs and ensure his access to the curriculum? A.Providing Peter with audiobooks B.Assigning Peter a scribe C.Allowing Peter to use a voice recorder D.Supplying Peter with a slant board

Rafael has attention-deficit/hyperactivity disorder (ADHD). One of his testing accommodations is to test in a separate room with the special education teacher. Which of the following is a reason for this accommodation? A.The other students will not hear the test being read aloud to Rafael. B.Rafael can read the test aloud to himself without distracting other students. C.The special education teacher can give Rafael cues about the answers. D.Rafael will be able to concentrate better without distractions.

Rebecca is a 9-year-old student who receives instruction in a third-grade inclusion classroom. She has been diagnosed with ADHD and a specific learning disability in reading. Rebecca is very impulsive and shouts out answers and interrupts others when they are speaking. She easily forgets concepts taught in class and has difficulty completing assignments on time. Rebecca is learning to keep her desk organized and to remind herself to bring in her homework. She prefers to work by herself yet close to the teacher. Which of the following is the most appropriate instructional strategy that the special education teacher can use to best support Rebecca in the classroom? A.Providing opportunities to complete tasks with others B.Incorporating the use of assistive technology in assignments C.Incorporating the use of homogeneous small groups in class D.Reviewing previous lessons and relating them to new material

The major difference between traumatic brain injury (TBI) and orthopedic impairment is that TBI A.affects motor function B.affects educational performance C.is caused by a congenital anomaly D.is an acquired injury

The technique of guided practice is best demonstrated by a teacher who A.assigns a work sheet to be completed in class B.allows students to work in cooperative groups C.prepares follow-up activities supporting retention D.monitors students who are working on an assignment

To be identified as having an intellectual disability, a child must demonstrate significantly below average intellectual functioning and A.a discrepancy between ability and achievement B.genetic abnormalities C.seizure syndrome and brain dysfunction D.related limitations in two or more areas of adaptive skills

What is the purpose of a cognitive assessment? A.To analyze emotional development B.To calculate adaptive behavior C.To test fine motor skills D.To measure intellectual ability

Which of the following are the most likely symptoms of fetal alcohol syndrome? A.Yellow stained teeth and reduced growth of long bones B.Down syndrome and cardiac malformations C.Spina bifida and juvenile arthritis D.Distinctive facial features and delayed development

Which of the following behaviors is most typical for a student with autism spectrum disorder? A.Lack of focus and impulsivity B.Inability to react to environmental noises C.Limited strength in all muscle groups D.Resistance to changes in routines

Which of the following best describes how proximity control is used in the classroom? A.The teacher determines the student's level of understanding and teaches just above that level. B.The teacher requires that students who misbehave must sit next to her at lunch. C.The teacher makes seating assignments so that students with disabilities are near the point of instruction. D.The teacher stands or sits close to a student who appears ready to start a disruption.

Which of the following best exemplifies an adaptive skill? A.Listening to a teacher read a book aloud B.Coloring within the lines of a picture C.Throwing a temper tantrum D.Learning how to dress oneself

Which of the following best reflects a practice of culturally responsive teaching? A.Adapting learning outcomes and assessments for students with special needs B.Having students use multimedia technology to learn a second language of choice C.Utilizing outcomes from formative assessments to make adjustments to lesson plans D.Giving students opportunities to choose projects that are relevant to their own lives and experiences

Which of the following conditions most often co-occurs with a traumatic brain injury? A.Hyperactivity B.Limited vision C.A repetitive behavior disorder D.Personality change

Which of the following is a procedural safeguard included in the Individuals with Disabilities Education Act (IDEA) ? A.Students can be tested for classification only at the request of a parent. B.An IEP must be reviewed every year. C.Students must be present at all IEP meetings. D.Parents have the right to examine all educational records.

Which of the following is required component of an individualized education program (IEP)? A. Functional behavior assessment B. Behavior intervention plan C. Daily class schedule D. Annual goals

Which of the following is the first federal law to mandate practices to ensure that students with disabilities receive a free and appropriate public education? A.Individuals with Disabilities Education Act B.Americans with Disabilities Act C.Section 504 of the Rehabilitation Act D.Public Law 94-142

Which of the following most often characterizes bullying? A.Confrontations between equals B.Lopsided victories in competitions C.Disruptive behavior at sporting events D.Intentional targeting of individuals

Which of the following rewards would be most appropriate for fifth-grade students who have demonstrated appropriate classroom behavior? A. Giving them ice-cream sandwiches as an afternoon treat B. Assigning no homework for an entire week C. Excusing them from the next chapter test D. Providing extra computer time

Which of the following skills is most appropriate to include in a functional academic curriculum for high school students with mild-to-moderate disabilities? A.Using community resources and services B.Managing one's own emotional state C.Dressing appropriately for the weather D.Balancing a personal spending account

Which of the following stakeholders must be present at the first IEP meeting for a student who is eligible for special education services? A.A consultant from the transition services agencies B.A parent representative from the local school board C.The director of the district's special education program D.An individual to interpret evaluation results for team members

Which of the following supplementary resources best helps middle school students manage their assignments? A.Having an additional set of textbooks at home B.Meeting with a peer group to solve problems C.Checking the classroom Web site periodically for updates D.Maintaining a personal daily calendar

Which of the following teacher actions is most likely to decrease problem behaviors of a first-grade student with ADHD and increase home-school collaboration? A.Giving the parents access to research-based materials on disciplining children B.Asking the parents to model good behavior at home through role-playing C.Encouraging the parents to work with other parents to plan after-school activities D.Creating opportunities for the parents to participate in planned activities in the classroom

D A student who has an inability to build or maintain satisfactory interpersonal relationships and an inability to learn falls under the IDEA definition of emotional disturbance.

D An occupational therapist evaluates students' motor limitations and provides interventions to help them participate fully in learning activities.

D Creating opportunities for the parents to participate in carefully planned classroom activities will provide the student with emotional support and promote effective home-school collaboration

D Dressing oneself is a skill from the domain of physical development/health/self-help skills (adaptive skills) as described by the National Association for the Education of Young Children (NAEYC).

D Establishing a self-management plan can be an effective way of helping Joseph monitor his own behavior and improve it.

D Helping Liam find new strategies for learning that will help him feel more successful will lead to greater academic success, thereby promoting self-confidence

D One of the IEP team members must be able to interpret the results of the evaluations and explain those results to parents and other team members. Such an individual helps to ensure that an appropriate individualized education program is developed for the student.

An IEP team is preparing for a behavioral intervention plan (BIP) meeting for Paul, a first-grade student with an emotional and behavioral disturbance (EBD). Data collected for a functional behavioral assessment (FBA) provides multiple instances of the student's pushing and hitting other students while waiting in line, playing on the playground, or engaging in group activities. Which of the following is the next step for the team to do during the meeting? A.Identify specific concerns and how they are interfering with Paul's academic progress B.Brainstorm possible factors that may be influencing Paul's interfering behavior in school C.Analyze whether the intervention has been effective or whether it needs to be modified D.Determine measurable and observable goals and specific strategies to reach the goals

D Teachers should include measurable and objective goals in a BIP and agree to collect data to determine whether or not progress is being made by the student.

D The most important factors to consider when interpreting data from assessments are how the students performed on the assessments, whether the instructional practices in the classroom are effective, and to what degree they are effective.

D The slant board promotes fine and visual motor skills. The angled position of the slant board provides support for holding a pencil appropriately, and reading on an angle will help Peter's visual tracking difficulties.

Delay in reaching developmental milestones

DOWN SYNDROME

Formal assessments

Data drives and can be reached created (unit exams and weekly quizzes) or state assigned (standardized testing and benchmarks)

Section 504 of rehabilitation act

Declared a person cannot be excluded on the basis of a handicap alone from any program or activity receiving federal funds

Section 504 of Rehabilitation Act

Declared a person cannot be excluded on the basis of a handicap alone from any program or activity receiving federal funds -covers throughout lifetime -more broad than IDEA -uses 504 Accommodation Plans -no additional monies to states/schools -does not use IDEA money to cover 504 Services

Conduct disorder—ED

Defiant behavior that violated social rules and harms others

Department for IEP

Department of education

Premack Principle

Derived from behaviorism; encouraging a child to engage in a behavior less desirable to him/her by making a behavior more desirable contingent upon demonstrating the less desirable behavior. AKA reinforcement

Place each of the following steps in an FBA in sequence from left to right, beginning with the first step.

Describe the targeted behavior in measurable, observable terms; collect information on possible functions of the targeted behavior; categorize the behavior to determine the deficit; analyze the behavior and form a hypothesis on the function of the behavior; devise an intervention plan.

Dysphonia—SLI

Describes most voice disorders (hoarseness, roughness, breathing's, strangled tone). A person with dysphonia may cough a lot, experience vocal fatigue following prolonged speaking, and increased vocal effort to speak

Ticket to work

Designed for individuals with disabilities from 18-64 years old who receive social security disability insurance or supplemental security income payments. Helps with career guidance, training, self-advocacy skills, and job placement

Summarize assessment

Designed to evaluate student learning at the end of a defined unit of study. Tend to be high stakes (carry high point values)

Backward Design

Designing a unit of instruction based on what students need to know and be able to do, how to assess student learning, and how to plan a series of lessons

In-depth Assessment of Alphabet Knowledge

Determines which upper and lowercase letters are known to the student (uses the Letter Stimulus Sheet). This determines if the student has difficulty and the extent of his alphabet knowledge.

Educational practices for deaf-blindness

Develop meaningful communication: touch-based strategies—students should be able to freely touch objects to develop understanding of objects Adequate lighting and landmarks in classroom Opportunities for positive social interactions

SW Teaching Method 5

Develop reward system for mastering set of 25 SW.

Individual health plan

Developed by educational support professionals in collaboration with school nurses—outlines a daily strategy of care to meet a student's medical needs while limiting impact on education and what to do in case of a medical emergency

Erikson

Development

Socio-emotional development: 2nd & 3rd Grades

Development of empathy Seeks out social interaction Spends the bulk of their social time with peers May feel insecure at times and need reassurance

The approach that categorizes exceptionality as the statistical degree to which an individual deviates from the average in terms of cognitive, social-emotional, and physical abilities is called

Developmental

Autism Spectrum Disorder (ASD)

Developmental disability that significantly affects communication and social interaction

Adaptive switch

Devices that allow students with physical impairments to use areas of strength to access technology—push buttons, foot switches, etc.

Amplification devices

Devices that improve ability to process auditory input (Ex: hearing aids) Educational practice for Deafness/Hearing Impairment

Braille notetakers

Devices that students can use to take notes in Braille Educational practice for Blindness/Visual Impairment

John Dewey

Dewey is considered the "father" of progressive education practice that promotes individuality, free activity, and learning through experiences, such as project-based learning, cooperative learning, and arts integration activities. He theorized that school is primarily a social institution and a process of living, not an institution to prepare for future living. He believed that schools should teach children to be problem-solvers by helping them learn to think as opposed to helping them learn only the content of a lesson. He also believed that students should be active decision-makers in their education. Dewey advanced the notion that teachers have rights and must have more academic autonomy.

Non-discriminatory Assessment

Diana vs. State Board of Education, Larry P.vs Riles, and Lau vs. Nichols all addressed the issue of non-discriminatory assessment. The assessment must be multi disciplinary and cannot discriminate. Children must be assessed in all areas of suspected disability.

Language impairments

Difficulty comprehending and/or using spoken language.

Ataxia

Difficulty coordinating muscle movements—loss of balance, slurred speech, trouble with fine motor skills and swallowing

Speech sound production impairments (articulation impairments)

Difficulty with the mot production and/or phonological representation of speech sounds: sound substitutions, omissions, additions, or distortions —> decrease intelligibility of speech

A teacher who sets explicit and clear goals for each lesson, presents a logical sequence of tasks, gives clear directions on how to do each task, models the task, engages the student in guided practice , asks frequent questions, gives feedback, and does not move on to the next task until the student masters the one at hand is using

Direct instruction

Which of the following instructional approaches does NOT involve student-to-student interaction?

Direct instruction

Educational practices for blindness and visual impairment

Direct instruction for social skills and daily living Assistive technology tools—magnifiers and Braille translation software

Social skills training

Direct instruction of expected social behaviors Educational practice for Autism Spectrum Disorder, ID, Blindness/visual impairment, Deaf/Hearing impairment, & TBI

Self-regulation straegies

Direct instruction of strategies to calm oneself when experiencing overwhelming emotion Educational practice for EBD & TBI

Eligibility for 504

Disability that impacts a major life function

Eligibility for IEP

Disability that impacts educational performance

Canter

Discipline

Neuromuscular impairments

Diseases that impair muscle function as a result of abnormalities of or damage to the nervous system Include: spina bifida, central palsy, Charcot-Marie-tooth disease, degenerative diseases, spinal muscular atrophy, and musculoskeletal disorders

Specific Learning Disability (SLD)

Disorder of at least one psychological process affecting spoken and written languages may affect a student's ability to listen, think, speak, write, spell, or solve math problems

Ebel Method of pass/fail

Divide the test items into six categories. High, Medium, and Low importance; and High, Medium, and Low difficulty. Then after taking the middle of the row test takers and estimating which questions they probably would get correct in each of these six categories they add the number up and round to the nearest integer.

SW Teaching Method 1

Divide words into groups of 25 so S won't be overwhelmed.

Chelsea, a student with a mild hearing loss, often has difficultly following the teacher's directions in class, particularly when the teacher is doing work at the blackboard. Which of the following suggestions would be a most appropriate first step for the teacher to try to improve Chelsea's behavior?

Do not give directions when facing the board

Evaluations for SLI must include...

Documentation that the student received research-based instruction and intervention prior to evaluation Speech-language pathologist conducts a speech and language assessment Documentation of how the impairment affects classroom learning Medical examination (sometimes required)

Validity

Does the test measure what it cl;aims to measure

Natalie has occasional outbursts or temper tantrums during class. She tends to be disruptive because her outbursts often last for long periods of time. Her teacher wants to intervene but knows that it is important to do baseline assessment. The most useful type of assessment for this behavior would come from

Duration recording

Concrete

During this stage, accommodation increases. The child develops an ability to think abstractly and to make rational judgements about concrete or observable phenomena, which in the past he needed to manipulate physically to understand. In teaching this child, giving him the opportunity to ask questions and to explain things back to you allows him to mentally manipulate information.

Sensorimotor

During this stage, the child learns about himself and his environment through motor and reflex actions. Thought derives from sensation and movement. The child learns that he is separate from his environment and that aspects of his environment continue to exist even though they may be outside the reach of his senses.

Individualized Education Program

Each child with an identified disability must be provided an IEP. Part B of IDEIA. Legal program specific document for preschool aged children to 21. Written to support the educational needs of child. Areas covered: present

Which of the following is the best way to guarantee individual accountability in the group environment? - Each member must demonstrate specific knowledge or skills before the group can move to the next step of the PBL. - each member evaluates the other members of the group - each member reach mastery level of the PBL learning goals before the project is considered finished - There is no way to guarantee individual accountability in the group environment

Each member must demonstrate specific knowledge or skills before the group can move to the next step of the PBL.

A psychoanalytic approach would explain behavior disorders as resulting from

Early traumatic experiences

Which of the following perspectives attributes emotional and behavioral disorders to poor interaction with the environment, in which the student and the environment affect each other reciprocally, and often advocates interventions that involve altering the entire social system?

Ecological

EDGAR

EdUcational department general administration regulations

Structured teaching (TEACCH)

Educational structure featuring clearly defined learning areas and visually supported learning tasks Educational practice for Autism Spectrum Disorder

Evaluations for ASD must include...

Educational team must determine that the student has difficulties with communication and forming social relationships Cognitive assessments and observations needed

"Theory of Moral Development"

Elementary school-aged children are generally at the first level of moral development, known as "Preconventional." At this level, some authority figure's threat or application of punishment inspires obedience. The second level, "Conventional," is found in society. Stage 3 is characterized by seeking to do what will gain the approval of peers or others. Stage 4 is characterized by abiding the law and responding to obligations. The third level of moral development, "Post-conventional," is rarely achieved by the majority of adults, according to Kohlberg. Stage 5 shows an understanding of social mutuality and genuine interest in the welfare of others. Stage 6 is based on respect for universal principles and the requirements of individual conscience.

Which does NOT appear to be a major contributing factor toward achieving an effective family-school partnership? - Encourage parental decision making whenever possible - Encourage parents to be at the schools as much of the time as possible - Involve parents in meaningful activities - Collaborate with community organizations

Encourage parents to be at the schools as much of the time as possible

suffixes

Ending units of meaning that can be affixed or added onto the ends of root or base words.

Rehabilitation Act of 1973

Ensures all students with disabilities a right to public education

Developmental milestones

Established timeframes within which most children will be able to complete certain tasks or exhibit certain behaviors.

In-Depth Phonics Assessment, Sub-Test 1

Evaluates the student's ability to apply phonics skills in a passage. Covers 73 phonics elements. If the student shows mastery of this test, conduct the structural analysis assessment test. Mastery of this does not indicate mastery of phonics. Could fail one portion, but pass the subtest.

According to IDEA 2004, which of the following is NOT required to determine if a child has a learning disability? - Assessing the child's ability to learn - Evaluating academic functioning in a variety of academic areas - Determining if the child has had the opportunity to learn - Evaluating the discrepancy between the ability and achievement measures

Evaluating the discrepancy between the ability and achievement measures

Appropriate and nondiscriminatory evaluation

Evaluations must be completed by a team of trained professionals and should include information from the parents Evaluations should address all areas of concern, and materials must be sound and nondiscriminatory Evaluations must be conducted Ina. Timely manner Re-evaluations must occur a minimum do every 3 years

Stable attribution

Events are the result of consistent factors

Unstable attribution

Events are the result of constantly shifting factors

Informal assessments

Ex: simple oral questioning or exit ticket

Increased intensity of services

Ex: smaller student-to-teacher ratio and more minutes of direct instruction Educational practice for ID

To be successful at learning and thinking, what must students use to direct their use of thinking strategies for most effective learning? - Mnemonic strategies - Constructivist strategies - Accommodation and assimilation strategies - Executive functions

Executive functions

Descartes

Exemplifies the Renaissance with a lot of Aristotle's ideas. "What you see is what you get." "I can doubt everything except the fact that I doubt" I THINK THEREFORE I AM.

Education for All Handicapped Children Act of 1975

Expands educational rights for students with disabilities. Students with disabilities can access any accommodations, modifications, related services, and specially designed instruction needed to make adequate educational progress in public school setting

Dewey

Experiencing

Direct instruction

Explicit instruction techniques to teach a targeted skill Educational practice for Deafness/Hearing Impairment

concepts of print

Explicitly showing students the features of written language, including how books "work", how letters and words are used, and how text is organized serves as an important introduction to literacy.

text structures and genres

Exploring genres and structures in fiction and non-fiction texts develops students' understanding of the importance of purpose, audience and message, so teachers must provide opportunities for them to write for authentic purposes and teach them structures and genres to support those purposes.

Bipolar disorder—ED

Extreme changes in mood between depression and mania

Board of Education of the Hendrick Hudson Central School District v. Rowley

FAPE requires schools to provide access to education and student growth, but schools aren't required to demonstrate that they have maximized each student's potential

Developmental Delay

Failure to meet developmental milestones. General identified by the age of 5 Eligible for early intervention services from birth to 3 years old and usually eligible for special ed services from 3 to 9 years old. At 9, child needs to be re-evaluated

Concrete experience

First part of experiential learning-students have an actual experience

Voluntarism

First school of Psychology founded by Wundt

SW Teaching Method 3

Flash Cards

Speech fluency impairments —SLI

Flow of speech is regularly interrupted. Students with fluency impairments also usually have ritualistic behaviors (avoid certain sounds) or behaviors (head nodding, leg tapping).

Language development: 3 years old

Follows 2-3 step instructions Can say the name of most everyday objects Can say one's own name Can speak 2-3 sentences Can hold a simple conversation

Lecture

Form of direct instruction—teacher gives information as the class listens and takes notes Can involve frequent breaks—question and answer, complete a task independently

Demonstration

Form of direct instruction—teacher models a particular activity or skill that the students will need to master

Problem-solving

Form of indirect instruction—students are given a problem to which them must find a solution

Examples

Form of indirect teaching—five students a list of examples and then ask them how those examples are similar and different

Inquiry-based learning

Form of indirect teaching—students ask questions, conduct research or experimentation to answer these questions, and the. Report on findings

Wechsler's intelligence scales

Four Scales: General Information Vocabulary Language development Lexical knowledge

Active experimentation

Fourth part of experiential learning- students able to put what they have learned into real-world context

FAPE

Free Appropriate Public Education - one of the major principles of IDEA - states all children with disabilities, regardless of the type or severity of their disability, shall receive a free appropriate public education provided at public's expense - IEP must be developed to meet each child's unique needs

Instructional Reading Level

From IRI. Level S can read with appropriate scaffolding. Has 4-9 WR errors and 1.5-2 Comp errors. This indicates the grade level the student is reading on and should be taught at.

Frustration Reading Level

From IRI. Level of text that confuses, baffles, or causes struggling. Has 10+ WR errors and 2.5+ Comp eorrors. This is beyond the student's ability to comprehend and therefore, instruction should not take place at this level.

Independent Reading Level

From the IRI. Level that S can read on own comfortably. S has 3 or less reading WR errors and 1 or less Comp errors.

Evaluations for TBI must include...

Full assessment Evaluation about nature of TBI and how TBI affects functioning Students may qualify based in impairments that either immediately follow brain injury or are delayed

Moll

Funds of Knolwege, students possess cultural knowledge that we should seek out.

Challenges of push-in services

General education classes may include more distractions Students might not receive tailored instruction that they need Effective collaboration/ co-teaching can be hard for some students

GEPA

General educational provisional Act

In a full-inclusion model, services to students with disabilities are available in

General-education classrooms

Instructions in phonics

Generally the speeds of learning sound-to-letter relationships pace ranges from two to four letter- sound per week. First introduce consonant relationships using f,m,n,r,&s

Stage 7: Middle adulthood

Generativity vs Stagnation

Cognitive

Gestalt, Piaget. Utilize prior knowledge, problem solving, language development, analyzing. Application: Help students generalize, teach metacognition, peer tutoring, scaffolding, and teach at their grade level.

Task 2 of Alphabet Test

Give the student the stimulus sheet and have him name the letters in each row. If correct, "+." If not, note exceptions. If this and Task 1 are both done correctly, stop the test. This task is harder than Task 3.

Summative assessments

Given after the course of instruction to determine if the student has passed the segment of instruction or not.

Alternate assessments based on alternate achievement standards

Given to students with significant cognitive disabilities who receive a waiver from state testing. Usually assess how far students have come toward teaching individual learning goals

Stage 1 of Teaching Phonemic Awareness, Rhyme & Rhythm

Goal is to expand phonological skills via strong auditory discrimination and awareness. Read stories aloud, especially rhyming words. Read rhyming books, use chants, songs, and have students tap out syllables.

Requiring all members of a group to achieve a certain goal before any member of the group receives an award is an example of

Group-contingency contracting

Physical development: 4th & 5th Grades

Growth spurt Hand dominance is fully formed May begin to enter puberty

Behavior Intervention Plan (BIP)

Guide for all team members to reference when working with a student

Schizophrenia—ED

Hallucinations and delusions that result in behavior and mood changes

PL 89-750

Handicapped Children's Early Education Act allowed for experimental and model programs for early education

Maria Montesorri

Hands on experience

SW Teaching Method 4

Have S point out SW in stories

Tolman

He believed learning happened regardless of reinforcement and Normal learning produces a cognitive map of the environment

Premack

He believed that all responses should be thought of as potential reinforcers

Skinner

He believed the best way to discourage an undesirable behavior was to ignore it.

Hull

He believed..Physical needs of an organism/environment/behavior allowing animal to adapt and survive

Tolman

He introduced the use of intervening variables into psychological research

From a functional perspective, deafness is related to difficulties with the ability to

Hear and understand speech

Attribution theory

Helping students understand how their choices/actions cause certain consequences to

Response to Intervention (RTI)

Helps to ensure that students are not over identified as needing special ed services. An approach to identifying students with special learning or behavioral needs through a process with specific criteria: High-quality evidence-based instruction ensures poor performance isn't due to poor instruction Universal screening—data is collected for all students, not just for high or low-performers Ongoing progress monitoring—gauge program effectiveness Tiered instruction—allows low performers to receive targeted interventions Parental involvement

Stage 5 of Teaching Phonemic Awareness, Manipulation of Sounds

Highest level of phonemic awareness. Can manipulate sounds within words by adding, changing, or deleting phonemes. Must be adept at blending sounds, modifying words, and segmenting sounds, though.

Alternative teaching

Homogenous grouping of students One teacher teaches a lesson to the larger group, and one teacher works with a small group

Social interaction

How people interact with those around them

Laws that cover disability services in secondary education

IDEA Section 504 ADA

Transition Plan

IEP meetings for students approaching 16 years old must involve planning and goal setting for transition to post-school life Student must be present when transition plans are discussed during IEP meetings

IDEA '97 contains all of the following provisions EXCEPT

IEP's for college students 21 or younger

Woodcock-Johnson (WJ) Tests of Cognitive Abilities

INtelligence test for ages 2 to 90+ years

Wechsler Intelligence Scales for Children (WISC)

INtelligence test for children 6 years tro 16 years 11 months

Evaluations for ID must include...

IQ score—usually below 70 Academic achievement assessments Assessments that evaluate areas of functioning Must determine a delay in at least one area of adaptive functioning

Historical assessment

IT use to be that only IQ assessmwents were givent to measure a student with intellectial disabilities, but nw adaptive abilites are also measured.

Task analysis for objectices

Identify a task and break it down into its component steps—make sure all accommodations for varying steps are in place Students can be involved since planning out activities step-by-step increases independence

5 steps of an FBA

Identify- identify undesired behavior: must be observable and measurable Gather—collect data (student interviews, student records, observations, ABC sequencing form) Analyze- analyze the data: triggers, purpose, environmental variables Hypothesize- best guess at the reasoning behind a behavior Plan-BIP is written: outline behavior and positive behavioral supports to diminish negative behavior and encourage appropriate one

onset-rime phonics

Identifying the sound of the letter or letters before the first vowel - the onset - in one syllable words and the sound of the remaining part of the word - the rime

Standard Error of measurement (SEM)

If a student took a lot of tests that were similar in size and length the assessor could estimate how much a test score would vary.

Tier 2: RTI

If student does not meet objectives via tier 1, a student receives targeted interventions in small groups

Tier 3: RTI

If student does not meet objectives via tier 2, a student is given intensive interventions for a longer duration and in a smaller group or individual setting Students who do not respond favorably to tier 3 intervention are then referred for evaluation for sped services

When should phonemic intervention take place?

If the student cannot recognize, id, and manipulate individual speech sounds.

When to stop the Phonics Assessment.

If the student consistently fails each sub-test or shows a complete inability to do the test. Do not want to frustrate the student.

When sight word intervention is needed.

If the student fails to instantly recognize words that are common at or below his grade level. Or the student is unable to read some or all of the basic sight words.

When is phonics intervention necessary?

If the student is unable to decode or pronounce a word b/c he is unable to give the correct sounds associated with the letters in the word.

Symptoms of TBI

Impaired attention, concentration and memory Trouble with problem-solving and decision-making skills Aggression Anxiety Depression Mood swings Frequently "losing" skills one seems to have remastered

Positive behavior interventions and supports (PBIS)

Implemented as a school-wise behavior management program. Relies on belief that positive behaviors must be taught—tiered behavioral interventions to encourage positive behaviors and reduce undesirable ones. Usually relies on carefully planned extrinsic reward systems

In which of the following classrooms would a student with problems learning how to read find success? -One where the teaches to the reading test -one where there is an emphasis on pre-packed curricular materials -In a print-rich classroom that is student- and Materials- Centered -In one where there are opportunities for reading aloud

In a print-rich classroom that is student- and Materials- Centered

Curriculum Planning

In order to plan curriculum, teachers must plan a scope and sequence for a series of units of study, align the curriculum to the district and state standards of learning, and then plan the assessment system to measure student's progress

Seizure action plan

In part of or in place of an individual health plan. Should include the following info.: Symptoms Medications Plan of action if a seizure occurs at school Steps to take in the event of a medical emergency

Hemophilia—OHI

Inability of the blood to clot properly

Blocks—stuttering

Inability to initiate a sound or an inaudible utterance during a pause in speech

acting out behavior

Inappropriate behavior (aggressive or disruptive) considered more damaging and serious than other behaviors.

Station teaching

Incorporated stations or centers in learning, Advantage: individual instruction Don't always split by ability level Vary the groups Split class up: half with special education teacher and half with general education teacher Switch groups-both work with all students-don't always stay with group Don't let them know high vs. low group

Set of attitude

Individual differences such as culture, heredity, temporary states, drive states or experiences will influence whether a result is satisfying

Constructivism

Individual learners construct or create knowledge through their interactions with the environment and others. When we tale a _____ theoretical perspective on learning, we examine the internal processes of the human learning experience

Diagnostic-prescriptive method

Individualizing instruction to develop strengths and remediate weaknesses.

IRE method

Initial, Respond, Evaluate method of questioning that models Bloom's taxonomy

Stage 3: Early Childhood

Initiative vs Guilt

Evaluation for deafness and hearing loss must include...

Input from audiologist and teacher of the deaf and hard of hearing Cognitive assessments

Ritualized patterns of behavior

Insisting on following the same routine every day

General education teacher role

Instruct students in the general education curriculum according to district standards and state requirements, while implementing accommodations, modifications, or adaptations for exceptional students.

Natural environment training (NET)

Instruction in behavioral and educational targets using opportunities within a student's environment

Functional academics

Instruction in skills of daily living to improve long-term independent Educational practice for ID

Concrete representation

Instruction using hands-on strategies to demonstrate abstract concepts -Educational practice for ID & TBI

Authentic Learning

Instruction using real-world projects and activities to allow students to discover and explore in a more relevant manner.

Discrete trial teaching (DTT)

Instructional method that includes a consistent antecedent stimulus, prompt (if needed), students response, and consequence in fast paced trials Educational practice for Autism Spectrum Disorder

concrete, semi-concrete, abstract

Instructional sequence supporting students' understanding of math concepts. In the concrete phase students represent problems with concrete objects, semi-concrete they draw a picture or use pictorial representations of the quantities, and the abstract phase they involve numeric representations of the pictorial displays. C-S-A is often integrated with meta cognition strategies, i.e mnemonics.

Scaffolding

Instructional support provided to a student by an adult in a learning situation.

Scaffolding

Instructional supports provided to a student by an adult or a more capable peer in a learning situation. The more capable a student becomes with a certain skill or concept, the less instructional scaffolding the adult or peer needs to provide. Scaffolding may take the form of a teacher reading aloud a portion of the text and then asking the student to repeat the same sentence, for example

Language objectives

Integral part of planning, especially when working with students who are language learners or diagnosed with a communication disability

Stage 8: Late Adulthood

Integrity vs Despair

Community-based work experience programs

Internships that serve as a stepping stone to employment

Tier 1: RTI

Interventions given in the general ed setting

Educational practices for SLI

Interventions usually planned and direct by the speech/language pathologist, but all team members are responsible for ensuring the prescribes supports are provided. Watch out for bullying—be proactive Allow time for student to communicate: don't jump in for the student Teachers should follow through on speech modulation strategies implemented by the speech/language pathologist

Stage 6: Young adulthood

Intimacy vs Isolation

Concrete-semi concrete-abstract (CAA)

Introduction of a concept begins at a concrete level through the use of hands-on materials. After students demonstrate concrete understanding, the same concept is practiced in drawings. Practice solving math problems by using numbers and math symbols

Which of the following activities would be LEAST likely to foster parent-teacher cooperation?

Inviting all the student's teachers to the IEP meeting

Inquiry Model

Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning. Ex. exploring different soils to see which type absorbs more water in science

reading fluency and expression

It is not enough for students to identify the words to understand the meaning in text, they also need to recognize them effortlessly in order to focus their attention on the ideas, thus teachers need to use effective strategies to promote the growth of fluency and expression.

Theory:"Learning through Experience"

John Dewey's theory

Recommendations for phonemic awareness activities

Keep it playful, interactive and group oriented, encourage curiosity, allow for and prepare for differences, keep it informal, not evaluative.

Benefits of push-in services

Keeping the student in one classroom is less disruptive for the student Students don't miss general education instruction Special educator and general educator work more closely together

Thomas Hobbes

Knowledge came from sensory impressions, stimuli that help bodily functions produce pleasure, those that hinder aversive feelings. Things repeated for pleasure were good, those avoided were evil. Human behavior was governed by pleasure

Nativism

Knowledge is inborn or innate (Plato)

Pragmatics

Knowledge of successful and appropriate language use, such as in conversation.

Socio-emotional development: Kindergarten

Knows the difference between real and make believe (most of the time) Initiated play and conversation Wants to visit friends' houses Can understand classroom rules

Law of Disuse

Lack of use weakens the stimulus-respose connection (Thorndike)

Attention-deficit/hyperactivity disorder (ADHD)

Largest percentage of learners served under OHI. 3 primary characteristics: Inattention- difficulty maintaining focus on a task that's not high interest Hyperactivity- constant state of motion Impulsivity- difficulty with self-control: interruptions, no regard for personal space, guessing an answer, trouble waiting, emotional outbursts

Law of Exercise

Law of use, use of a stimulus-response connection strengthens it (practice) (Thorndike)

Some students with disabilities have a tendency to give up because they think that they will fail no matter how hard they try. This phenomenon is known as

Learned helplessness

On the basis of cases such as Hudsonv. ROwley (1982), the courts have determined that "appropriate education" means that

Learners with disabilities will have the opportunity to achieve commensurate with peers

Which of the following is NOT generally true of students with significant maladaptive behaviors? - Learners with maladaptive behaviors are more likely than other learners to fail classes in school - Learners with maladaptive behaviors are more likely than other learners to drop out of school - Learners with maladaptive behaviors are more likely than learners with other disabilities to be placed in general education classrooms. - Learners with problem behaviors frequently exhibit symptoms of depression.

Learners with maladaptive behaviors are more likely than learners with other disabilities to be placed in general education classrooms.

The most likely reason for administering the entire Woodcock-Johnson Psychoeducational Battery, Third Edition, to a student would be in an evaluation for

Learning disabilities

Approximately two-thirds of children with attention deficit disorder or attention deficit hyperactivity disorder also have some kind of

Learning disability

Dyselxia—SLD

Learning disability in basic reading skills. Difficulty with single-word decoding and comprehension. Trouble: Memorizing the alphabet and word sequences Smaller written vs spoken vocab Inaccurate spelling Reading words in incorrect order Poor handwriting Lose place while reading

Dysgraphia —SLD

Learning disability in which a personals ability to use written expression is impaired. Trouble with grammar, spelling, and legible handwriting

Self-paced learning

Learning that moves forward at the pace set by the student Can be good for students who are self-directed learners: move at a faster pace

Which of the following would be an appropriate functional writing unit for high school students with mild mental retardation?

Learning to fill out job applications

writing processes and strategies

Learning to write is a complex process involving sub-processes such as word choice, organization of ideas, as well as the foundational skills like spelling and handwriting, so teachers must provide many engaging opportunities in for students to learn to plan, organize, edit and revise written compositions.

Which principle of IDEA '97 requires including students with disabilities in general education settings to the extent that the individual needs of the extent that the individual needs of the student are met?

Least-restrictive environment

Individualized Education Program (IEP)

Legal document developed by the IEP team that reports present levels of performance, annual goals and objectives, accommodations:modifications, related services, and specially designed instruction

Social Learning Theory

Let students talk! This means teachers needs to allow students to work in pairs and small groups

embedded phonics

Letter sound relationships taught during the reading of connected text.

Multiple Intelligences

Linguistic, Visual, Logical, Kinesthetic, Musical, Interpersonal, Intrapersonal

Curriculum Framework

List the broad oaks of a school district, state, or school, and provide subject specific outlines of course content, standards, and performance expectations

levels of phonological awareness

Listening and rhyming, syllable awareness, onset and rime, and phoneme blending is the correct sequence

Ecological learning

Lorenz's theory -imprinting -adaptive & survival behaviors -survival of the fittest

Severe TBI

Loss of consciousness for over 24 hrs and post traumatic amnesia for over a week

Moderate TBI

Loss of consciousness for up to 24 hrs with post traumatic amnesia for up to a week

Carl D. Perkins Vocational and Technical Education Act of 2006

Made it mandatory for stayed to develop Career Technical Education (CTE) programs of study that intertwine academics with trade training. These programs lead to a cumulative degree or certificate

Engelmann's methods

Main features included emphasizing phonics and computation early in young children's instruction; using a precise logical sequence to teach new skills, teaching new skills in small, separate "child-sized" pieces; correcting learners' errors immediately; adhering strictly to designated teaching schedules; constantly reviewing to integrate new learning with previously attained knowledge; and scrupulous measurement techniques for assessing skills mastery.

Cognitive development: 4th & 5th Grades

Makes in-depth connections Understands broad or complicated cause/effect relationships Seeks out new information from many sources

Bruce and Lou, who sit next to each other. distract each other in the classroom. The teacher has tried rewarding them for appropriate behavior, but their behavior has not changed. The teacher then changes their seating so that they are on opposite ends of the classroom. They now rarely distract each other. This is an example of

Manipulating the antecedent stimulus

If-then chart

Maps out an if-then system of tasks and rewards—can be used to prevent or de-escalate behaviors Usually has 1 or 2 tasks that must be completed before student earns a reward

Auditory Difficulties and Reading

May cause profound reading problems b/c auditory perception is vital in interpreting written words into sound (phonic analysis).

Socio-emotional development: 4th & 5th Grades

May develop a first crush May have strong friendships Has most social skills needed to be successful in the classroom

Morphology and syntax deficits

May lead to a restricted mean length of utterance—> speak in short phrases rather than full sentences and trouble identifying grammatical errors, using correct verbs-articles-prepositions-and pronouns Benefit from targeted instruction that involves the use of more complex words and sentences in oral and written langauge

Standards-based assessment

Measure a student's performance against certain content standards as defined by each grade level and subject

Norm-references assessments

Measure an individual student against a group of other test takers-typically those of the same age or grade level

Criterion-referenced tests

Measure an individual's performance as it is related to the predetermined benchmark or criteria. Usually used to measure a student's progress toward meeting certain objectives

Discrimination Index

Measure of how well a specific test item can separate students who generally score high and those that generally score low.

Authentic assessments

Measure the student's ability to use knowledge in a direct, relevant, often real-world way

Standard Deviation

Measures the variability within a set of numbers Calculated by obtaining the sq root of the sum of deviation of each score and the mean then dicideng this number with the scores within the group.

Interdisciplinary team

Members conduct ind assess,work to promote cmcn&collab. More formal cmcn efforts by meet 2gether 2 share info&develop interv.&strategies 2 enhance student ed. success. Members implement their portion of program while remain in contact w/other members.

The Vineland Adaptive Behavior Scales would most likely be used in the diagnosis of

Mental retardation

Under IDEA Down's Syndrome may be classified as?

Mental retardation or speech impairment

Self-monitoring strategies

Meta-cognitive tool that helps develop a reader's natural dialogue (ask questions of text or of own knowledge, self-correct errors/misunderstandings by knowing when to reread) 1. Using word-by-word matching, noticing known words in text, or noticing mismatches in meaning or language 2. Able to get oneself back on track 3. Think Alouds

Education Practices for ASD

Modeling- demonstration of target behavior by adult to encourage imitation of the behavior by the learner Prompting-verbal, gestural or physical prompt to get a student to correctly perform the target behavior: practice behavior correctly until one can perform it independently Visual support—visual aids to promote acquisition of new skills or demonstrate desired behavior

Kohlberg

Moral development in men

Gilligan

Moral development in women

**Kohlberg

Moral reasoning Theory. judgements about right and wrong

Aristotle

More developed observations on what's out there in the world. LAWS of Frequency, Association, Similarity and Continguity

Sensorineural hearing loss

More severe and permanent, with a lasting impact on language development and learning

fragile x syndrome

Most common form of mental retardation, a mutation of the FMR-1 gene

Fragile X Syndrome

Most common genetically inherited cause of ID

External locus of causality

Most events are the result of external stimuli

Internal locus of causality

Most events are the result of their own actions

Intrinsic Motivation

Motivation from inside the person.

extrinsic motivation

Motivation that comes from external factors, as opposed to internal rewards or pleasure. Extrinsic motivation drives one to do things for tangible rewards or pressures, rather than for the fun of it.

Using assessment to diagnose disabilities

Multidisciplinary teams must use multiple means of assessment to gather as much data as possible. Must use the most current, valid, and reliable assessment instruments available and need to be aware of cultural and linguistic biases. Must use both formal and informal assessments. Must consider perspectives from several stakeholders with multiple areas of expertise.

Evaluations for orthopedic impairments must include...

Multifaceted evaluation: academic, motor, and cognitive Diagnosis from a doctor Physical therapists or occupational therapists conduct observations and assessments

Gardner

Multiple Intelligence Theory: see notes.

Gardner

Multiple Intelligence. 7 different intelligences

A curriculum that focuses on teaching functional and independent living skills, utilizes argumentative communication and assistive technology, and provides for extensive support in the classroom is most likely used with students with

Multiple and severe disabilities

Ocular Difficulties

Myopia (near), hyperopia (far, young S are temporarily far sighted), astigmatism, color blind, binocular (lazy eye), total or sever blindness. If not corrected, will make it hard for S to read or learn to read (poor visual discrimination).

Rett syndrome

Neurodevelopmental disorder of childhood characterized by normal early development followed by loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, gait abnormalities, seizures, and mental retardation; affects females almost exclusively; included in autism spectrum disorders.

To what type of disorders are specific learning disabilities primarily attributed? - Environmental - Cultural - Economic - Neurological

Neurological

Epilepsy—OHI

Neurological condition characterized by the presence of seizures. Many people with epilepsy have trouble with attention, organization, and short-term memory

knowledge building

New learning builds upon what students already know, so exposing them to novel concepts and encouraging inquiry and exploration enhances their school success.

Age for 504

No age limits

Noncompensatory Grading

No balance between high and low preformance

Diana v. State Board of Education, 1970, Larry P. v. Riles, 1972, and Lau v. Nichols, 1974, influenced the drafting of the Individuals with Disabilities Education Act (IDEA) and addressed the issue of

Nondiscriminatory assessment

Roberto, who speaks English as a second language, has been having difficultly with reading and writing tasks in his third-grade class. After he is referred for testing, his scores on the WISC-III are significantly subaverage. His family contests the results of the testing. Which of the following principles from IDEA '97 can they cite as inconsistent with the test?

Nondiscriminatory assessment

"Filling out applications," "after-school job working with electrician," and "tutoring in functional reading skills" are all activities listed on Jeff's long-term goal is most likely to

Obtain skilled or semiskilled employment

Manifestation meeting

Occur after a student is removed from learning environment for ten or more consecutive days or 15 days annually If behaviors are reoccurring, a manifestation meeting should be held. Review student's diagnosis and determine whether the behavior is a manifestation of the disability If behavior is a result of the disability or improper implementation of IEP, the student can't be withheld from the school environment

Voice disorders—SLI

Occur when a vocal quality (pitch, loudness, tone) significantly differs from age or social expectations

Sensory Development Process of Reading

Occurs at birth. Refers to the physical attributes that allow for reading: vision, hearing, reflexes, mental aptitude.

Vicarious Learning

Occurs through social interaction and/or observation. Teachers can promote ____ by allowing students to work with more capable peers, mentors, or adults. Students can be reinforced or punished.

Observation of Phonics Knowledge

Occurs when a student reads aloud and may have difficulty applying the correct sound to the letters in the words being read.

Traumatic Brain Injury (TBI)

Occurs when an external force damages the brain, resulting in partial or total functional disability or psychosocial maladjustment—may be permanent or temporary

Systemic bias

Occurs when everyday practices result in the advancement of one group over another

The Regulations of the 1997 amendments to the IDEA require that the assessment data be interpreted and used to develop educational and behavioral interventions that will be which of the following -Utilized as part of the school code of conduct -Of benefit of the student -Kept in the Student's file -Evidence of the student's progress

Of benefit of the student

Coordination

One part of the collaborative teaming that includes cmcn&coop. so student srvs are ensured delivery.Professionals may not directly share their expertise, information, or ideas with one another, but they do provide updates on the progress of the student.

Alternative Teaching

One teacher provides instruction to the larger group, while the other teacher works with a smaller group. Commonly used for remediation or enrichment.

Alternative teaching

One teacher works with majority of class Other teacher pulls out individual or small group of students

Formative assessment

Ongoing monitoring of student progress toward learning objectives (Exs: short quiz or frequently asking a student to read words from a sight word list) Tend to be low stakes (doesn't carry a high point value)

Skinner

Operant Conditioning, behavior changes in response to stimuli

John Locke

Opposed innate ideas, child's mind was a TABULA RUSA, upon which experience wrote

Youth court

Option for students who have repeatedly displayed high-risk behaviors Judicial process led a by a jury of peers who decide upon a just punishment for a given action—usually the punishment is a form of community service

Prepotency of elements

Organisms only attend or respond to some stimulus elements (you pay more attention to some things more than others)

Office of Special Education and Rehabilitative Services (OSERS)

Organization that designs programs to educate and rehabilitate individuals with disabilities

Structured play group

Pairs a student with autism with typically developing peers to teach appropriate social interactions

Peer turors

Pairs students to work together. Tutors should display appropriate, model behavior and be willing to assist students

When IDEA-1997 was reauthorized to IDEIA-2004, all major provisions and components were still in tact but some changes were added that include the following

Paperwork reduction; short term objectives & benchmarks eliminated from IEP's; Implementation of comprehensive & multiyear (3yrs) IEP's; focus on highly qualified teachers to align IDEA with NCLB

Winkleman vs, Parma City

Parents have the right to represent their child in special education cases before a federal court without a lawyer present

Procedural Safeguards

Parents must receive written notice of procedural safeguards, parent and student rights, meetings, and all educational decisions Parents may take due process measures in the event of a disagreement between the parent and school district

Consultation

Part of collaborative teaming in which professionals work with one another by directly cmcn and sharing expertise to improve services to students. Teachers and other professionals share strategies and methods to help the student access the ed. program.

Co-teaching

Part of collaborative teaming used effectively for inclusion settings.2 or more teachers work together to plan activities, deliver inst., & assess students, additional supports are provided to all students in the classroom thereby improving achievement.

Deafness and hearing impairment

Partial or total inability to hear sounds—heading impairment Hearing loss is ever enough that a person is not able to process language through sound—deaf

Phonology

Pattern of sounds in languages. Phonological language deficits: delay in phonological awareness (rhyming, sound segmentation, and sound blending) and use of simplistic or repetitive syllable structures Benefit from same interventions used to promote early literacy skills: sound blending, rhyming, and letter-sound correspondence

Revisions—stuttering

Pauses to revise speech (Ex: we has—we have—to leave early)

Practical skills

Perform skills of daily living Impairment in practical skills—symptom of ID

Item Response Theory

Performance on the test is attributed to three influences. 1. The item itself 2. The test taker 3. The interaction between the two

Criteria for diagnosing individuals with autism spectrum disorders

Persistent deficits in social communication and social interactions Presence of restricted, repetitive patterns of behavior Symptoms: must be present early in life (symptoms usually occur by age 3) Must cause significant impairment in functioning across areas of life Behaviors aren't better explained through a different diagnosis

Tactile sign language

Person who is deaf-blind puts their hands out on the hands of the person signing to feel the shape of the sign of the finger spelling

childhood disintegrative disorder

Pervasive developmental disorder involving severe regression in language, adaptive behavior, and motor skills after a 2- to 4-year period of normal development.

When learning to read, what matters more than alphabet knowledge, intelligence, listening or emergent literacy skills?

Phonemic Awareness

Alphabet knowledge is vital before starting this.

Phonics as a word recog program.

Phonemic awareness skills are required for....

Phonics instruction.

Difference between phonemic awareness and phonics

Phonics refers to the sound correspondence to written letters and the rules that govern their pronunciation. Phonemic awareness, a subset of phonics, is only the understanding that spoken words consist of a series of separate sounds. Phonics involves symbols whereas phonemes do not.

Francis Joseph Gall

Phrenology said mental attributes could be determined from skull features

Ability Grouping

Placement of students in educational activities according to performance and academic achievement levels.

Mrs Liu has several students with ADHD in her class, and has recently learned that providing optimal stimulation can facilitate their learning in her classroom. What should she do to provide optimal stimulation -Use heterogeneous grouping -Apply task analysis -Play music while the students are completing a worksheet -provide enough guided practice during class so that the students do not need homework

Play music while the students are completing a worksheet

Cognitive development: 3 years old

Plays with toys with moving parts Understands 2 is more than 1 Can turn pages of a book Can copy simple shapes on paper with a crayon or large pencil Can remove jar lids and open doors

One teaches and one assists or supports

Popular model in which second educator is sometimes a paraprofessional, not a special educator One teacher is at the front of the room t watching, while the other circulates and offers help where needed

Workforce Innovation and Opportunity Act

Potential employers, educational programs, and training is made accessible to individual who are seeking employment, including those with disabilities

Steps in the assessment process

Pre-referral, screening, referral, evaluation and identification, instructional program planning, placement, review and evaluation

Cut Score

Predetermined number to say weather a person has passed or not.

Socio-emotional development: 4 years old

Prefers play with peers to playing alone Enjoys make-believe Able to recognize unsafe behaviors

Cedric is a fourth grader who seems to be having difficulty keeping up with reading tasks. His parents are interested in looking into the possibility of special education services. They have made an appointment with Cedric's teacher and the special education teacher who works with fourth-grade students. The likely first step the school will take is

Prereferral screening and in-class observation

Evaluation of blindness and visual impairment must include...

Presence of a teacher of the visually impaired (TVI) Medical documentation of a visual impairment—functional vision assessments Cognitive, academic and adaptive behavior assessments

Emotional and Behavioral Disorder (EBD)

Presence of behaviors that are significantly different from age expectations of social norms . Behavioral challenges occur over a long period of time to such intensity that it adversely affects a child's education Common behaviors: Physical and/or verbal aggression Hyperactivity Noncompliance

Eligibility do SLDs

Presence of severe discrepancy between achievement and IQ Student continues to perform below peers after receiving targeted response-to-intervention

PLEP

Present Levels of Educational Performance. You can't know how far you have come if you don't know where you started Describes in language that the parent and all professionals can understand, where the student is functioning so that a year from now the parent and educators can determine if progress has been made.

Multiple means of expression

Principle of UDL- multiple ways students can express what they know (Ex: written essay vs spoken presentation)

Multiple means of engagement

Principle of UDL- multiple ways to motivate students and pique their interest in the topic at hand

Multiple means of representation

Principle of UDL-ways that the same content can be presented to different learners with different needs in different ways (Ex: Braille)

Person-centered planning

Process during which the IEP team and student create a plan in order to reach transitional goals

Language development: 4th & 5th Grades

Proficient oral language skills More advanced skills with written language

American Disabilities Act

Prohibits discrimination on the basis of disability in the workplace and in all public places

Section 504 of the Rehabilitation Act of 1973

Prohibits programs which receive federal financial assistance from discriminating on the basis of disability Students with disabilities can receive related services, accommodations, and modification to ensure equal access to education

Social learning theory

Proposed by Albert Bandura: children learn through observing and imitating the behavior of others that is rewarded (observational learning)

Maturational theory

Proposed by Arnold Gesell: all kids go through the same sequential stages of development but at different rates—gives little consideration to learning or environment

Bloom's taxonomy

Proposed by Benjamin Bloom: classification of learning objectives Cognitive domain: learning that is knowledge-based (recall, comprehension, and application) Affective domain: based on emotions and the socio-emotional growth of someone Psychomotor domain: action-based and covers the use of machinery

Mastery learning

Proposed by Benjamin Bloom: students must master one skill before they can learn the next

Needs Theory

Proposed by David McClelland: all people have 3 types of motivation— Need for achievement-seek out challenging task and display high levels of independence Need for affiliation- value belonging Need for power- desire to control people and situations

Cognitive theory

Proposed by Jean Piaget: biological maturation and a child's own interaction with the environment, through which one constructs knowledge, determine one's overall development

Stage of cognitive development

Proposed by Jerome Bruner: children construct knowledge and move from a concrete stage to an abstract stage

Progressive education

Proposed by Jon Dewey: children learn by doing and need a hands-on approach

Zone of proximal development

Proposed by Lev Vygotsky: children learn in part through the assistance of more capable peers or adults

Montessori method

Proposed by Maria Montessori: children have an innate desire to learn from their environment

Keys for successful family-school collaboration

Protect confidentiality Respect family's background and preferences Establish open and honest communications Accept parents as equal partners and support parent growth as advocates for their child Plan for parent involvement

Grade equivalent scores

Provide a result in a grade level—shows the student's performance was equal to the median performance corresponding to other students of a certain grade level

Content Standards

Provide expectations for the knowledge students must demonstrate. Ex. Common Core Standards

Social narratives

Provide students a description of environmental cues and behavioral expectations using a story about a specific situation Educational practice for Autism Spectrum Disorder

Supportive housing

Provides a high level of independence with offsite staff who are available for problems or emergencies

Cues and Prompts

Provides assistance to ensure adequate support of instruction

Individuals with Disabilities Education Act (IDEA)

Provides for school-aged services for students between 3-21 years old Provides for early intervention services for students from birth to 3 years old

Supervised group housing

Provides high level of support with onsite staff who assist with skills like medication management, meals, and running errands

Partially supervised group housing

Provides independence combined with staff (on-site during business hours) who can provide some assistance

direct instruction

Providing students with instruction in specific words that are important to students' content learning or understanding of a particular text and Teaching students more general word-learning strategies that they can apply to a variety of words, such as analyzing parts of words

Erikson

Psychosocial Theory: conflicts in each stage of their development. Trust vs. Mistrust (feeding)

No Child Left Behind Act

Purpose is to improve the academic performance of all students brought increased accountability for results, emphasizing research-based instruction and that instruction is highly qualified teachers

on your own

Questions are answered based on a students prior knowledge and experiences. Reading the text may not be helpful to them when answering this type of question.

author and you

Questions require students to use what they already know, with what they have learned from reading the text. Student's must understand the text and relate it to their prior knowledge before answering the question.

Sensory station

Quiet space with a variety of sensory options where students self-regulate Educational practice for EBD

A ninth-grade student with a mild intellectual disability wrote the following paragraph in response to a prompt to write a story about a fun day. I WNT TO TH PAK (I went to the park) I PLAYD SOCKR WAF MY BROUR (I played soccer with my brother) I HIT TH BOL INTO TH GOL (I hit the ball into the goal) AND I WAN AN GOT A TOFE (And I won and got a trophy) MY BROUR GAV ME A PIGIBACK RAID (My brother gave me a piggyback ride) I HAD A FUN BETHDAY (I had a fun birthday) Task a) Describe THREE strengths in the student's writing sample and list THREE areas that need improvement. b) Describe an instructional plan that builds on the student's strengths and will promote student improvement as a writer.

RESPONSE

Describe THREE different teaching strategies a special education teacher might use to help Josie understand and solve word problems. Explain how EACH strategy might help Josie accomplish her IEP goal. Passage Teaching Scenario Josie is a student in a fifth-grade inclusion class. She has a specific learning disability in mathematics and has particular difficulty solving word problems. As soon as she finishes reading a problem, she begins doing computations; additionally, she seems to think that all problems have whole-number answers. One of the annual goals in her IEP is related to learning the process of solving word problems: "Josie will be able to solve grade-appropriate word problems independently 85 percent of the time, using a systematic and logical process."

RESPONSE

Identify THREE different strategies that would enable the teachers in a coteaching environment to develop and maintain a successful collaboration. Explain briefly how each strategy could contribute to a successful collaboration. Passage Teaching Scenario A first-year special education teacher is given a coteaching assignment in a high school general science class. The students in the class represent a wide variety of academic functioning. The general education teacher has not taught students with special needs in an inclusion setting before, nor has he collaborated with a special education teacher before this assignment.

RESPONSE

List THREE strengths that Benjamin displays in his writing assignment. Describe TWO instructional strategies that the teachers might use as the next steps to improve and develop Benjamin's writing skills. Passage Directions: Benjamin, a first-grade student with a specific learning disability (SLD), was asked to write about a dream that he had. Below is Benjamin's assignment sample The written text reads: I dr am d uvf a bou h ro s (I dream of about heroes, period)

RESPONSE

Teaching Scenario A first-year special education teacher has been assigned to coteach with an experienced teacher in a third-grade general education classroom. Several students in the class are classified as having one or more disabilities. A major goal of the teachers is to ensure the full participation of students with disabilities in the general education classroom. Task a) Describe THREE strategies the teachers can use to successfully collaborate throughout the year to meet their goal of full participation for all students with disabilities. b) Explain how each of the THREE strategies described in part a) will help foster a positive coteaching environment and meet the goal of full participation for all students

RESPONSE

Teaching Scenario Joshua is a 12-year-old student who has learning disabilities and EBD. His present levels of academic achievement and functional performance (PLAAFP) (PLAF) documents a history of problematic interactions with his classmates and noncompliance with teacher directives. Joshua uses foul language and introduces inappropriate topics into conversations with his classmates, especially during unstructured times. He also curses at and hits his classmates when he does not get his own way. The IEP I E P team is concerned that Joshua's behaviors are hindering his academic progress as well as that of his classmates. The team has decided to amend Joshua's IEP I E P. Task a) Describe TWO intervention strategies the special education teacher could suggest to the IEP I E P team to help Joshua increase his positive social behaviors and decrease his undesirable behaviors. b) For each intervention strategy, explain how Joshua's progress would be monitored and documented.

RESPONSE

Special education

Range of services and supports provided to students with disabilities that allow them to access education and make adequate academic progress

Reliability

Rate at which the assessment produces the same outcome every time

Accommodations for SLDs

Read aloud of text questions Extended time Use guided notes or recorded lectures Graphic organizers Calculator

Higher Levels of Thinking Process of Reading

Reading and asking questions about or related to the text.

Making Associations Process of Reading

Reading depends upon associating spoken words to written words and written words to ideas. Environmental print helps tremendously. More associations increases oral vocab and id of items via words and visual objects. Powerful for emergent literacy. Helps for P and T to label everything.

A 14 year old boy with mild autism would be LEAST likely to have which of the following components in his curriculum?

Reading instruction in a second-grade test

Educational practices for SLDs

Reading: direct instruction in 5 essential components of reading instruction, vocabulary development and reading comprehension Math: manipulatives, explicit instruction for math vocabulary, practice with explicit problem-solving

Determination of Eligibility

Recognition: identify students who appear to struggle academically and/or behaviorally Pre-referral: student support teams contribute to recommendations about appropriate supports for at-risk students —> RTI Referral: refer for a comprehensive sped evaluation and must obtain written parent consent (schools have 60 days from date of referral to complete the evaluation) Evaluation: conducted by multidisciplinary evaluation teams Eligibility: review eligibility report to determine if a child is eligible for special education services

differentiated

Recommended for students who are gifted or talented is a ___________ curriculum that is responsive to the needs of these students, based on their individual strengths, and allows them opportunity to use their exceptional abilities.

Time sampling

Record tick or tally marks each time a student displays certain behavior during the instructional time

Generalizability

Referring to weather the test results can be generalized over a group or general population.

Experience Process of Reading

Refers to Maslow's Needs and the home environment. Is the S safe, in sanitary place, exposed to literature, stable home, supportive parents, reading quality books. Also, experiences student has allows for better connections to texts.

Sensitivity

Refers to how well a test identifies every member of a defined group.

Specificity

Refers to how well a test identifies only those members of a defined group.

Assessment

Refers to the process of gathering information from multiple sources to understand what students know, how they are progressing, and if any problems have arisen in students' development

Morphology

Refers to word structure

Examples of APO

Regular Ed- modified (use of para or modification of assignments or parallel curriculum to include same subject but at a different level 2. Resource- removed from regular Ed 21-59% of the day. 3. Self contained - more than 60% of the day not in regular ed 4. Separate school 5. Home/hospital instruction 6. Institution/ residential where SE services are provided.

Continuum of services

Regular classroom (full day) Regular classroom with consultation, Regular classroom with supplementary instruction and services, Resource room, Separate classroom, Separate school, Residential school, Homebound or hospital

According to a behavioral classroom management model, if a student exhibits an inappropriate behavior, the teacher should

Reinforce an appropriate but incompatible behavior

positive reinforcement

Reinforcement that occurs when a response is strengthened because it is followed by the presentation of a rewarding stimulus. Note - you may not understand why this stimuls is "rewarding" since students' all have unique needs and values.

Differential reinforcement of alternative behavior

Reinforcing an acceptable behavior other than the problem behavior Educational practice for Autism Spectrum Disorder

In order to be identified as having mental retardation, a child must demonstrate significantly subaverage intellectual functioning and

Related limitations on two or more areas of adaptive skills

independent reading level

Relatively easy for the student to read (95% word accuracy).

Obsessive-compulsive disorder (OCD)—ED

Relentless thoughts or repetitive behaviors

Shania is a student with learning disabilities in the tenth grade. Because her reading level is low, she receives direct instruction in decoding skills to to facilitate recognition of high-frequency words. Shania's instruction represents a

Remedial approach

What to do after the student has indicated NON mastery of the Phonics Assessment.

Remediate phonics skills. If the student shows a complete inability to do the test, may want to conduct the Phonemic Awareness Assessment or Alphabet Knowledge Test.

Oppositional Defiant Disorder (ODD)—ED

Repeated defiant and disobedient behaviors toward authority

Reteaching

Repeated opportunities to practice a concept after it's initially taught Educational practice for ID & TBI

IDEA Child Fund

Requires pubic school districts to identify and evaluate any student within the district who may have a disability. Applies to children who attend private school or who are homeschooled

Why are phonics skills important?

Research shows phonics to be greatly beneficial in helping young students learn to read. Enables students to decode unfamiliar words.

How long should phonemic instruction last?

Research shows that teaching phonemic instruction for just 15 minutes a day improves reading and self-confidence.

Applied Behavior Analysis (ABA)

Research- based system of behavioral and educational interventions often used with students with autism Behavior is made up of 3 factors—antecedent, behavior, consequence (ABC)

Response by analogy

Response to a new task is based on its similarities to previous experiences (transfer of training)

RTI

Response to intervention, strategy for determining if a student has a learning disability, student is provided with increasingly higher levels of instructional intervention and the success of the interventions is assessed

Interiorization

Results in the development of operations that free children from needing to deal directly with the environment by allowing them to deal with symbolic manipulations.

Independent group contingencies

Reward members of the group who meet criterion

Group contingencies

Reward multiple students at one time

Dependent group contingencies

Reward the entire group based on a specific student meeting a pre-set goal

Interdependent group contingencies

Reward the group only if every member of the group need criterion

Larry P. v. Riles

Ruled that IQ tests were racially discriminatory and couldn't be the sole determinant to place students in alternative educational programs

SW Teaching Method 6

S create SW notebook. Write out SW and use it in a sentence.

Examples of whole language approaches to teaching reading

S help construct a text about an experience (field trip).

Symptoms of a lack of alphabet knowledge

S is unable to recog letters, cannot point to the letters, unable to match upper w/ lowercase.

Organizing learning environment for students with social, emotional, and/or behavioral challenges

Safety is the top priority Sensory of therapeutic break room/area: no doors, windows, or breakable objects—should have padded areas Classroom rules clearly posted Easy access to and from door

People responsible for requesting service in secondary education

School officials identify students with disabilities and develop an IEP to ensure the student has access to the gen ed curriculum

Location for 504

School through grade 12, college, and work

Location for IEP

Schools through grade 12

Reflective observation

Second part of experiential learning- students think back on the experience

Laws that cover disability services in postsecondary education

Section 504 ADA

Law for 504

Section 504 of the Rehabilitation Act of 1973

Social- Emotional Brain Research

Secure attachments and bonds with the primary caregivers, positive growth and development

Behavior economics

Seeing how long or hard an animal will work till its rate decreases

Elementary and Secondary Education Act

Seeks to improve student academic achievement through supplementary educational services and increased educational research and training Provides financial assistance to schools servicing a high percentage of students from low-income families (Title 1 funding)

Brown v. Board of Education

Segregation on the basis of race is illegal Strike down the idea that facilities can be "separate but equal"

Angie found out that Eric, a second grader with moderate Intellectual disabilities who often seeks attention by acting out in the classroom has just earned a Boy Scout badge in fly fishing. Angie asks Eric about Fly Fishing, and asks him to bring his fishing flies and demonstrate his technique to the class. What is Angie helping Eric with? -Self concept -Aggression -Anger Management -Social Perception

Self concept

Strategies for acceleration for GT students:

Self-paced instruction, compacting or telescoping the curriculum, mentoring programs, tiered lessons, summer programs, special focus courses, ability grouping, advanced placement courses, extracurricular programs and skipping grade levels.

Piaget's Stages of Cognitive Development

Sensorimotor: (birth to about age 2) Preoperational: (begins about the time the child starts to talk to about age 7) Concrete: (about first grade to early adolescence) Formal Operations: (adolescence)

Empiricism

Sensory experience is the basis of knowledge (Aristotle)

Ayres

Sensory integration

Stage 3 of Phonemic Awareness Progression

Sentences and Compound Words.

Framework

Set of standards defined by the district, local department of education, or state—rigid and comprised of content standards that all students are expected to reach

Performance Standards

Set the level of performance exception for student groups. They are generally set at the state and local levels and generally can be found on your state's department of education website or your local school district's website.

Woodcock-Johnson Test of Cognitive Abilities

Short term and long term memory test using numbers and word recall.

Task 5 of the Alphabet Test

Show the letter stimulus sheet to the S. Point to a letter from row 11, ask student to point another letter just like it from the above rows. If correct, "+." If not, note exceptions.

Task 3 of the Alphabet Test

Show the student the stimulus sheet and have him point to letters as they are named. Name them in random order from both the upper and lowercase. Do all or enough until certain the student can id all letters. If correct, "+" and stop testing. If not, note exceptions and continue. This task is harder than Task 4.

Task 4 of the Alphabet Test

Show the student the stimulus sheet and him match upper with lower letters or vice versa. T points to a letter and the S matches it. If correct, "+" and stop testing. If not, note exceptions and continue.

Difficulty index

Simple measure of how difficult a test item is considered. Which is calculated by calculating the percent of test takers that got the answer right.

Multiple Disabilities

Simultaneous impairments, the combination of which causes such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.

Behavioral Theory

Skinner. Learning is a function of changes and behaviors and reactions to events. Application: Explicit teaching, environmental setting drives motivation (having an optimal learning classroom) IEP's, operant conditioning, Functional Behavior Assessments

Lesson objectives

Smaller goals created for individual activities or lessons that eventually lead to mastery

Which theory suggests that for learning to be most effective and efficient, teachers must determine the appropriate level to begin teaching a student and also determine the amount the student can learn with support? - Social constructivism - Biological constructivism - Mastery learning theory - Behavioral theory

Social constructivism

Vygotsky

Social development of learning

Many students with disabilities receive instruction in social skills because

Social skills are crucial for successful inclusive education

Vygotsky

Socio-Cultural Theory: Zone of Proximal development: distance between actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance

Evaluations for EBD must include...

Socio-emotional and behavioral rating scales that indicate long-term challenges that significantly differ from typically developing skills Information about a child's: academic performance, cognitive functioning, behavior, and socio-emotional skills

Dynamic assessment

Some instruction is embedded into the assessment. It usually involves a pretest, an intervention, and a post test (known as test-teach-retest)

WJ Visual and Auditory processing test.

Spatial Relations test

Services provided in secondary education

Special education and related services

Co-teaching

Special educators work collaboratively with general educators to ensure the needs of all students are met

Pull-out services

Specialists work one-on-one or in small groups with students outside the general education classroom

Orientation and mobility training (O&M)

Specialized instruction to improve the ability of an individual with a visual impairment to move within an environment

Measurable annual goal

Specific Measurable Attainable Results-oriented Time bound

learning centers

Specific areas or activities that enhance the curricular content and allow independent or small group instruction.

Randi is a 12 year old who scores within the average range for her age on the Woodcock-Johnson Cognitive Battery but is significantly below grade level in reading and writing, and at grade level in math. This profile is most consistent with a possible diagnosis of

Specific learning disability

Dyscalculia—SLD

Specific learning impairment in mathematical reasoning or calculation. May: Lack basic number sense Struggle with sequencing Trouble with place value Trouble with math vocabulary

Organizing learning environment for students who are visually impaired and/or hard of hearing

Specific lighting Braille Adaptive equipment Tables Rugs No background noise or music Large font used for everything

Dysarthia

Speech disorder in which muscle weakness impairs ability to speak —> slow or slurred speech

The most frequently occurring permanently disabling birth defect, characterized by an abnormal opening in the spinal column, is called

Spina bifida

Two tests that could be used to identify a student as having mental retardation are

Stanford-Binet and Scales of Independent Behavior

Long Sight Words Test

Start on pre-primer level (1st 57 words) and continue testing until S has 20%+ errors (12 words) in each section. Select missed words and begin remediation. After mastery of 90%, move on to next section.

Syntax

Structure of sentences

Symptoms of deficient sight word knowledge

Student decodes a word or words that should be in his sight word vocab. Does not instantly recog words at or below reading grade level.

Errorless learning

Student is prompted with correct response until s/he consistently responds correctly and independently Educational practice for Autism Spectrum Disorder

Honig v. Doe

Student may not be removed for behavior resulting from disability without due process rights provided for in IDEA "Ten day rule"—requires a manifestation determination (determine if behavior is manifestation of disability) review once a student has been suspended from a school for 10 days in a school year

Token economies

Students acquire tokens for appropriate behaviors that may later be exchanged for other reinforcers Educational practice for EBD

Inclusion setting

Students are a mix of both special education and general education students

Station teaching

Students are divided into at least 2 groups, and each teacher present different content. Then, students rotate to different groups. Good when learning needs to be individualized and when teachers have different strengths

Alternate assessment based on modified achievement standards

Students are tested on the same material, but they only have to answer 1/2 the questions or only have to choose from 2 multiple choice options. Rapidly decreasing in use and is rarely used in most states because it does not meet many federal testing guidelines

Saturday school

Students attend class on Saturday to make up missed work or complete assignments related to their behavior

Check-in/check-out system

Students check in with a teacher at the beginning and end of the day to talk about behavioral expectations and performance Educational practice for EBD

Substantially separate classrooms

Students do not integrate with the general education classes for core content

Facilitated groups

Students engage in active learning with lessons designed and overseen by the teacher but managed by students.

Interactive learning

Students first think on their own about a question or topic posed by the teacher. Then, they share their ideas with a partner. Followed by sharing with the class at large Good way to start a classroom discussion

reading comprehension strategies

Students have to be aware when they do not understand what they are reading and problem-solve to figure out the meaning of the text, so teachers need to model and promote the use of effective comprehension strategies.

Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP)

Students in special education are provided behavior management tools according to their ______ and ______.

Experiential learning

Students learn by doing and then reflect on the doing. Goal is usually to make connections between education and the real world 4 parts: Concrete experience Reflective observation Abstract conceptualization Active experimentation

Indirect instruction (student-centered instruction)

Students learn without explicit direction from the teacher. Teacher serves more as a facilitator

Stage 2 of Teaching Phonemic Awareness, Parts of a Word

Students listen for phonemes within a word. First discovery that speech is divisible (Words to syllables to onsets and rimes, to phonemes).

Stage 3 of Teaching Phonemic Awareness, Sequence of Sounds

Students look at specific sounds within a word (beginning, middle, and end). Helps in isolating words.

Challenges of pull-out services

Students may feel uncomfortable being singled out for sped services Special educator and general educator have less time for collaboration Student might miss general education instruction

Honig vs. Doe

Students may not be expelled for misbehavior caused by disaility

Schema

Students organized sets of facts about a concept or event can be used to help make connections between info in long term memory and new concepts and ideas ex. learner may know a lot about puppies and and compare and contrast behaviors and attributes of other living things

Benefits of pull-out services

Students receive instruction tailored to their needs Special educators can remove distractions from the classroom Individual attention allows special educators to build trust with students

Mindfulness detention

Students stay after school for activities regarding mindfulness techniques—de-escalation, self-awareness and deep breathing

Montessori

Students usually placed in an environment full of different activities and learning materials: students able to decide which materials they want to use and how to meet learning objectives

Test modifications for ELL Students

Students will be allowed to be tested in their own native language. They might also be allowed to take the test seperately in their ELl learning groups.

Countdown

Students with disabilities benefit from countdowns to diminish the anxiety associated with transitioning

Free Appropriate Public Education (FAPE)

Students with disabilities have a right to an education at no additional cost to parents StudentMs unique educational needs must be met in a public school setting

Least Restrictive Environment (LRE)

Students with disabilities must be provided supports with nondisabled peers to the maximum extent appropriate for them to make educational progress

Project-based learning

Students work on a project over an extended period of time-have choice in type of project and form of finished product

Functionalism (James)

Studied relationships of conscious processes as a whole to environment and survival, purpose of consciousness and behavior was adjustment and adaptation to environment

Morphology

Study of how words go together

Woodcock-Jonson Visual- Auditory Learning - delayed

Sub test that measures visual; and auditory learning abilities

Rehabilitation Services Administration (RSA)

Sub-group of OSERS Assists state and local organizations in providing services such as vocational rehabilitation for people with disabilities

Office of Special Education Programs (OSEP)

Sub-group of OSERS Services individuals with disabilities from birth to 21 years old and provides grants, funding and leadership to ensure the best education programs possible for people with disabilities

Equivalence belief

Subgoals responded to just like the original goal (learning social drive)

Developmental disability

Substantial handicap of indefinite duration with onset before the age of 18 years; attributable to mental retardation, autism, cerebral palsy, epilepsy, or other incurable neuropathy

Panic disorder—ED

Sudden periods of intense far, usually accompanied by physical symptoms (rapid heart rate and breathing)

Cued speech method

Supports speechreading with hand gestures to improve receptive understanding of speech Educational practice for Deafness/Hearing Impairment

Board of Education v. Rowley, 1982

Supreme Court defined "free and appropriate education" (FAPE) and directed that public schools must provide appropriate special education services

Brown vs Board of Ed, 1954

Supreme Court determined that "separate but equal" education is illegal

Physical development: 3 years old

Takes appropriately sized bites of food Can run fairly easily, walk up stairs, climb, and pedal Can build a tower of 6 blocks Can draw and scribble Begins potty training

Content standard

Target point for planning, teaching, and learning—end goal of the curriculum

Self-monitoring

Teach students to independently evaluate and record their own performance toward behavioral objectives. Effective behavioral intervention strategy for students with ADHD & Autism Spectrum Disorder

shared writing

Teacher and children work together to compose messages and stories; teacher supports process as scribe.

Mapping

Teachers can use concept mapping and similar graphic organizers to help students see the relationships and interrelationships among concepts and new ideas

Standards of Learning

Teachers use to guide curriculum, and design assessments

A resource room teacher would be most likely to contact an occupational therapist for help with

Teaching a student with muscular dystrophy how to paint with a brush

discovery learning

Teaching methods that enable students to discover information by themselves or in groups.

Self-advocacy training

Teaching students when and how to seek help when needed Educational practice for Blindness/Visual Impairment

Legally defensible IEP

Team is responsible for writing an IEP that will stand up in court as providing a student with FAPE IEPs must include: dates of initiation, duration of services and goal, must be reviewed at lest once a year

Collaborative teaming

Team members working together to enhance the educational programs to exceptional students, since they all contribute expertise to implement and support an appropriate program.

Transdisciplinary team

Team model demonstrates coord&invol;difficult 2achieve this status due 2schedules&#s of prof.Delivers srvs in an integrated approach across disciplines, to include assess, share info, program devel&implement interv, while include fmly at all stages.RECOM

Mnemonic devices

Technique a person can use to improve memory Educational practice for TBI

Content Enhancement

Techniques used to aid in the organization and delivery of curriculum such as guided notes, graphic organizers, mnemonics, and visual displays.

Predictive Validity

Test scores can effectively predict future outcomes

SW Teaching Method 8

Test weekly and set goals to hold accountable.

Bell-shaped curve

Tests are normally modified so the results will generate a bell-shaped curve. Distribution of the curve has 3 characteristics: Symmetrical from right to left Mean, median, and mode are same score and at center of the symmetrical distribution Percentage within each standard deviation is known

Concept Generalization

The ability for student to demonstrate concept knowledge by applying the information to the other settings without prompts from teacher.

Self-management

The ability of the individual to maintain control of one's self and to generalize skills learned across various settings.

Transfer

The ability to apply a lesson learned in one situation to a new situation--for example, a student who has learned to read the word "the" in a book about cows and then goes home and reads the word "the" successfully in a note that a parent left on the counter

Independent learning

The activity itself serves as the teacher. This is a crucial skill for students to master as many part of higher-ed require students to learn on their own

Chained Resopnse

The breaking down of a task into component parts so a student finishes the task by starting with the first step in the sequence and performing each component progressively until the task is completed.

locomotor stage

The child continues to become more assertive and to take more initiative, but may be too forceful, leading to guilt feelings. (Cortland.edu, 2010)

Confidence Interval

The confidence that the score on the test is actually showing the students ability.

Implicit Instruction

The focus is on the student as an active and involved learner who constructs knowledge by using previously learned information

"Zone of Proximal Development"

The gap between what adolescents can accomplish alone and what they are capable of doing if guided by an adult or a more competent peer

Which of the following is true about a full-inclusion program?

The general education teacher and special education classroom and part in the resource room

functional skills

The independent living skills considered important for self-care, social circumstances, employment, vocational situations, and recreational activities.

Emergent curriculum

The interests of the student guide the daily activities Teachers serve as facilitators who provide learning experiences that students undertake independently or collaboratively

Rationalism

The mind is active in obtaining knowledge

Mode

The most frequent set of scores

Instructional School Plan (ISP)

The plan that allows children who are eligible for special education and who attend private school to receive services Require measurable annual goals and supports Unlike IEPs, ISPs require school districts to provide only equitable services to students in a private school setting

People responsible for requesting services in postsecondary education

The student is responsible for providing documentation and requesting accommodations

Task 1 of Alphabet Test

The student write the upper and lowercase letters of the alphabet. If this is done correctly, place "+" by Task 1 on the answer sheet. If not, note exceptions. Proceed to Task 2 regardless of outcome as the student may have memorized the order of the alphabet.

phonics

The study of the relationships between letters and the sounds they represent; teaching the basic correspondences between letters and sounds, how to blend sounds together to produce words and how to use these phonemic decoding skills while reading text.

Explicit Instruction

The teacher provides the information and content to support the learning process.

Adolescence (per Erikson)

The teenager must achieve a sense of identity in occupation, sexroles, politics, and religion. (Cortland.edu, 2010)

Mean

The test average

Criterion Validity

The test scores measure the construct according to a established criteria.

Construct Validity

The test scores measure the construct they are meant to measure,

Phonemic Awareness

The understanding of and the ability to manipulate the smallest units of sound (phonemes) that make up spoken words.

Cloze Procedure

The use of semantic and syntactic clues to aid in completing sentences.

latency

Thechild must deal with demands to learn new skills or risk a sense of inferiority, failure and incompetence. (Cortland.edu, 2010)

Jerome Bruner

Theories:"Discovery Learning" and "Constructivism" Who?

Bruner

Theory of "Discovery Learning" Constructivist. Children solve problems using prior examples, reflection activities.

Bandura

Theory of "Social Learning" Children learn by learning from others and modeling behaviors

Abraham Maslow

Theory: "Hierarchy of Needs" Maslow is known for establishing a theory of a hierarchy of needs in which certain lower needs must be satisfied before higher needs can be met.

Erik Erikson

Theory:"Eight Stages of Human Development" Erik Erikson was a psychologist who suggested the following eight stages of human development, which are based on a crisis or conflict that a person resolves

Albert Bandura

Theory:"Social (or Observational) Learning Theory". Bandura found that children learn by observing others. In a classroom setting, This may occur through modeling or learning vicariously through others'experiences

Educational practices for OHI

There are no educational practices for this category because of the wide range of health conditions Best practices: high structure, brief and specific directions, frequent breaks, extended time, reducing length of task, provided choices

Abstract conceptualization

Third part of experiential learning—students understand what they have experienced in terms of broader concepts

Burlington School Committee v. Massachusetts Department of Education 471 US 359 (1985)

This case established the principle and practice that allowed parents to be reimbursed for private school tuition if the school district has not provided FAPE for the student and the private school placement has provided the services that the student needs. - the parents should follow the procedures laid out by IDEA bc if the hearing officer determines the school did provide FAPE and the private school is not providing FAPE then the parents have to pay for the private school

Honig v. Doe, 1988

This decision was concerned with extensive suspension of students with emotional disturbances from school for aggressive behavior that the court determined was disability related. The court ruled that a suspension of longer than 10 days was effectively a change in placement, requiring all the necessary procedures governing a change in placement.

Herrnstein's Equation

This law describes choice behavior with variable intervals schedules. For a pigeon pecking 2 keys with different reinforcement schedules, the relative frequency of a behavior matches the relative frequency of its reinforcement

Follow the Child

This method involves the teacher in viewing the child as having an inner natural guidance for his or her own perfect self-directed development. The role of the teacher is to watch over the environment to remove any obstacles that would interfere with this natural development.

Formal Operations

This stage brings cognition to its final form. This person no longer requires concrete objects to make rational judgements. At his point, he is capable of hypothetical and deductive reasoning. Teaching for the adolescent may be wideranging because he'll be able to consider many possibilities from several perspectives.

Gifted and Talented students

Though they are still a form of Special Education but are no longer included in the federal special education laws. Separate laws, funding & requirements are established. They require mod&accom to the gen ed. curriculum, as well as for inst. activities.

Post-traumatic amnesia

Time period immediately after in unconsciousness when a person is alert and awake but behaving in a abnormal manner with no memory of events

Differentiated Instruction

To address the varying abilities, strengths, and needs of learners and their styles of learning by imposing a choice of learning activity, tasks that suit the learning styles, student groupings, authentic lessons, and problem based activities.

spelling and word study

To be successful readers and spellers students need to learn spelling patterns that are the building blocks of most words, through word analysis and useful spelling strategies, but they also need to read and spell automatically those tricky, irregularly spelled words (such as: the, two, laugh) that they encounter frequently.

writing conventions

To communicate effectively in writing students need to be explicitly taught the "mechanics" such as handwriting and when and how to use capitalization and punctuation.

Ms Harris, a seventh-grade Mathematics teacher always asks her students to "turn and talk" to their neighbor about what she just taught. Why does she do this? -To teach comprehension -To increase the students the student's vocabulary -As an alternative instructional delivery system -To move her students through the abstract stage of math comprehension

To teach comprehension

damage to brain due to violent impact

Traumatic brain injury

Nicky is a fifth-grade student. On an informal reading inventory, his independent grade-reading level was 3.0 , his instructional level was 3.7, and his frustration level was 4.2. Which of the following is the most sensible advice for a special education teacher to give to Nicky's social studies teacher?

Try to find and use content-appropriate reading at a third-grade level

explicit instruction and implicit instruction

Two distinct methods of providing instruction to diverse students and these are used for various student groups depending on the functioning level and the subject area

Small group instruction

Type of instruction that helps students learn to generalize skills more quickly, allows for social interactions, permits more flexible involvement with the teacher, helps students learn from other peers.

Mastery objectives

Typically larger scale, carrying over across a unit of study

Cancer—OHI

Uncontrolled cell growth

Self-directed learners

Understand their own learning needs, set learning goals, and formulate and implement a plan for how to meet those goals

oral language & ELL

Understanding and speaking in oral language are fundamental to the development of reading and writing, so teachers need to provide rich opportunities for students to communicate in the classroom.

Semantics

Understanding of the meaning of words and combinations of words in language Deficits in semantics: delayed vocabulary development, trouble responding to questions or directions, difficulty understanding relationship between words, and lack of understanding of figurative language Benefit from more practice with curricular vocabilary

Causality

Understanding that actions have consequences

Object permanence

Understanding that objects still exist when they can't be seen or touched

letter-sounds and phonics

Understanding the relationships between spoken sounds and written letters is also essential for the development of reading and writing, particularly in the early elementary years, and students best learn these letter-sound connections through systematic and explicit teaching.

Alternate assessments

Used for annual standardized tests and usually only done when students won't be issued a high school diploma

Ebbinghaus

Used nonsense syllables, memory gains strength through repetition

Quick Assessment of Alphabet Knowledge

Used to assess a student's knowledge of the alphabet by pointing to the letter and having the student say its name.

Diagnostic assessments

Used to determine what students already know. Particularly important when teachers are implementing pyramid planning as part of UDL

Extinxtion

Used to reduce problem behavior by ceasing outside reinforcement via ignoring the problem behavior Educational practice for Autism Spectrum Disorder

Quick Assessment of Phonics Knowledge

Used when a teacher wants to know if a student has knowledge of a specific phonics rule or skill. The student reads an unfamiliar word that contains the phonics rule.

Positive behavior intervention support (PBIS) is a system that does what? - Uses problem solving to prevent inappropriate behavior through teaching and supporting appropriate behavior - uses problem solving to prevent appropriate behavior through teaching and supporting appropriate behavior - intervenes to model inappropriate behavior to teach inappropriate behavior - intervenes to exclude students with inappropriate behavior

Uses problem solving to prevent inappropriate behavior through teaching and supporting appropriate behavior

Tadoma Method

Uses touch (fingers on chin and cheek of the speaker) to speech read using vibrations and lip movements

Video modeling

Using a video of a person performing the targeted behavior to encourage imitation by the learner Educational practice for Autism Spectrum Disorder

Extrinsic Motivation

Using outside motivation, stickers, charts, ect.

Asthma and Diabetes—Supports required

Usually daily supports are managed through a 504 or student health plan, but an IEP is necessary when the disease impacts learning

Learning contract

Usually has 4 parts: Goals/objectives Strategies/resource as the student will use to meet the goals Way the goals will be assessed Time frame for completion

Benchmark assessment

Usually more formal than a formative assessment, but not as high stakes as a standardized summaries assessment Used to track a student's progress and determine the degree to which a student is on pace to perform well on future summaries assessments

On-the-job training

Usually one-on-one instruction that teaches skills required for a specific job at the workplace

Mental rehearsal

Visualization of a task Educational practice for TBI

Negatively Skewed

When a majority of the scores are concentrated toward the lower end of the scale

Intellectual Disabilities (ID)

When a person has general intellectual functioning significantly below average with co-occurring deficits in adaptive behavior

When might one notice a student struggling with phonics or lack phonics skills?

When reading aloud. The teacher may further investigate by having the student read an unfamiliar word that contains certain phonic elements.

Law of Readiness

When the animal is ready to act, the act is satisfying, when it does not act, or when it is not ready but is forced to act, the situation is annoying (Thorndike)

Observation of Alphabet Knowledge Assessment

When working w/ letters of the alphabet, one notices the child having difficulty naming the letters. He might also have problems matching upper and lowercase letters.

Arlington Central School District v Murphy

While IDEA provides reimbursement for reasonable attorney's fee, school districts are not required to pay expert fees

Self-determination theory

While all humans have an intrinsic motivation to learn and grow, this doesn't happen in isolation. In order for someone to remain motivated, three psychological needs must first be met: Competence: feeling of mastering something Relatedness: desire to connect knowledge or experiences Autonomy: desire to control one's learning and growth

Skinner

Who said this??But once you have allowed for differences in the way in which they make contact with the environment, how they act upon the environment, and in the ways In which they act upon the environment, what remains of their behavior shows astonishingly similar properties

The approach to reading instruction that uses students' language and experiences and in which reading is taught as a meaning-oriented, integrated activity rather than as a collection of separate skills is called

Whole language

Interjections—stuttering

Word fillers or no word fillers that interrupt speech (Ex: like and um)

Vygotsky

Zones of Proximal Devl: social interaction influences learning. Students learn best when teachers teach them something they don't know yet, and then provide students opportunities to practice and learn with other peers and adults supporting.

phonemic awareness and phonics

_ _ help the youngest students learn letter-sound relationships.

using graphic and semantic organizers

_ _ illustrate concepts and relationships between concepts in a text, helps students focus on the text, provide with tools they can use to examine and show relationships, and helps write well organized summaries of a text. ( maps, graphs, charts, etc.)

working memory

_ _ refers to the memory we use to hold and manipulate information

print-related components

_ __ are those that promote a student's ability to recognize words. (reading comprehension strategies, reading fluency and expression, text structures and genres, letter sounds and phonics, and concepts of print)

language related components

_ __ support a student's ability to make meaning of text (oral language, knowledge building, vocabulary, phonemic awareness.

_ can be book handling skills, text directionality, spacing, function of letters, and punctuation. it can also be used to communicate information which provides and essential foundation for the development of reading and writing skills.

phonological awareness

_ is a broad term that encompasses oral language skills in rhyming, alliteration, sentence segmentation, syllable blending and segmenting, onset-rime blending and segmenting, and phoneme blending and segmenting and is the understanding that spoken words can be broken into smaller units: sentences into words, words into syllables, syllables into phonemes.

Behaviorism

___ is a theoretical perspective on learning that focuses on what can be observed and measured in learning- Peoples behaviors (responses) and events in the environment that promote behavior (stimuli)

objective vs goal

__________- more specific and includes the assessment being used, is measurable, and states the activity the student will complete. __________ are much broader

generlization

a behavior that spreads from one situation to a similar one

functional behavior assesssment

a behavioral strategy that determines the purpose of a particular behavior

Assistive technology devices can help students with mild to moderate disabilities increase their ability to learn in the classroom. An example of an assistive technology that can help students meet their learning need is - a book on tape - a wheel chair - a modified toothbrush - a seat cushion

a book on tape

The term "developmental delay" may be used as a classification when - the parents refuse to accept the classification of intellectual disabilities - a child aged 0-9 requires intervention for significant delays in one or more functional areas - the intellectual disability is from a biological cause - the intellectual disability is in the mild range

a child aged 0-9 requires intervention for significant delays in one or more functional areas

multiple sclerosis

a chronic progressive nervous disorder

behavioral objective

a clear and unambiguous description of the expectations for the students that will set out which behaviors are acceptable or not

Developmental Aphasia

a common learning disability- refers to the loss of language after it has been developed. _________ can be severe or mild and affects the production or comprehension of speech along with the ability to read or write. Students with aphasia often: -difficulty remembering the names of objects -struggle to put words together into sentences -struggle to read. Aphasia may develop as a result of a traumatic brain injury

Speech or Language Impairment

a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance

Emotional Disturbance

a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

Larry P. v. Riles, 1977

a court ruled that the use of standardized IQ tests for placement into special education classes for students with "educable mental retardation" was discriminatory.

Autism

a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Characteristics include: -engaging in repetitive activities and stereotyped movements -resistance to environmental change or change in daily routines -unusual responses to sensory experiences

autism

a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of others' states of mind

Measurable goal

a goal in which we know how long and exactly when we have completed it

Assimilation

a kind of matching between the cognitive structures and the physical environment

Dyslexia

a language processing disorder which can affect both speaking and writing. Characterized by: -difficulty learning to read -trouble understanding written words. It may also be referred to as reading disability or reading disorder. This reading disorder is not caused by nor does it indicate low intelligence.

dyscalcula

a learning disability that results in difficulty in math

dysgraphia

a learning disability that results in difficulty in writing

Dyslexia

a learning disability that results in difficulty reading and writing

response cards

a method that allows all students to answer simultaneously by using signs, cards, or items held up to demonstrate responses.

modeling

a method that helps make connections between the material to be learned and the process to learn it by acting out sequences while students observe and then imitate the task.

Premack principal

a more preferred activity is used as a positive reinforcer for a less preferred activity

play

a natural, fun and motivating way for children to learn, as is it the method by which they learned initially

strategic instruction

a planned, sequential instruction to show similarities and differences between acquired and new knowledge.

time trial

a procedure that improves fluency of new skills through time limits

mediated scaffolding

a procedure that provides cues and prompts, while gradually removing them so students can perform and respond independently.

remediation

a program technique to teach students to overcome an exceptionality through training and education

stimulus generalization

a response spread from one specific stimulus to other stimuli that resemble the original

curriculum

a set of courses and their contents offered by a school which can be determined by an individual school, local school district, or state

project approach

a set of teaching strategies that help teachers guide students through real world topics in an in-depth way; often related to real-life experiences, providing opportunity for students to apply their knowledge to a variety of situations

Orthopedic Impairment

a severe _________________ that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)

mnemonics

a strategy that enhances memory through key words, acronyms, or acrostics.

discovery learning

a teaching approach that is based on inductive thinking; states that students work individually in order to learn the basic principles taught in a lesson

prompting

a technique in which a visual, auditory, or tactile cue is presented to facilitate the completion of a task or to perform a behavior.

Formal

a. Can deal with hypothetical situations b. Logical as they ever will be

fluency

ability to express oneself readily, clearly and effectively

receptive speech

ability to understand what is spoken

Modified curricula may include all of the following EXCEPT - accommodations to procedures required for a learner to benefit from instruction - alternative curricular goals for particular students with special learning needs - substitution of alternative classroom objectives for a given student with a disability - substitution of an alternative skill or topic of instruction for a student with a disability

accommodations to procedures required for a learner to benefit from instruction

Once decoding skills and knowledge of letter to sounds correspondence (phonics) is known....

active reading takes place.

a prosthesis is...

adaptive technology

multiple modality activities

address multiple learning styles

study skills activities

address ow to become more effective learners

David Geary

addressed discalculia, cognitive and attentional issues in math

psychoanalytic approach

addresses internal motivations and feelings shaped by early childhood experiences

Ausubel, David

advance organizer

Tourette's syndrome

affects brain and nervous system resulting in difficulties writing, paying attention, and overall ability to process what they hear, see , taste and smell

Differential Ability Scales

ages 2 years 6 months to 17 years 11 months

Kauffman Assessment and Battery for Children

ages 3 to 18 years

normalization principle

all individuals with disabilities have the right to enjoy full inclusion and integration into the economic, political, social, cultural, and educational mainstream of society

All of the following would be observed in a student-centered classroom EXCEPT - four students creating a play at the writing center - three students sitting on pillows reading library book in the "quiet corner." - a student working on a brain teaser at the math center - all students sitting at their desks completing worksheets on the use of commas

all students sitting at their desks completing worksheets on the use of commas

Which of the following is the best example of direct instruction? - all students use varying materials and are involved in different activities - students work in small groups to complete the same activity - students derive their own knowledge and meaning from experiences the teacher creates - all students use the same materials and are involved in the same activity

all students use the same materials and are involved in the same activity

Pam is an intelligent and well-behaved ninth grader who is reading four grade levels below the rest of the science class. In planning her instruction, the IEP team proposed several accommodations. Which of the following would NOT be appropriate for Pam? - Allow Pam to have her science tests read orally, or allow her to use technology that would "read" print for her. - Pair pam with a lab partner who can help with the reading, but hold Pam accountable for completing the labs and writing up her results. - allow Pam to complete easier science labs from the fifth-grade science book because this book is at her reading level. - Provide Pam with audiotapes of the labs and textbook chapters, so she may listen to them at her convenience.

allow Pam to complete easier science labs from the fifth-grade science book because this book is at her reading level.

Which of these is NOT a preteaching strategy that could be used to orient students with disabilities to a new topic? - recalling prior experience and knowledge - allowing students to write an essay on the new topic - using advanced organizers - teaching new vocabulary

allowing students to write an essay on the new topic

Open communication

allows parents and teachers to work together to make the best decisions for students' academic progress

One modification that could be made in materials used by students with mild disabilities is - increasing the number of problems required for seatwork to provide more practice - keeping the procedure of giving spelling tests consistent - altering instructional formats - having students red the instruction of a worksheet aloud before they begin

altering instructional formats

Traumatic Brain Injury

an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

antibias curriculum

an activist approach of eliminating sociological maladies in education (sexism, racism, homophobia, etc); seeks to make students aware of issues in society, to develop self-identity, to help students interact with diversity, to foster critical thinking skills about bias, and to teach students to defend themselves

precisioin teaching

an approach that identifies the skills to be taught and uses direct daily measure of the student's performance to acquire the skills.

Behaviorism

an approach to psychology that emphasizes observable measurable behavior

unconditioned response

an automatic response to a particular natural stimulus. For example, most of us pull our hand away from something hot. We didn't have to learn to do that.

behavior rating scales

an evaluation tool that lists specific observable behaviors to assess the severity, frequency, and types of exhibited behaviors completed by staff, parents, or student.

field trips

an excursion whereby students physically go and participate in an activity related to their topic of study; provide real-world experiences that cannot be replicated in a classroom, additional/ more detailed information on a topic, and unique opportunities to learn

assessment

an illustrative task or opportunity to perform that targets the educational objectives for an assignment and allows students to demonstrate what they have learned and process their learning

Hearing Impairment

an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of "deafness."

Visual Impairment including Blindness

an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness

equilibration

an innate tendency to organize one's experiences to ensure maximal adaptation

Mr Morrick has his students turn to the glossary whenever they encounter a word they don't know in their reading of the textbook. The glossary is an example of -a modification -a metacognitive strategy -guided notes -an instructional device

an instructional device

Wechsler Intelligence scale for Children

an intelligence test for children between the ages of 6 and 16 inclusive that can be completed without reading or writing. The WISC generates an IQ score

Advance organizer

an introduction that helps students organize their thinking to better understand the content that follows; often helps link new information to prior knowledge

Examples of emotional disturbances

anxiety disorders; bipolar disorder (sometimes called manic-depression); conduct disorders; eating disorders; obsessive-compulsive disorder (OCD); and psychotic disorders.

secondary reinforcement

anything that comes to represent a primary reinforcer such as money bringing food

stimulus

anything that elicits a response

response generalization

application of a learned behavior or skill to another setting.

scaffolding

applying stages to learning content and tasks by first observing the student to see what she can do and then helping her understand the how and why until she can perform herself (direct instruction, tutoring, modeling, independence)

high frequency words

are the most commonly used words in printed text and over 50 percent of all text is composed of them

word roots

are the words from other languages that are the origin of many English words. (about 60% of english words have latin or greek origins)

most common communication disorder

articulation disorder

Vineland Adaptive Behavior Scale

assesses personal, social, and adaptive functioning of handicapped and non handicapped

Which of the following is an example of a universal design for learning action? - selecting a textbook that all students in the class can read - using only audiovisual media to present content so that nonreaders are not disadvantaged - requiring all students to do a multiplication facts test each day until everyone in the class has attained mastery - assessing the learning in the social studies class by allowing students to design a way to demonstrate what they learned

assessing the learning in the social studies class by allowing students to design a way to demonstrate what they learned

Instruction in cognitive learning strategies is particularly useful to learners with disabilities because learning strategies - make the content to be learned explicit and clear - assist students in becoming independent learners - convey content area learning more effectively - help the teacher structure the content learning for easier learning

assist students in becoming independent learners

KR29 Formula

assumes that the relative difficulty of items on a test, and the correlations among those items are basically equal

4 phases of observational learning

attention, retention, reproduction, and motivation

assessment rubrics

authentic assessment tools that are used to measure the work of students; aims to evaluate student performance based on a set of criteria related to the task

High incidence disabilities include all of the following EXCEPT - intellectual disabilities - autism - speech impairments - learning disabilities

autism

12 disability categories suggested in federal law for students 6-21 years of age

autism, deaf-blindness, emotional disturbance/behavior disorder, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, OHI, SLD, SLI, TBI, visual impairment.

Students needing focused instruction on social skills are in the following exceptionalities:

autism, emotional disabilities, gifted-talented, hearing and vision impairments, learning disabilities, and mental retardation.

What are the five Autism spectrum disorders classified under the umbrella category officially known as Pervasive Developmental Disorders, or PDD?

autism; Asperger syndrome; Rett syndrome; childhood disintegrative disorder; and Pervasive Developmental Disorder Not Otherwise Specified (often referred to as PDDNOS). (2)

reading workshop, writing workshop, word work

balanced literacy models are composed of three major components:

Compensatory Grading

balancing lower performance in one area with a higher performance in another

Objectives are - annual projections of student performance - behavioral and measurable - long-range plans - made up of at least two goals

behavioral and measurable

Emotional disturbance

behavioral or emotional responses differ from what is age appropriate and they adversely affect educational performance in such areas as self-care, relationships, adjustment, academic progress, classroom behavior

shared teaching

both teachers deliver lesson together

accommodations can teachers make for students with disabilities

breaking tasks into smaller steps, and giving directions verbally and in writing; giving the student more time to finish schoolwork or take tests; letting the student with reading problems use instructional materials that are accessible to those with print disabilities; letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech. Learn about the different testing modifications that can really help a student with LD show what he or she has learned. Teach organizational skills, study skills, and learning strategies. These help all students but are particularly helpful to those with LD. Work with the student's parents to create an IEP tailored to meet the student's needs. Establish a positive working relationship with the student's parents. Through regular communication, exchange information about the student's progress at school.

generating questions

by _ _ themselves students become aware of whether they can answer the questions and if they understand what they are reading.

Oberti vs BOE

cannot exclude kids from LRE because they require modifications

sickle cell anemia

caused by recessive gene, caused by abnormal crescent shaped blood cells, painful episodes

cystic fibrosis

causes sticky mucus build up in lungs and digestive tract

Instructional Reading Level

challenging but manageable for the reader with the help of a teacher (90% to 94% word accuracy)

derivational suffixes

change the meaning of the base or root word. (tion, ous, ite, or) (govern, governor - very different)

IDEA Improvement Act 2004

changes designed to increase standards and accountability in line with NCLB, required highly qualified teachers

modification

changes in what (subject matter) is measured by assessment

modification

changing the content, material, or delivery of instruction

they engage in daily oral language, listen to adults reading to them, and read extensively on their own

children learn word meanings indirectly in three different ways:

Pavlov, Ivan

classical conditioning

Assertive discipline

classroom management approach (Canter) based on establishing clear limits and expectations, insisting on acceptable student behavior and delivering appropriate consequences when rules are broken. Characterized by the straight-forward, consistent, and unhostile response style.

self-contained

classroom of students with like needs for most are all of the day

Students with ADHD need:

clear rules, expectations, and consequences

Students with autism differ from those with Asperger's syndrome because those with classic autism have - difficulties in social interactions - cognitive and language deficits - difficulties in school - restricted, repetitive, all-involving interests or behaviors

cognitive and language deficits

learning disabilities are identified through...

comparison of aptitude and achievement

There is a very strong correlation b/w letter knowledge and becoming a....

competent reader.

test modifications: essay questions

completing an outline could be an option, or having the student verbalize answers onto a tape recorder, or having someone else transcribe his answers

Constructivism

comprehension and knowledge of reality is built through experiences with the environment and interactions with others; through manipulating concrete objects and learning abstract concepts, children form hypotheses regarding the world which they test via interactions with things, people, and their own thinking processes; this "owning of knowledge" affords deeper comprehension and the ability to generalize/apply knowledge to various contexts

synthesized speech

computer generated translation of written information

face validity

concentrates on how valid a method is

type of collaboration barrier caused by adherence to traditional roles and expectations

conceptual

performance-based assessment

concerned with problem solving and understanding; students should be able to show their understanding of a topic studied that falls in line with certain curriculum goals

Multiple Disabilities

concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness

cerebral palsey

condition characterized by weakness, lack of coordination, and other motor dysfunctions caused by damage to the brain before it has matured

Dysphagia

condition in which swallowing is difficult or painful

operant conditioning

conditioning that results from one's actions and the consequences they cause

Specific duties of a special education teacher:

conduct assessments, plan for specifically designed instructions, implement instruction & accommodations, monitor student progress, collaborate, consult and confer with team members, schedule and run IEP meetings, conduct transition assessments&create ITP Train staff&students in advocacy, communicate w/parents, facilitate programs&activities, supervise paraprofessionals, manage behavior assessments&plans, participate in staff development&workshops, join prof.org.&attend conferences,keep current on research

Shelley is providing guided notes in her art history class and recognizes that her students with mild disabilities often have a difficult time keeping up with the information to complete their guided notes. Which strategy would be helpful in filling in the gaps for those students whose notes may not be complete? - homogeneous grouping - provide the students with the teacher's notes - provide students with copies of student's notes - conduct collaborative open-note quizzes

conduct collaborative open-note quizzes

whole group discussion

consists of the teacher and the students, where students are usually contributing comments that are directed by the teacher; previously established safe environment and planning are essential

Manipulative play

constructive, develop eye coordination and concept development

repetition

continual work on a specific skill or content concept to help build rote memory skills

Synthetic Phonics

convert letters or letter combinations into sounds and then how to blend the sounds together to form recognizable words.

Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania and Mill v. Board of Education, 1972

court ruled that children cannot be placed in special education based on culturally biased tests

emergent curriculum

curriculum that the teacher plans before the students start school, based upon the goals of the school district/state, builds upon the interests of the students, and focuses on building upon previous knowledge

adaptive behavior

degree to which individual meets standards of maturation, learning, independence and responsibility for his/her age

lag in expressive language

delayed speech onset

With regard to social cognition, students with mild disabilities tend to - have much less trouble functioning than they do in academic learning - be able to manage their social responses, despite their disability - demonstrate considerable variability in their social functioning - display deficits in developing age-appropriate social cognitive skills

demonstrate considerable variability in their social functioning

Transdisciplinary Team

demonstrates a high level of coordination and involvement by team members through integrated approach across discipline

Recommendations for teaching students with emotional/behavioral disturbances include all of the following EXCEPT - presenting lessons in a format that connects to the personal experiences of your students - developing a rigid, unchanging classroom routine to which students must adapt - considering diet, allergies, and other physical causes for disturbing behaviors - looking for lessons and discipline procedures that may contribute to behavior problems.

developing a rigid, unchanging classroom routine to which students must adapt

frustrational reading level

difficult text for the student to read even with the help of a teacher (less than 90% word accuracy)

syntactical deficits

difficulties on acquiring rules that control word order and grammar

standard score

dimensionless score derived from raw score

Hunter, Madeline

direct instruction

areas of making test modifications (5)

directions adapted expectations time constraints essay questions additional tools

Parental engagement is vital to the educational process. Which of the following is NOT an action that would help with such involvement? - offer parenting skills workshops - discourage involvement in learning activities at home - coordinate with community agencies to provide family services - include parents in important school decisions

discourage involvement in learning activities at home

Bruner, Jerome

discovery learning and constructivism

IQ Achievement Discrepancy Model

discrepancy between measured ability and actual performance -used to identify learning disability

Schools discourage parents' involvement by - providing child care services during parent meetings - disregarding parent work schedules - overcoming communication barriers - scheduling open houses during the day

disregarding parent work schedules

shared reading

during _ _ teachers provide explicit comprehension and instruction

Kitty has observed that Craig, a student with communication disorders in her second-grade class, has a very limited vocabulary. What strategies can Kitty use to help Craig develop a more robust vocabulary? - graphic organizers - elaboration and modeling - self-recording - choral responding

elaboration and modeling

socratic method

emphasis on discovery learning

functional curriculum

emphasizes the skills necessary to perform adequately in the community and is most often used with students who have mental retardation, autism, and other moderate to severe conditions.

Deverett is a 10th grade student who has been found eligible for special education under classification of intellectual disability.Which attending the meeting for planning his transition services, Deverett stated that one of his goals is to obtain a job as a cashier at a local hardware store. In what transition planning domain should Deverett's special education teacher focus her instruction to help support his transition goal? - Post-Secondary education - daily living - employment - community participation

employment

graphic organizers

enable students to identify elements of narrative structure and help them understand what they are reading.

question-answer relationship strategy

encourages students to learn how to answer questions better. students are asked to indicate whether the information they used to answer questions about the text was explicit information, implicit information, or information entirely from the students own background knowledge. Four types: right there, think and search, author and you, on your own.

Cognition- Brain Research

enriching experiences, positive neural connections that affect child's intelligence abilities

The purpose of IDEIA is identified in 4 key statements

ensure kids w/disabilities guarantee a FAPE;assist states in establish early interv.srvs 4infants&toddlers w/disabilities; ensure educators&parents have the tools to improve ed. 4all kids w/disabilities;assess the effective of ed.4kids w/disabilities.

Goals 2000: Educate America Act

ensures all students meet their maximum potential by providing resources to communities and states, became law in 1994

metacognitive approach

evaluating and monitoring oneself

functional skill

ex. filling out a job application

Critics of the current IDEA definition of emotional disturbance have criticized it because of its - overly precise terminology - exclusion of students identified as socially maladjusted - exacting assessment requirements - attention to cultural differences

exclusion of students identified as socially maladjusted

Field expectancies

expectations that signs lead to goals (S-S learning) Organism learns what leads to what (kind of like a cognitive map)

According to Piaget, all children follow the same developmental stages in the same order, but at a different pace. Therefore, the teaching strategy that would work best for a student at the concrete stage of development is - experimentation with materials - drill and repetition activities - memorization activities - the lecture type of instruction

experimentation with materials

direct instruction

explicit teaching using lectures or demonstrations

student hesitates before talking or repeats words and phrases

expressive language disorder

1986 amendments to IDEA

extended IDEA to preschoolers, IFSP

test modifications: time constraints

extended test time with supervision could be determined to be appropriate depending on the student and his IEP

Occupational Therapist

fine motor skills

Honig v. Doe 484 US 305 (1988)

first school discipline case that was heard by the US Supreme Court - court held that a school district could not suspend or expel a student with an IEP for more than 10 days unless the suspension/expulsion has proving evidence that the student had weapon, drugs or was a harm

The traits a paraprofessional should have:

flexibility, dependability, motivation, tolerance, patience, cooperativeness, resourcefulness, and positiveness.

Functional academics

focuses on basic educational concepts that may be useful in daily life, such as basic reading using survival sight words, basic math involving money and time, basic writing like name, address and phone number.

interdisciplinary instruction: curricular connections

focusses on many aspects of one idea

Montessori, Maria

follow the child

test modifications: additional tools

for some tests, formulas, sample problems, dictionaries, or computers may be used in order to facilitate the test-taking process

expressive speech

formation of language that is meaningful

learning a new meaning for a known word, " for a new word representing a known concept, " of a new word representing an unknown concept, and clarifying and enriching the meaning of a known word.

four different kinds of word learning that have been indentified

Moll, Luis

funds of knowledge

Collaborative teaching

general ed and special ed teachers working together to meet the needs of special needs students

answering questions

give students a purpose for reading, focus students attention on what they are to learn, help students to think actively as they read, encourage students to monitor their comprehension, help students to review content relate what they have learned to what they already know.

learner outcomes

goals set for all grade levels and in all academic disciplines, aiming to help students live productive and enriching lives

learner objectives

goals that provide focused, consistent and clear evaluation criteria

Physical Therapist

gross motor skills

flexible grouping

groups based on learning, needs, strengths, and preferences

formal grouping

groups that facilitate positive interdependence, interactive information processing, individual and group accountability and practice for social skills

consonant syllable

has a -CLE pattern (one consonant, followed by an I, followed by a silent e which ends the syllable) (-dle as in candle, -ple and in maple, and -ble as in bible)

silent e syllable

has a -VCE pattern (one vowel, followed by one consonant, followed by a silent e that ends the syllable) (plane, chime, theme)

word work

has a goal of working with words to guide students to become more fluent readers and writers

narrative structure

has an organizational structure that can help with reading comprehension. (setting, characters, problems/conflicts, actions, climax/resolution)

closed syllable

has only one vowel and ends in a consonant (splash, thump, mess)

vowel r syllable

has only one vowel followed immediately by an r (ark, born, urn, charm)

open

has only one vowel that is the last letter of the syllable (he, no, flu, spy)

expository structure

has the main purpose of conveying information and often progresses from general information to specific information by making assertions and then providing supporting details.

Phonics knowledge is defined as...

having an association b/w a letter or letter combo and the sound it represents.

Other Health Impairment

having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that— (a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child's educational performance

muscular dystrohy

hereditary disease characterized by progressive weakness caused by degeneration of muscle fibers

Maslow, Abraham

hierarchy of needs

best seating arrangement for sharing materials and collaboration

horseshoe

Temperament

how and when the child internalizes certain social skills and abilities

Due Process

how conflicts are resolved between parents and schools regarding a student's education. Levels- - Informal Meeting with parents and school personnel - Formal Mediation (sign formal mediation request, state selects a mediator and schedules a hearing within 10 working days) -Formal Due Process Hearing (formal request by parents or school, case presented to the independent hearing officer who makes a decision based on evidence presented by both parties)

Social/moral

how is it all playing out? self-regulation

-VCV syllable pattern

if a word has a _ pattern first try dividing before the consonant and sounds out the resulting syllables, if that does not produce a recognizable word try dividing after the consonant. (hu/mid, go/pher - plan/et, meth/od)

Premack Principle

if one activity occurs often than another it can be used to reinforced the activity that occurs less often

semantic feature analysis

illustrates how words are both similar and different and emphasizes the uniqueness of each word and draws on students prior knowledge and uses discussion to elicit information about word meanings.

inquiry method

implies that involvement in learning leads to understanding; more than simple question-answer interview formatting; involves context, structure and varying levels of questions

explicit phonics instruction

important concepts and skills are taught very clearly and directly by the teacher not merely from exposure

compound syllable pattern

in a compound word, divide between the two smaller words (back/pack)

prefix syllable pattern

in a word with a prefix divide immediately after the prefix (pre/view, re/mind, un/veil)

suffix syllable pattern

in a word with a suffix, divide immediately before the suffix (glad/ly, frag/ment, na/ture)

conditioned stimulus

in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response

conditioned response

in classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus.

The largest percentage of cases of intellectual disabilities are identified - during infancy - evenly across the age periods during the developmental period (0-18) - in preschool years - in the elementary school years

in the elementary school years

Cedar Rapids Community School District v. Garret F. 526 US 66 (1999)

in this case the Supreme Court decided that cost of the services should not be a factor that is considered in the provision of related services. The court's holding simply put is that if the related service is needed to enable the student to pursue his FAPE and if the services are not covered under or subject to the medical exception test then the school must provide the student with the related service no matter what the cost is

Florence County School District Four v. Shannon Carter 510 US 7 (1993)

in this case the Supreme Court held that parents have the right to receive reimbursement of private school tuition even if the private school is not a state certified non public school provided the parents are in compliance with the standard for reimbursement set out in the Burlington case

Schaffer v Weast 546 US 49 (2005)

in this case the Supreme Court held that the burden of proof as to the violations of IDEA lies with the party who filed the complaint

Forest Grove v. TD 129 S Ct. 08-305, 109LRP 13476 (2009)

in this case the supreme court held that the parents could receive reimbursement for private school placement and services under the IDEA even though the public school system previously provided services to the student. the premise was based on the fact that the school failed to provide FAPE and that the private school placement was appropriate and provided the needed services

autism

inappropriate social interactions, difficulty with communication and repetitive behaviors

According to IDEA, each student with a disability must be provided with a program of individualized instruction. In this context, individualized instruction refers to - private tutoring - instruction by a special education teacher - instructional experiences selected to meet the student's needs - instruction that differs in significant ways from that which is generally provided and that involves the use of specialized materials

instruction that differs in significant ways from that which is generally provided and that involves the use of specialized materials

Contingency contracting

involves making arrangement so that a person gets something they want when they person acts in a certain way

curriculum based measurement (CBM)

involves student's responses to their usual instructional materials. -direct and frequent sample of performance from curriculum -used to determine responsiveness to RTI

cooperative learning

involves students working together as partners or in small groups on clearly defined tasks.

Kaufman Assessment Battery for Children

is a culturally fair standardized test that assesses intelligence and achievement

morphology

is the study of words, how they are formed, and their relationship to other words in the same language.

discrimination

learning to tell the difference between one event or object and another; the reverse of generalization

tier 2 words

less common words, but still come across a wide range of texts. (limped, crimson, flutter)

accomodation

lessens the effect of the disability, does not change learning expection

Systematic Phonics Instruction

letter sound relationships are taught in an organized and logical sequence

Other Health Impairment (OHI)

limited strength, vitality, or alertness due to chronic or acute health conditions

concept mapping

links prior information with new information

massed practice

little or no rest between repeat performances of a skill in a short period of time.

Students in secondary education settings, study skills instruction include:

maintaining a schedule, learning to ask questions, skimming for information, outlining a chapter, using mnemonics, and paraphrasing.

Phonemic awareness allows one to make up and manipulate sounds to...

make different words. Known as substituting and blending.

Strategies to help individualize behavior management techniques:

make environment safe&comfortable, involve students in creating rules, avoid power struggles&confrontations, implement&track behavior plans, develop expectations for appropriate behaviors, use immediate feedback&consistent reinforcements.

text to world connect

making a connection that is happening in todays society and todays world

text to text connection

making a connection with one book to another book that has been previously read

monitoring comprehension

making certain that the text is making sense to the reader and teachers students to be aware of what they understand, identify what they dont, and use appropriate strategies to resolve problems in comprehension

Americans with Disabilities Act (ADA) 1990

mandated that individuals with disabilities should be provided with "reasonable accommodations" in the workplace, and that such individuals could not be discriminated against. Also protected college students- entitled to appropriate modifications in classes.

PL 94- 142

mandates that children ages 5-21 are allowed to have services for disabilities

Specific Learning Disability

means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do math- ematical calculations. The term includes such conditions as perceptual disabilities, brain injury minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage.

Content Validity

means a test includes items representing the complete range of possible items.

Intellectual Disability

means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance

grade equivalent scores

measures how a typical student at the specified grade level would actually perform on the test that has been given

cognitive assessment

measures how well an individual solves problems, interprets information and recalls information

Multidisciplinary assessment

members of an assessment team conduct their own independent assessments of the child's abilities that relate to their own interest areas (e.g. speech-language pathologists evaluate speech and language only, physical therapists evaluate motor abilities only, etc.). In a summary meeting, each member of the team shares their findings and recommends treatment. The emphasis is on the parts of the child rather than the whole child.

Mnemonics

memory aids, especially those techniques that use vivid imagery and organizational devices

applied behavior analysis

method of behavior scrutiny to determine how and why a student responds to certain events, situations, or the environment and allows for a training component of rewards and reinforcements to help the student learn the target behavior.

Stanford Binet Intelligence Scale

method of identifying intellectually deficient children for their placement in special education programs

Equitable services in private schools...

might be less frequent and intense

Aspberger's

mild autism - high functioning fewer language issues

Bandura, Albert

modeling

In preparing for a change from a special education to a general education classroom, a student will have to adjust to all of the following changes EXCEPT - larger classes - different educational materials - more individualized attention from the teacher - less adult supervision

more individualized attention from the teacher

Solitary Play

most basis, 18 to 24 months

Response to Intervention (RTI)

multi-tiered process (laid out in IDEA 2004) -only students who do not respond to more intensive research based interventions would be identified as having a learning disability (or other disability- not necessarily only SLD)

Gardner, Howard

multiple intelligences

Statement of annual goals

must be included in IEP

Play

must have the philosophy of developmentally appropriate practices to by selecting proper settings and materials

communication software

necessary with communication boards and visual displays, helps user exchange information

Associative shifting

occurs by gradually introducing new stimulus elements and removing the old until the original response is made to a new stimulus

Punishment

occurs when a response removes something positive from the situation or adds something negative. Skinner believed this was ineffective

independent practice

occurs when skills and strategies have already been taught in the classroom as a part of a unit or activity, and judges whether or not a skill has been acquired by individual students

interdisciplinary instruction: thinking skills dev't

occurs when teachers want students to use the same strategies in a variety of subjects

multiple disabilities

one of the 13 - concomitant impairments excludes deaf-blindness

SLD - Specific learning disability

one of the 13 - disorder in one or more basic psychological processes involved in understanding language, spoken or written. Dyslexia, aphasia, minimal brain dysfunction

emotional disturbance

one of the 13 - inappropriate behavior or feelings, pervasive unhappiness, may develop physical symptoms in response to personal problems, schizophrenia

other health impairment

one of the 13 - limited strength, vitality, or alertness that affects a child's educational performance, usually due to chronic or acute health problem such as asthma, Tourette's diabetes, sickle cell, etc.

FAPE

one of the major principles of IDEA - states all children with disabilities, regardless of the type or severity of their disability, shall receive a free appropriate public education provided at public's expense - IEP must be developed to meet each child's unique needs

alternative teaching

one teacher pulls out small group

complex thinkers

one who has the ability to demonstrate critical thinking and problem solving skills

successive approximation

only those responses that become increasingly similar to the one the experimenter wants are reinforced

Skinner, B.F.

operant conditioning

8 stages of human development

oral-sensory muscular-anal locomotor latency adolescence young adulthood middle adulthood maturity

transitions

periods of time in which the activity moves from one stage to another; includes careful planning, monitoring, teaching, and feedback

Alphabet knowledge, though, is also a prerequisite to beginning...

phonemic awareness. At least when it comes to being able to say and name letters.

tangible reinforcers

physical objects given as rewards

Shaping

process of reinforcing animal only when it is on the side closest to the lever, then when it's really close, then when it is touching it, etc EX] playing hot and cold.

Multidisciplinary team

prof w/defined roles, working ind of 1 another. may promote fragmentation of student programs.They conduct separate assess, deliver srvcs ind of others, work w/families apart from of other prof.may exhibit lack of cmcn or understanding of students needs.

Multidisciplinary Team

professionals with defined roles who work independently of eachother

Hierarchy of Needs

proposes that human motives may be ranked from the basic, physiological level through higher-level needs for safety, love, esteem, and self-actualization; until they are satisfied, the more basic needs are more compelling than the higher-level ones

Differences with IFSP

provides an overall statement of functioning across all developmental abilities *reviewed every 6 months *produces general goals that are primary to the family needs along with the family needs

formative assessments

provides feedback so instruction can be adjusted based on student needs

independent reading

provides students the opportunity to apply reading strategies and skills in a text of personal interest.

guided practice

providing opportunities to gain knowledge by offering cues, prompts, or added sequential information.

systematic feedback

providing positive reinforcement and confirmation to improve learning.

Scaffolding (Bruner)

providing support for a child as needed and gradually withdrawing as the child's competence increases and can complete a task or skill independently; takes various forms (ex. modeling, cues, modification, etc.)

alternative school placement

public school option that may be utilized when a student cant function in the traditional public school system due to uncontrollable behaviors or due to a disruption that caused a suspension or expulsion.

Molar behavior

purposive-always directed toward some goal. Large intact meaningful behavior pattern. Looked at the big picture

think and search

questions base on the recall of facts that can be found directly in the text. answers are typically found in more than one place, thus requiring students to think and search though the passage to find the answer.

right there

questions that ask students to find the one right answer located in the text in one place as a word or a sentence in the passage.

80% of LD difficulties are...

reading problems

Research, though, shows that phonemic awareness is critical for....

reading success and spelling.

Students should be assessed in study skill areas so the most appropriate strategies for study skills instruction are implemented. Topics for study skills instruction include:

reading, listening, note taking, outlining, report writing, oral presentation, graphic aids, test taking, library use, time management, and behavior self-management

student looks to others to see what they are doing when directions are given

receptive language disorder

reciprocal teaching

refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting.

Behavioral objective: psychomotor domain

refers to movement characteristics and capabilities and could be used as a way for students to use different ways in order to present their information

Behavioral objective: affective domain

refers to the emotional and value system of students, learned by receiving, responding, valuing, organizing and characterizing a value

executive function

refers to the part of the brain that governs attention, impulse, organization, reasoning, processing speed, and other higher order functions.

guided practice

reinforcement of material by questioning students right after presentation

Mand

relationship between the form of the response and the reinforcement characteristically received in a given verbal community. (A demand is being made)

skill drill

repetition and practice of new skills until the learner performs without cues and prompts

1990 amendments to IDEA

replaced "handicapped" with "disabilities", required transition plans for kids over 16

measurable goals

required by IDEA in IEPs. Must include academic and functional goals that are designed to meet the child's needs. Must be measurable (specify grade/age level performance, indicate a rate/frequency) and attainable

summarizing

requires students to determine what is important in what they are reading and putting it into their own words. helps identify or generate main ideas, connects the main or central ideas, put aside ideas or information that is less important, and remember what they read.

James has attained mastery in his multiplication facts, demonstrating the ability the correctly answer 70% in less than two seconds. His teacher should now plan practice activities with the goal of helping him to - retain the skill over time - use the skill in other settings - learn a new skill - retain and generalize the skill in other applications

retain and generalize the skill in other applications

Percentile

score that shows where a student ranks in comparison to 99 other students A percentile of 81 means that students performed equal to or outperformed 81 of the 99 students

Prader-Willi

short stature, chronic hunger, low muscle tone, cognitive disabilities

Which of the following is NOT part of teaching students the process of project work? - project management skills - teaching students to work collaboratively - showing which jobs have the least amount of responsibility - group decision-making strategies

showing which jobs have the least amount of responsibility

Mental retardation

significant impairment in cognitive functioning and two or more adaptive behaviors with onset prior to age 18

Children with genetic syndrome

single gene defect can appear in more than 7000 known disorders. This gene defect can occur as early as cell division and the loss or addition of a chromosome can result in significant alterations.

guided practice

situations where teachers monitor and aid student progression during an activity

small group work

small group of students who work together in order to complete a task or series of tasks; leads to more expansive comprehension; builds on individual strengths while balancing out weaknesses

cooperative learning

small groups use various instructional strategies

primary reinforcement

something necessary for psychological/physical survival that is used as a reward

Reinforcement

something that follows a response and strengthens the tendency to repeat that response

Phonological Awareness

sound system of language: including rules for structure and the sequences of speech sounds

Strong phonemic awareness skills allows one to understand the individual sounds in...

spoken words, not written words.

Pieget, Jean

stages of cognitive development

Gilligan, Carol

stages of the ethic of care

√ (1-r)

standard error of measure

scaled score

standardized score that is based upon the normal distribution and standard deviation units

Maximizing academic learning time is essential for students with mild disabilities whose learning rate is generally slower than other students. Factors of concern to teachers should include all of the following EXCEPT - starting school as early as possible in the morning to capitalize on the students' energy. - reducing transition time between learning activities through efficient management techniques - minimizing the time lost in moving from general education classes to special classes - planning activities to actively involve the learners and minimize losses due to inattention

starting school as early as possible in the morning to capitalize on the students' energy.

consequences

stimulus that follows a behavior action used in behavior management or behavior modifications to increase or decrease the behavior.

antecedent

stimulus used in behavior management and behavior modification that occurs prior to the behavior and establishes the reason for the behavior.

behavior intervention

strategies or actions used to extinguish, change, or redirect an inappropriate behavior, three types are positive reinforcement, negative reinforcement, and aversive reinforcement.

In Mr. Wood's classroom, Jeongae is a third-grade student whose primary language is not English . After monitoring her performance in her core academic subject, Mr. Woods realizes that Jeongae is experiencing academic difficulties. In order to improve her performance, he has decided to provide her with some prereferral interventions to determine whether they will improve her academic performance. Which typer of prereferral intervention strategies should he employ? - strategies to promote language acquisition - strategies to promote mastery of curricular objectives - strategies to promote academic development - strategies to promote social development

strategies to promote language acquisition

discrete trial training

strategy in which the function or task is broken down into steps that are rewarded immediately in trial by trial basis.

negative reinforcement

strengthening a response by following it with the taking away or avioding of something unpleasant

Game with rules

structured, follows rules, shares, cooperates and reasons

contingency based self management

student are responsible for monitoring their own behavior

ecological inventory

student interaction with environment now and in the future

authentic (aka alternative) assessment

student originates a response for a question the teacher has asked

group share

students and teacher gather for accountability meeting. students discuss what they learned about themselves as readers or teacher shares student work to emphasize a teaching point discussed in the mini lesson.

full inculsion

students are in general classroom, SPED teacher works with gen ed teacher

Inclusion programs work best when - teachers are coerced to comply with mandates about mainstreaming - general and special education teachers are told how they can best work together - students are taught through transitional preparatory classes to follow directions, wait for teacher assistance, and concentrate on learning tasks with minimum adult supervision - students with mild disabilities are seated next to students without disabilities

students are taught through transitional preparatory classes to follow directions, wait for teacher assistance, and concentrate on learning tasks with minimum adult supervision

rhetorical stage of writing

students as past basic writing steps and are writing text as a whole

KWL strategy

students complete a three column template: what i know, what i want to know, and what i learned.

recognizing story structure

students learn to identify the categories of content through use of story maps which can help track a story as they're reading and understand it after.

differentiation in the process of a task

students need a variety of learning activities and strategies in order to be able to explore the concepts in the best way possible

independent reading

students read from classroom library or leveled books.

IDEIA Part B focuses on the following:

students w/dis 3-21;ed.programs in public school settings;educators, staff&other school professionals providing srvcs;yrly evals&an annual review of students program; participation in transition srvcs from partC;IEP that describes the ind. students needs.

IDEIA Part C focuses on the following:

students w/dis. birth-3 yrs; family&child srvcs in natural environ (home);srvc or case manager to coordinate srvcs; evals 2x per yr w/reg reviews; participation in the transition srvcs to part B; IFSP to describe the childs&families needs.

Partial participation refers to - general educators partially participating in the education of students with disabilities - special educators partially participating in activities in the general education classroom - students with disabilities being included in the general education classroom part of the day - students with disabilities participating on a somewhat diminished basis in essentially all activities in the general education classroom

students with disabilities participating on a somewhat diminished basis in essentially all activities in the general education classroom

Three ways educator can influence family to be part of the life:

suggesting classroom visits, providing information about the child's disability and intervention, writing notes, making telephone contacts, and treating one like team members

Tact

suggestion of behavior which "makes contact with" the physical world *Naming objects or events appropriately-reinforcement comes from others

Autoclitic behavior

suggests behavior which is based upon or depends upon other verbal behavior **qualifies responses, express relations and provides a grammatical framework for verbal behavior "nurturistic

Mike's mother is concerned that his attention problems are hindering his outcomes in class. His teacher noted that he seems to listen when instructions are given but then he seems to lose focus before the activity is completed. The teacher hypothesizes that Mike's problems relate primarily to deficits in - coming to attention - alertness - selective attention - sustained attention

sustained attention

blissymbols

symbols that substitute for words

augmentative communication

symbols, aids, strategies, and techniques used to supplement or replace oral language

phonological awareness

teach students to notice, differentiate, think about, and manipulate sounds - from sounds of word to sounds of individual phonemes - during effective phonological awareness instruction

Guided practice

teacher directed activity

With-it-ness

teacher's awareness of what is going on in all parts of the classroom at all times and the communication of this awareness to students, verbally and nonverbally

questioning the author

teaches students to engage actively with text by generating questions for the author

compensatory intervention

teaching substitute skills so a students can perform a task despite a disability

manifestation determination

team review of the relationship between a student's inappropriate behavior and the disability, required under IDEIA when a student violates a code of conduct.

when planning curriculum, NCLB requires...

techniques based on science based research be used

When considering classroom organization barriers, all of the following are examples of physical space issues EXCEPT the - size of the room and seating availability - temperature in the space - placement of whiteboard and materials - windows, doorways, and hallway traffic

temperature in the space

Field cognition modes

tendencies to arrange perceptual field in particular configuration (problem solving strategies) Tolman said that this tendency is innate but can be modified by experience

curriculum based assessment

test items are unique to curriculum

summative assessment

test of how much a student has learned or not learned

phonemic awareness

the ability to hear, segment blend, and manipulate phonemes to spoken words

word awareness (sentence segmentation)

the ability to recognize that spoken language is made up of individual words

rhyming

the ability to recognize, isolate, and generate corresponding sounds, especially ending sounds.

syllable awareness

the ability to segment spoken words into parts or blend syllables to say words

comprehension

the ability to understand and gain meaning from text.

curriculum maps

the accumulation of all the goals, objectives and topics of the curriculum in all areas of the school; demonstrates connection between subject areas helpful aid for parents

Young students who lack phonemic awareness skills have difficulty in understanding....

the alphabetic system of English for changing print into meaningful sounds.

Zone of Proximal Development (ZPD) - Vygotsky

the area wherein children best learn skills just beyond their current mastery levels and accomplish learning tasks which they could not achieve alone through guidance/support from adults and children with slightly higher skill levels

Play-based assessment

the assessment type of choice for many children through 5 years old. Children are assessed for a variety of skills and behaviors in a natural setting

target behavior

the behavior for intervention, most often to be extinguished or changed, although it may be a positive behavior that should be used in other school activities.

meaningful learning

the combining of old concepts and new concepts into existing cognitive patterns

Universal Design

the concept that everything in the environment, in learning and in products, should be accessible to everyone.

mastery level

the cutoff score on a criterion-referenced or mastery test

The best source of information about developmental, social, and academic problems is - the family - other teachers - a school psychologist - a child

the family

multiple intelligences

the nine areas of learning that are addressed in classroom instruction linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential.

Which of the following are NOT specified by curriculum-based objectives for learning? - the conditions under which performance is obtained - the desired learning behaviors - the persons responsible for student learning - the criteria for success

the persons responsible for student learning

direct instruction

the procedure that is led by the teacher and is followed by the students; two main forms: lecturing explaining

Modeling

the process of observing and imitating a specific behavior

vocabulary

the pronunciation and meanings of words necessary for communication and often divided into oral or print. _ instruction is meant to expand the oral vocab while developing an extensive print vocab and help students learn meaning of as many words as possible in order to improve reading comprehension

Inter-rater Consistency

the reliability among test scorers of the same test

morpheme

the smallest meaningful units of language.

Language

the systematic use of sounds, signs, or written symbols for the purpose of communication or expression.

guided reading

the teacher works with a small group of students who read at all similar levels

independent learning

the theory by which learners acquire knowledge solely through their own efforts and through this develop the ability for inquiry and critical thinking

Social Learning Theory

the theory that we learn social behavior by observing and imitating and by being rewarded and punished.

schwa

the vowel sound sometimes heard in an unstressed syllable and that most often sounds like /uh/ or the short /u/ as in cup

5 components of measurable annual goals

the who, the behavior, the criterion, the conditions, the time frame

Kohlberg, Lawrence

theory of moral development

Behavioral objective: cognitive domain

these objectives will refer to intellectual learning and problem solving as the cognitive levels are knowledge, comprehension, application, analysis, synthesis, and evaluation

Greer v. Rome City School District 950 F2d. 688 (1991)

this case involved a Down's Syndromee child that was not allowed to mainstream into the "regular classroom" die to her disability. the school district determined that the appropriate placement for the student was a self contained special education classroom in a school that was not her "home" school. her parents objected to this placement on the grounds that it violated the LRE provisions of the IDEA. the court held for the parents and decided that the school district had indeed violated the provisions of the IDEA in relation to LRE

Larry P. v. Riles, 793 F.2d 969(9th Cir.) 1979

this case involved and African American student who was classified as EMR (educational mental retardation). The student instruction in a separate EMR room - his placement in the EMR classroom was based solely on IQ. - the case established that the test used for IQ scores was culturally biased against African American children. The court then banned the tests and established the legal precedent that stands for the proposition that before tests are given to minority populations the tests must be validated /approved appropriate

Board of EDU of Hendrick Hudson Central School District v. Rowley 458 US 176 (1982)

this case which involved the educational services provided for a deaf student is important because it established the standard for a FAPE. The holding in essence stated that students were not entitled to the "best: education but they were entitled to an educational program in which they could make measurable progress and advancement to higher grades

Jacob Winkelman v Parma City School Distric 550 US 516 (2007)

this supreme court case was groundbreaking and innovative because it stood for the proposition that parents had the right to file actions based on IDEA violations that were separate and independent of their children's actions. this case held that parents of disabled children could bring actions on their own behalf

Oberti v. Board of Education 995 F. 2d. 1204 (1993)

this was a case involving a Down's Syndrome student who was not allowed mainstreaming in the regular classroom. in this case the could held that school district violated the LRE provisions of the IDEA and that the student should be allowed instruction in the regular classroom to the maximum extent that is possible

Irving Independent Schools v Tatro 468 US 883 (1984)

this was a groundbreaking landmark case that established the medical exception rule. This court held that the scholiast provide all related services unless the services needed had to be performed by a medical doctor. Since the services in this could be performed by a school nurse the school was mandated to provide these services

effective and ethical users of technology

those who are able to correctly and appropriately use new forms of technology

quality producers

those who have the ability to recognize when one's efforts are of quality and is able to reproduce that level of work in the future

When teaching math facts to students with mild to moderate disabilities, it is important for the teacher to monitor their progress because they are less likely to learn math skills incidentally. Students with disabilities have difficulty learning math facts and computations -Through lectures -With a buddy -by reading the text -through the process of problem solving

through the process of problem solving

homework

time that students spend outside of the classroom completing assigned activities such as practices, reviews or applied skills learned in the classroom; enables students to work independently; provides a form of assessment for the teacher; encourages partent involvement

Special Education teacher role

to manage the IEP team, implement the IEP, provide accommodations to general education, and support the student and other teachers.

digraph

two letter that represent on speech sound (sh, ch, th)

vowel digraph

two letter that together make on vowel sound. (ai, oo, ow)

intrinsic motivation

type of motivation in which a person performs an action because the act itself is rewarding or satisfying in some internal manner

peer tutoring

under the guidance of a teacher, a non-disabled student with competencies in a particular area works with a student with a disability who needs assistance to enhance an area of study.

Phonemic awareness is NOT necessary for....

understanding language.

community contributor

understands that it is vital that humans are able to work together

tier 3 words

unusual words, often content-specific vocabulary which many children will not know but that do not necessarily have wide generalizability across texts (orbit, astroid, comet)

3 accommodations for students with memory difficulties

use of pictures, help kids identify cues when discussing subject, use concrete examples

concept mapping

used by teachers when they want to represent knowledge, ideas or facts in graphs or visual organizers

positive reinforcement

used in behavior modification in which the student is motivated to use a desired behavior because of the reward to be obtained.

negative reinforcement

used in behavior modification in which the student is motivated to use a desired behavior in order to avoid a negative consequence.

story map

used to chart the story structure.

venn diagram

used to compare or contrast information from two sources.

cause/effect

used to illustrate the cause and effects told within a text.

storyboard/chain of events

used to order or sequence events within a text.

voice recognition software

uses a computer and a microphone

diagnostic prescriptive method

uses assessment to diagnose specific processing problems

station teaching

uses learning centers

quantitative measurement

uses results from an instrument based on a standardized system that limits the collection of data to preset amounts of possible responses

a reflective practitioner...

uses self evaluation with clear descriptions, methods and strategies

cooperative learning

uses small groups of students working together and sharing knoweldge

Articulation

using movements of the mouth area to make speech sounds

Articulation

using movements of the mouth area to make speech sounds.

Parity

valuing of each individual in collaboration

Strategies for modifying general education classroom instruction include all of the following EXCEPT - presenting information in a manner that is relevant to the student - providing students with concrete illustrations of their progress - varying the format of tests to prepare students for standardized testing experiences - giving frequent feedback on student performance

varying the format of tests to prepare students for standardized testing experiences

tier 1 words

very common, usually learned without direct teaching (car, book, sun, phone)

perseveration

when a behavior continues repeatedly beyond the typical endpoint and the student demonstrates difficulty switching tasks.

What is the best way to describe co-teaching? - when general and special educators work cooperatively to teach heterogeneous groups of students in the general education classrooms - when teachers consult with each other about case loads - when general educators work with teachers from different grade levels to address scope and sequence - when special educators are present in general education classrooms in case modifications are needed

when general and special educators work cooperatively to teach heterogeneous groups of students in the general education classrooms

interdisciplinary instruction

when students are taught, and able to understand, the underlying relationships that connect what is taught in each subject; connected objectives= higher level of learning obtained; incorporated reinforcement of material

interdisciplinary instruction: thematic units

when the teacher organizes the unit around a specific theme

Latent Extinction

when you learned behavior and were not reinforced, extinction occurs.

shared reading books

with _ _ _ teachers model close reading, text dependent questioning, and strategies for asking and answering questions with each projectable "big" book as they follow a five-day lesson

When interpreting a Student's assessment results, inter-individual interpretation involves comparing the student -with other students -with his/her own performance -to other students in the school -with other students in the criterion referenced group

with other students

Morphemic Analysis

word-learning strategy that uses analysis of words formed by adding prefixes, suffixes, or other meaningful word units to base word.

Which of the following activities helps students become accepted members of the classroom? - successfully completing a worksheet - taking part in a spelling bee - writing a play in a cooperative small group - playing kickball on the playground

writing a play in a cooperative small group

contingency contract

written agreement between the student and the teacher that outlines the expected performance and the consequences or reinforcers used.

Vygotsky, Lev

zone of proximal development

IDEA lists 13 different disability categories under which 3- through 21-year-olds may be eligible for services. What are the 13 categories?

• autism • deaf-blindness • deafness • emotional disturbance • hearing impairment • intellectual disability • multiple disabilities • orthopedic impairment • other health impairment • specific learning disability • speech or language impairment • traumatic brain injury • visual impairment (including blindness)

David Ausubel

"Advance Organizer" Who?

Lee Canter

"Assertive Discipline"

William Glasser

"Choice Theory" or "Control Theory" Who?

Madeline Hunter

"Direct Instruction" Who?

Montessori

"Follow the Child" See notes

Dewey

"Learning Through Experience", Project based, free activity, cooperative learning, teach students how to think for themselves, social success, hands-on activities

Kolhburg

"Theory of Moral Development" 6 moral stages, conventional stages (2 for each)

Lawrence Kohlberg

"Theory of Moral Development" Who?

Kounin

"With-it-ness"

Jacob Kounin

"With-it-ness" Who?

Kounin

"With-it-ness" an awareness of what is happening in their classroom to manage it and create smooth transitions.

Lev Vygotsky

"Zone of Proximal Development" Who?

Hunter

"direct instruction" an effective lesson. See notes.

Kounin, Jacob

"with-it-ness"

Concrete

(7-11 or 12 years) a. can now development the ability to conserve b. can arrange from smallest to largest c. can perform rather complex problems

LRE

(Least Restrictive Environment) the educational setting that most closely resembles a regular school program and also meets the child's special education needs. For many students with disabilities, the general education classroom is the LR; however, the LRE is a relative concept and must be determined for each individual student with disabilities

Charles Darwin

(This person) Theory of evolution restored continguity between humans and animals and suggested study of animals might reveal how the mind functioned.

Preoperational stage

(about 2-7 years) a. Preconceptual thinking (2-4 years) -classifying things in certain classes because of similarity b. Period of Intuitive Thought (4-7) -failure to develop conservation

Sensorimotor stage

(birth - about 2 years) a. Deals only with the here and now b. Children are egocentric

Pragmatics

(grammar) knowledge of successful and appropriate language rules in social and conversational situation

Semantic

(how it sounds) pertains to the meaning that language communicates, govern language developments

Syntax

(right order) a system of combing the words into sentences with rules that govern how words work together in phrases, clauses, and sentences

Similarities between IFSP and IEP

*Both mandated as legal documents written within 45 days of child's referral *Must take action within 90 days *Both include component for transition service into next program *Include information about: child's disability, present level of functioning, set of goals, info about intervention and services and selected environment

Differences with IEP

*IEP focuses on present level of educational performance *Annual review with regular progress reports through out one year- quarterly *More detailed goals as they relate to the child's specific needs and specific area of disability

Understand by Design

- Suggested by Jay McTighe and Grant Wiggens - Uses the principles of backward design

Areas of Knowledge for ECE

- child development and it's impacts on learning - knowing children on an individual/personal level - knowing the cultural/social contexts of children

Effective Practices

- strong curriculum content - adhering to learning sequences - social/emotional learning (self-regulation, attention, engagement) - relationship based teaching and learning - family partnerships - adapting & differentiating instruction - active learning experiences - making learning meaningful - small class sizes

Ecological learning

-Lorenz's theory -imprinting -adaptive & survival behaviors -survival of the fittest

Assessing a young child's print awareness

-Provide the child with a story book, -Ask the child to show the following pertaining to the book: the front/back, spine, title, where in the book one is suppose to start reading, show letter/letters/words, first /last word of a sentence/page, punctuation marks, and capital/small/lowercase letters.

independent writing

-children write their own pieces, including narrative and informational texts

Education for All Handicapped Children Act 1975/ Individuals with Disabilities Education Act 1990

-mandates a free and appropriate public education (FAPE) be provided to all students with disabilities -disability is a natural part of the human experience -affirms normalization principle -rights of full citizenship and equal access -covers individual up to 21 years

independent reading

-students read from a wide variety of materials

read aloud

-teacher reads aloud to the whole class or small groups

shared reading

-using an enlarged text that all children can see, the teachers involve children in reading together following a pointer

6 major principles of IDEIA

0 reject; protection in the evaluation process; FAPE; LRE; Due process procedures (procedural safeguards); Parent & student participation (shared decision making)

What 2 skills are necessary for phonics?

1) Alphabet Knowledge, and 2) Phonemic Awareness.

9 Sub-Tests of the In-Depth Phonics Assessment

1) Application of Phonics Skills in Context, 2) Initial Consonants, 3) Initial Blends & Digraphs, 4) Ending Sounds, 5) Vowels, 6) Phonograms, 7) Blending, 8) Substitution, 9) Vowel Pronunciation.

3 modalities of learning

1) Auditory, 2) Visual, and 3) Kinesthetic

6 Sages of Phonemic Awareness

1) Awareness of Rhyming Words, 3-4; 2) Awareness of Syllables, 4-5; 3) Sound Isolation, 6; 4) Phonemic Blending, 6; 5) Phoneme Segmentation, 6-7; 6) Phoneme Manipulation, 7+

Remediating Sight Words 8 Steps

1) Divide SW into groups of 25. 2)Use creative games. 3) Flash Cards. 4) Point out sight words in stories. 5) Offer rewards. 6) SW Notebook. 7) Read frequently. 8) Test weekly.

Phonics is most successful under 4 conditions.

1) Done early, intensely, directly, systematically, 2) Combined with instruction in reading comprehension, 3) Taught throughout day, and 4) Integrated w/ ongoing reading, writing, and spelling instruction.

Causes of Auditory Problems

1) Environmental Conditions, and 2) Congenital Conditions

Symptoms of Auditory Problems

1) Failure to understand oral directions, 2) Inability to comprehend orally read material, 3) Frequent ear pain or fullness in ear, 4) Declining Grades, 5) Turning head to one side or cupping affected ear, 6) Needs frequent repeating of speech.

4 Reading Levels of the IRI

1) Independent Reading Level, 2) Instructional Reading Level, 3) Frustration Reading Level, 4) Listening Comprehension Level.

6 Most frequent oral reading miscues

1) Mispronunciation, 2) Non-pronuncitaion, 3) Insertion, 4) Substitution, 5) Omission, 6) Regression

3 Levels of assessing Alphabet Knowledge

1) Observation of Alphabet Knowledge, 2) Quick Assessment of Alphabet Knowledge, and 3) In-Depth Assessment of Alphabet Knowledge.

3 Assessments of Phonics Knowledge.

1) Observation of Phonics Knowledge, 2) Quick Assessment of Phonics Knowledge, and 3) In-Depth Assessment of Phonics Knowledge.

3 Ways of assessing sight word knowledge.

1) Observation of Sight Word Ability, 2) Quick Assessment of Sight Word Ability, and 3) In-Depth Assessment of Sight Word Ability.

Examples of subskills approaches to teaching reading.

1) Phonics instruction, 2) Phonemic Awareness games (rhymes), 3) Alphabet knowledge.

4 Factors that affect reading/academic performance

1) Physical/Sensory Difficulties, 2) Educational Malfunctions, 3) Socioeconomic Problems, and 4) Psychological Problems.

Remediating Alphabet Knowledge

1) Prepare cut letters from sandpaper and have students feel them as they pronounce the letters. 2) Use magnetic letters and have S place and name letter on a metal background. 3) Model correct formation of the letter and have S print the letter with a paintbrush, crayon, or chalk. 4) Theme Alphabet Books, 5) Letter Bingo.

2 Sight Word Tests

1) Quick Check for Basic Sight Words, and 2) Long Sight Word Test.

Phonemic awareness is taught via what 5 sequential stages?

1) Rhyme & Rhythm, 2) Parts of a Word, 3) Sequence of Sounds, 4) Separation of Sounds, 5) Manipulation of Sounds

Socioeconomic Factors

1) S from lower SES develop academic skills more slowly, 2) Initial academic skills are correlated w/ home, where lower literacy environments and stress impact skills, 3) Schools in low SES are under-resourced, 4) Inadequate ed and high dropout rates affect S achievement

Psychological Problems Affecting Academic Achievement/Reading

1) Self esteem, 2) Bullying, 3) Fear of Failure, 4) Problems at home, 5) Keeping up with school culture (dress), 6) No sense of belonging (Maslow)

6 Critical Processes of Reading

1) Sensory Development, 2) Perceptual Development, 3) Experiences, 4) Making Associations, 5) Higher Levels of Thinking, and 6) Affective Domain of Reading

Typical progression towards phonemic awareness. 5 Stages.

1) Sound Awareness, 2) Word Rhymes, 3) Sentences and Compound Words, 4) Syllable Level (1st Stage of Phonemic Awareness), 5) Phoneme Level.

Symptoms of Ocular Difficulties

1) Squinting, 2) Headaches, 3) Inability to follow written directions, 4) Poor posture when reading, 5) Reduced rate of reading, 6) Pronunciation problems, 7) Covering the affected eye.

When is alphabet knowledge intervention needed? 5 Signs

1) Student is unable to recog letters of the alphabet when shown the letters, 2) unable to point to the letters of the alphabet, 3) unable to match upper to lowercase letter, 4) unable to match one upper or lowercase letter w/ another letter that looks exactly the same, and/or 5) if student who knows few words on an IRI.

Educational Factors Affecting Academic Achievement/Reading

1) Treating S as the same S, 2) Not recognizing multiple intelligence, 3) Maslow's needs not being met, 4) Attitudes of T, 5) Pygmalion

5 Tasks of the Alphabet Test

1) Write upper and lowercase letters of alphabet, 2) Read rows 1-10, 3) Student points to letters as they are named, 4) Point to upper/lowercase letter and have student point to its upper/lower correspondent, 5) Student matches row 11 with corresponding letters above.

Students with disabilities that do not require special education or related services

1) are covered under section 504 of IDEA 2) do not require an IEP

2 Requirements for decoding

1) phonemic awareness skills, and 2) Alphabet Knowledge

Maslow's 5 Needs basic to higher

1) physiological needs, 2) safety, 3) social, 4) esteem, 5) self-actualization.

Self-instruction strategies

1. Advance or graphic organizers 2. Support from structured worksheets and strategy instruction 3. General guidelines: re-read the information for clarity, diagram representations of the problem before solving, and write equations to solve

Indicate whether each trait is more likely to be associated with a student with autism spectrum disorder or a student with Down syndrome. 1. Unusual communication habits 2. Disruptive behavior when routines are interrupted 3. Delay in reaching developmental milestones

1. Autism spectrum disorder 2. Autism spectrum disorder 3. Down Syndrome

Criteria for Learning Disability Diagnosis (7)

1. Basic psychological processing deficit in one or more areas.(reading skills,reading comprehension, written expression, math calculation, math reasoning, listening comprehension or oral expression) 2. Behavioral characteristics identified in deficit area (s) 3. Behavioral characteristics identified by one of these procedures; behavioral observation, structured clinical task or others 4. LD adversely affects school functioning 5. Discrepancy between achievement and ability or conclusion that discrepancy is present 6. LD not caused y visual, auditory or motor deficit, BD, ED environmental, economic or cultural differences. 7. Determination of need for SE or related services.

Criteria for Learning Disability Diagnosis

6 items for diagnosis of Mental Retardation

1. Child performs at 2.0 standard deviations below the norm. 2. IQ is 70-55 mild 55-40 moderate 40-25 severe 25 and below profound 3. Adaptive behavior is consistent with academic ability. 4. Reduced cognitive ability and adaptive behavior adversely affect educational performance. 5. Exclusion clause, the defect is not caused by visual, auditory or motor defects, behavior or emotions disturbance or a language or learning disability. Determination of continued need for Special Education or related services.

6 items for diagnosis of Mental Retardation

Essential 9 Learning Strategies

1. Identifying Similarities & Differences 2. Summarizing & Note Taking 3. Reinforcing Effort & Providing Recognition 4. Assigning Homework & Practice 5. Fostering Nonlinguistic Representations 6. Encouraging Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating and Testing Hypotheses 9. Using Cues, Questions, and Advance Organizers

Math Interventions include:

1. Manipulatives 2. Concrete-Semi-concrete-Abstract (C-S-A) Instruction 3. Mnemonics 4. Metacognition Strategies: Self-monitoring & self-instruction 5. Computer-assisted instruction 6. Explicit Instruction

Students struggling in math may have one or multiple of the following math difficulties:

1. Memory 2. Language and Communication 3. Processing 4. Poor Self-Esteem 5. Attention 6. Organizational Sills

9 steps in Special Education Process

1. Screening 2. Alternative Intervention Strategies 3 referral & screening review 4. Develop IEP to include areas to evaluate, at least 1 observation in area of concern, complete within 30 days of referral, notice of evaluation or reevaluation 5. Notice & Consent for Evaluation 6. Evaluation, diagnosis of disability, establish current level of functioning, completed within 45 days of parents consent for evaluation,if no disability recommend continuation of AIS, if disability found, continue with IEP process. 7. Develop IEP must be within 45 days of initial diagnostic staffing 8. LRE considerations 9. Notice of consent for placement before SE services begin. If parents deny, initiate due process

steps in Special Education Process

1. Sharmaine is a second-grade student who has been found eligible for special education under the classification of intellectual disability. She receives daily mathematics instruction in a resource room. Her special education teacher wants to introduce Sharmaine to the addition of single digit numbers. Which of the following strategies would be the best activity to use? (A) Make a ten (B) Skip counting (C) Counting backward (D) Font-end addition

1. This question tests understanding of instructional strategies. (A) is the correct answer because "make a ten" is a strategy for learning addition facts, which would be developmentally appropriate for Sharmaine. (B) is incorrect because skip counting is a precursor to multiplication, not addition. (C) is incorrect because counting backward is a prerequisite to subtraction. (D) is incorrect because front-end addition is a skill used to estimate when adding large-digit numbers.

When you use backward design to plan instruction, ask yourself the following three questions: 1. 2. 3.

1. What do students need to know and be able to do? (Objective w/ Blooms, standards) 2. How will you assess what students know and are able to do? (performance assessment) 3. What goes into planning a lesson? (deciding on teaching methods, engaging, differentiated instruction)

Madeline Hunter Direct Instruction Model (7 steps)

1. anticipatory set 2. objectives 3. teaching/ direct instruction 4. guided practice 5. check for understanding 6. independent practice 7. closure

What accommodations can teachers make for students with disabilities?

1. breaking tasks into smaller steps, and 2. giving directions verbally and in writing; 3. giving the student more time to finish schoolwork or take tests; 4. letting the student with reading problems use instructional materials that are accessible to those with print disabilities; 5. letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and 6. letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech. 7. Learn about the different testing modifications that can really help a student with LD show what he or she has learned. 8. Teach organizational skills, study skills, and learning strategies. These help all students but are particularly helpful to those with LD. 9. Work with the student's parents to create an IEP tailored to meet the student's needs. 10. Establish a positive working relationship with the student's parents. Through regular communication, exchange information about the student's progress at school.

closing group work (3 steps)

1. combine into one large group 2. reinforce and summarize material 3. incorporate period of self-reflection

steps to implementing an anti-bias curriculum (4)

1. create safe classroom environment (may include self evaluation of potential bias, student discussion on diversity, evaluation of classroom culture, identification of cooperative parents) 2. incorporation of systematic anti-bias activities 3.incorporation of non-systematic anti-bias activities 4. student evaluation of possible sources of bias in the classroom

ineffective small groups

1. don't listen to every individual 2. allow group members to label each other ("brainy," "dunce," etc)

ways to develop interdisciplinary lessons (4)

1. ensure clear objectives at the beginning of a lesson 2. select the content that will serve as the basis for the lesson 3. identify other disciplines that related to the original idea 4. determine how the 2+ disciplines correspond with the objectives in mind

steps to structuring cooperative learning groups (4)

1. establish positive interdependence among group members 2. balance groups based on individual strengths and weaknesses 3. instill individual and group accountability 4. equip students with proper resources/materials

assessment strategies (5)

1. graphic organizers 2. interviews 3. performing an observation 4. peer/ group evaluation 5. portfolios

problem solving steps (7)

1. identify the problem 2. look for possible causes of the problem 3. brainstorm possible solutions 4. decide on which solution is best 5. generate a plan B 6. finalize for the problem has been solved and if it has been done so clearly

creating a project

1. present information 2. students brainstorm ideas/questions about topic 3. field work- investigating one aspect of the topic closely 4. students create a way to convey their newly acquired knowledge

transition skills

1. provide examples of both extremes (acceptable vs unacceptable work) 2. frequent, but not routine, repetition of expectations 3. provide incentives and encouraging feedback for good behavior 4. teacher scanning and pacing

creating learning centers

1. select a previously studied topic 2. collect resources and materials 3. plan activities 4. allocate adequate amounts of time 5. create a self-grade check sheet for students 6. complete an evaluation

6 general learner outcomes

1. self-directed learner 2. community contributor 3. complex thinker 4. quality producer 5. effective communicator 6. effective and ethical user of technology

3 areas of behavioral objective

1. student behavior (outlines skills/knowledge gained) 2. conditions of performance (conditions and circumstances under which students perform certain behaviors) 3. performance criteria (how well the individual behavior is done)

advantages of using laptops (7)

1. they are portable 2. they may be taken on field trips and used for investigations 3. they can provide immediate data processing and graphic feedback 4. feedback and analysis that is immediate prompts next-step decision-making in the field 5. they allow files to be shared 6. they generate reports and projects 7. they can provide access to experts through email or internet

IDEA 6 Fundamental Principles

1. zero reject 2. nondiscriminatory evaluation 3. FAPE - Free Appropriate Public Education (must follow on IEP) 4. LRE- Least Restrictive Environment 5. Procedural Due Process- safeguards against schools actions. Can sue school if does not carry out principles 6. Family & student participation in developing IEPs

10. Jerrie is a 10-year-old girl who scores within the average range for her age on both intelligence tests and achievement tests but has difficulty completing tasks in school due to a lack of focus and impulsive behaviors. These symptoms are most consistent with a diagnosis of (A) oppositional defiant disorder (ODD) (B) traumatic brain injury (TBI) (C) attention-deficit/hyperactivity disorder (ADHD) (D) specific learning disability (SLD)

10. This question tests knowledge of the characteristics and defining factors of the disability categories. (C) is the correct answer because the primary symptoms of attention- deficit/hyperactivity disorder (ADHD) are impulsivity and inattention. (A) is incorrect because the primary symptoms are poor peer relationships due to negative, hostile, and vindictive ways. (B) is incorrect because this diagnosis is characterized by brain damage, whereas Jerrie scores within the average range of intelligence. (D) is incorrect because an individual with a specific learning disability would have difficulty with academics but not necessarily with inattention or impulsiveness.

Cognitive theory: formal operational stage

11+ years old Ability to think abstractly and test predictions

11. Seating students in a semicircle is most beneficial in which of the following ways? (A) Students can easily work in small groups. (B) The teacher can easily monitor each student. (C) Students can leave the classroom quickly. (D) The desks fit better in the classroom.

11. This question tests understanding of seating arrangements. (B) is the correct answer because the semicircle seating arrangement allows the teacher to see and have easy access to all of the students, in addition to monitoring their progress and behavior. (A) is incorrect because it does not describe a benefit. (C) is incorrect because this seating arrangement does not allow students to leave the room more quickly than any other arrangement. (D) is incorrect because this arrangement does not make the desks fit better in the classroom.

Immanuel Kant

12 Innate categories of thought (faculties) superimposed on sensory experience.

Two age groups in Montessori Method

12-15, 16-18

12. Justin is a second-grade student who has a classification of mild intellectual disability. What is an advantage of seating him in a cooperative cluster? (A) Justin will be able to participate more in classroom discussions. (B) Justin will be in closer proximity to the teacher. (C) Justin can work with a partner if he has questions. (D) Justin can sit near the window.

12. This question tests understanding of different types of seating arrangements. (C) is the correct answer because cooperative clusters allow students to work together to complete a task with the teacher facilitating. (A) is not correct because just by sitting him in a cooperative cluster will not increase his chances of participating. (B) is not correct because sitting in a cooperative cluster does not necessarily mean he will be closer to the teacher. (D) is not correct because sitting near a window is likely to be a distraction for a student with mild mental retardation.

13. Which of the following activities is the best example of a summative assessment? (A) An end of chapter test (B) Writing sentences using spelling words (C) Completing a homework assignment (D) Completing a cloze activity

13. This question tests knowledge of different types of assessments. (A) is correct because summative assessments are given to test student learning relative to the curriculum and a chapter test assesses knowledge of the entire chapter. (B) is incorrect because writing sentences is not the best activity to use as a summative assessment. (C) is incorrect because homework is a follow-up to classroom instruction. (D) is incorrect because it related to language arts instruction.

14. Which of the following is the best example of differentiating instruction? (A) Exempting half the class from a homework assignment (B) Assigning different students to read certain chapters of a read-aloud book (C) Asking all the boys to make a poster and all the girls to write an essay (D) Allowing students to summarize a chapter with a poem, essay, or cartoon

14. This question tests knowledge about differentiated instruction. (D) is correct because differentiated instruction allows students to show their understanding of the assignment using various products. (A) is incorrect because it is not a differentiation strategy. (B) is incorrect because assigning different chapters from the same book does not differentiate instruction. (C) is incorrect because the students are not able to choose the presentation of their final product.

word study

15-30 minute session where teacher focuses lesson on how words work. can be done in large or small groups

15. Patrick, a third-grade student, has recently been diagnosed with Tourette syndrome. Which of the following symptoms would Patrick most likely exhibit? (A) Involuntary movements (B) Paralyzed legs (C) Loss of visual acuity (D) Hearing loss

15. This question tests knowledge about the characteristics of a specific neurological disorder, Tourette syndrome. (A) is the correct answer because Tourette syndrome is characterized by repetitive, involuntary movements and vocalizations called tics. (B), (C), and (D) are incorrect because they are not symptoms of Tourette syndrome.

Transition services are designed to promote students with mild to moderate disabilities successful movement from school to adult life. Accordingly, a transition plan for students with mild to moderate disabilities must be addressed in their IEP beginning at what age? - 12, or younger if determined by the IEP team - 14, or younger if determined by the IEP team - 16, or younger if determined by the IEP team - 18, or younger if determined by the IEP team

16, or younger if determined by the IEP team

16. Jamie is a first-grade student with a specific learning disability (SLD) in the area of mathematics. The class is learning to solve addition problems. Which of the following accommodations would most likely be included in his individualized education program (IEP)? (A) Permitting Jamie to use a calculator to solve word problems (B) Allowing Jamie to answer word problems verbally during tests (C) Allowing Jamie to use manipulatives to solve word problems (D) Reading problems to Jamie during tests

16. This question tests using appropriate accommodations for students. (C) is correct because using manipulatives in mathematics for elementary students gives them concrete ways to solve problems. (A) is incorrect because it is not developmentally appropriate. (B) is incorrect because there is no indication that she cannot write the answer down. (D) is incorrect because there is no indication that she cannot read the number problems.

17. The Individuals with Disabilities Education Act (IDEA) requires that early intervention services for infants and toddlers be delivered according to an Individualized Family Service Plan (IFSP). An IFSP and an IEP are similar yet contain important differences. Which of the following is exclusive to the IFSP? (A) It includes a statement of the child's strengths and needs. (B) It includes information on family support services, nutrition services, and case management. (C) It includes projected dates for the beginning of each service, and where each service will take place. (D) It includes a statement of the rights of parents or guardians to accept or decline any special education service or related service without jeopardizing any other service.

17. This question tests knowledge about early intervention for infants and toddlers. (B) is correct because in addition to the services provided in Part B of IDEA, the IFSP also includes information about family support services, nutrition services, and case management. (A), (C), and (D) are incorrect because they refer to information that is included in both the IFSP and the IEP.

18. Which of the following actions will most likely facilitate productive communication between a special education teacher and a student's parents or guardians at a parent-teacher conference? (A) The special education teacher sets the agenda and ensures that the student's parents adhere to the discussion points. (B) The special education teacher conducts the conference using education jargon and technical language. (C) The special education teacher discusses the student's academic strengths and offers suggestions for how the student can improve on weaknesses. (D) The special education teacher instructs the parents on how to provide guidance to the student in a more consistent manner.

18. This question tests knowledge about parent- teacher communication. (C) is correct because if the teacher discusses the student's positive qualities first, the parents will be more willing to discuss difficulties and challenges. (A) is incorrect because there should be a conversational exchange between the teacher and the parents. (B) is incorrect because the use of jargon and technical language could intimidate parents, which would not foster trust and a good rapport. (D) is incorrect because pointing out inconsistencies in parenting could be seen as judgmental and might provoke anger and hostility

19. Which of the following is an accurate statement about what IDEA required for any IEP? (A) The IEP must include a multiyear outline of instructional objectives. (B) The IEP must include a section on assistive devices, regardless of the nature or degree of the student's disability. (C) The IEP must be in effect before special education services or related services are provided. (D) The IEP must not be made available to any school personnel except special education teachers.

19. The correct answer is (C). According to IDEA, an IEP must be in effect before special education and related services are provided to an eligible student. None of the other choices is required. The objectives in an IEP are ordinarily for a single year, so (A) is not correct. (B) is not correct because what IDEA requires is that an IEP include a statement of the services and aids to be provided to the child. For some students with disabilities, this will include assistive devices, but many students with disabilities do not require such devices. Although special education teachers certainly have access to their students' IEPs, IDEA requires that regular education teachers and other service providers who are responsible for implementing a student's IEP have access to it as well, so (D) is not correct.

Three stages of Montessori Method

1: Introduce a concept 2: Process info and develop understanding through work 3: Knowing (pass a test, demonstrate understanding, passing info to another person.

Stage 4 of Phonemic Awareness Progression: Syllable Level

1st stage of phonemic awareness. Use segmentation, blending, isolation, and deletion.

read aloud to them and promoting them to read extensively on their own

2 ways to promote indirect learning of vocabulary

Cognitive theory: preoperational stage

2-7 years old Child learns symbolic thought and that a word or object can symbolize something beyond itself

2. The least restrictive environment (LRE), as defined in IDEA, requires that students with a disability be (A) educated with nondisabled peers only for elective courses (B) educated with nondisabled peers to the greatest extent possible (C) educated in a special school so that there is no interaction with nondisabled peers (D) educated with the most assistance, whether or not it be in the same environment as with nondisabled peers

2. This question assesses understanding of the term "least-restrictive environment." (B) is the correct answer because IDEA ensures that students are not unnecessarily removed from the general classroom or isolated from nondisabled students of their age. These decisions are made based on a student's ability to function in the school environment. (A), (C), and (D) do not match the definition of least-restrictive environment.

20. To promote the transfer of word attack skills to newspaper reading, a middle school teacher of students with mild intellectual disabilities is most likely to (A) prepare teacher-made newspaper articles for the students to read (B) select articles from the local newspaper for students to read (C) develop writing exercises using words from the curriculum (D) prepare worksheet exercises based on single sentences from newspaper articles

20. The correct answer is (B). One component of successful transfer of learning is the similarity between the situation on which a skill is learned and the situation on which a skill is learned and the situation to which it is to be applied. (A), (C), and (D), are not correct because they are activities that would most likely not promote word attack skills.

No Child Left Behind Act

2001- Federal law that introduced new accountability measures for elementary and secondary schools in all states that wish to receive federal aid. -Attempts to improve the academic performance of all students, including those with disaiblities. -Most students with disabilities take same standardized test and expected the achieve at equal level to students without disabilities. -required all teachers to eventually become "highly qualified" -Based on 4 Educational Principles of Reform: 1. Stronger accountability for results; 2. increased flexibility and local control; 3. Expanded options for parent 4. an emphasis on teaching qualifications and methods. -Current version of the Elementary and Secondary Education Act (ESEA)

21. Jen, a sixth-grade student, receives special education services under the category of specific learning disability. Jen's IEP states that written assignments will be completed using word processing and speech recognition software. Which of the following is most likely to promote successful use of assistive technology? (A) Limiting the amount of written homework (B) Providing software for home use (C) Assigning keyboarding homework (D) Allowing choice of topic for written assignments

21. The correct answer is (B). The student would be able to practice using the same programs at school and home, thus reinforcing her writing skills. (A) is incorrect because limiting homework does not help her to use the writing programs. (C) is incorrect because although typing practice is useful, it does not help her to use the programs, one of which is voice recognition software and does not require typing. (D) is incorrect because the accommodation of choice will not promote more successful use of assistive technology.

22. Which of the following would be an important daily-living skill for a high school student with an intellectual disability? (A) Knowing the multiplication table (B) Using a microwave oven (C) Identifying the states on a map (D) Stating the main idea of a paragraph

22. The correct answer is (B). Being able to heat up food would allow the student a measure of independence. (A), (C), and (D) are incorrect because they are not daily-living skills.

23. Which of the following supports is most likely to help Beth, a middle-school student with autism spectrum disorder (ASD), be successful in her new placement? (A) Allowing Beth to attend school for a half-day for the first month (B) Proving Beth with a visual schedule of daily activities (C) Taking Beth on a tour of the school so that she can become familiar with the layout of the classrooms (D) Providing Beth with time away from her classmates when she has an outburst

23. The correct answer is (B). Research has indicated that children with autism spectrum disorder prefer routines and structure in daily academic life. Using the visual schedule would help Beth anticipate the routine and become more accustomed to the new environment. (A) is not correct because reducing a child's school attendance to a half-day would not help her adjust to the new environment. (C) is not correct because taking Beth on a tour of the school would be useful but it is not a long-term support like a visual schedule. (D) is not correct because providing time away would not help Beth adjust to her school. Instead, this would limit interactions with peers and teachers, which would inhibit the adjustment process.

Parallel Play

24 to 36 months

Multidisciplinary team, interdisciplinary team, transdiciplinary team

3 team models in schools that are critical to the effectiveness and implementation of the special education process

Students with any disability must have their hearing evaluated a minimum of every...

3 years

Mills vs. Board Edu of the District of Columbia

348 F. Supp. 866 (1972) this case along with the PARC case were very important cases that began the legal battles for special education children's rights - in this case the court ruled against the local laws that stated disabled students could not attend "regular school" thereby establishing the principle that disabled students had a right to free public education just as non-disabled students did

Activity-based intervention

4 components: - child directed - embeds intervention across varied activities - uses naturally/logically occurring antecedents and consequences - focuses on developing functional skills

4. Trish is a sixth-grade student who is diagnosed with autism. She has difficulty maintaining eye contact and makes impulsive comments during lessons. Which of the following behavioral strategies would best help Trish? (A) Assigning Trish a peer buddy to help her keep on task (B) Providing Trish a visual menu of appropriate behaviors (C) Seating Trish next to the window so she can look outside (D) Giving Trish high-interest, low-reading-level assignments

4. This question tests understanding of the characteristic behaviors of students with autism. This scenario addresses two behaviors— maintaining eye contact and making impulsive comments. (B) is correct because using a visual reminder can increase appropriate behavior. (A) is incorrect because there is no indication that Trish needs help staying on task. (C) is incorrect because being able to look outside would not address the behavioral problems of maintaining eye contact or making impulsive comments. (D) is incorrect because high-interest, low-reading-level assignments are appropriate for a student who is not reading on grade level, and Trish is able to complete grade-level assignments.

large group meeting

5 - 15 minute mini lesson using modeling, read aloud, shared reading. teacher discusses a specific component of effective reading

5. Isaac is a fourth-grade student who has been classified with a mild cognitive impairment. He struggles to complete assignments independently, requires redirection to keep on task, and needs to be constantly reminded of the classroom rules. Which of the following is required before a behavior intervention plan (BIP) can be developed? (A) Hiring a paraprofessional to work with Isaac (B) Conducting a functional behavioral assessment (C) Assigning homework less frequently (D) Applying the current behavior reward system

5. This question addresses understanding and application of a behavior intervention plan (BIP). (B) is the correct answer because under federal law the team must conduct a functional behavioral assessment (FBA) prior to implementation of a behavior intervention plan. (A) is incorrect because paraprofessional provide academic support, not behavioral intervention. (C) is incorrect because it does not address the behavior problems. (D) is incorrect because it is not a required step to implementing a behavior intervention plan.

6. Under IDEA, which of the following age-groups are qualified to receive early-intervention services? (A) 0-3 years (B) 3-4 years (C) 5-6 years (D) 7-8 years

6. This question tests knowledge of IDEA. (A) is the correct answer. According to Part C of this law, students qualify for early-intervention services from birth through 2 years of age.

7. Which of the following rewards would be most appropriate for fifth-grade students who have demonstrated appropriate classroom behavior? (A) Giving them ice-cream sandwiches as an afternoon treat (B) Assigning no homework for an entire week (C) Excusing them from the next chapter test (D) Providing extra computer time

7. This question addresses what kind of reward would be appropriate for fifth-grade students. (D) is the correct answer because computer time is often a motivator for students. (A) is incorrect because many schools do not allow food as a reward. (B) is incorrect because homework is a key part of learning, and although a homework pass for one night might be an appropriate reward, a week without homework is too generous. (C) is incorrect; excusing students from a chapter test is not an appropriate reward.

8. Which co-teaching model is demonstrated when the lead and support teachers each deliver a lesson to separate groups of students? (A) Complementary teaching (B) Alternative teaching (C) Parallel teaching (D) Shared teaching

8. This question tests knowledge of co-teaching models. (C) is the correct answer because in parallel teaching the lead and support teachers each deliver a lesson to a separate group of students. (A) is incorrect because complementary teaching occurs when the lead teacher presents a group lesson to the class and the support teacher assists or pulls a small group for instruction. (B) is incorrect because alternative teaching uses remedial or enrichment lessons delivered to the whole class. (D) is incorrect because shared teaching techniques involve both teachers presenting the lesson simultaneously to the whole class.

9. Which of the following is a required component of an individualized education program (IEP)? (A) Functional behavior assessment (B) Behavior intervention plan (C) Daily class schedule (D) Annual goals

9. This question assesses components of an individualized education program (IEP). According to IDEA, annual goals, (D), must be included in an individualized education program. (A) is incorrect because a functional behavior assessment is not a required component, although it may be included if the student requires one, depending on classification. (B) is incorrect because a behavior intervention plan is a separate document from an IEP. (C) is incorrect because, although a daily class schedule is important, it is not part of the IEP document.

A fifth-grade student was hurt in a car accident and now has difficulty with memory, paying attention, and processing information. Which of the following IDEA I D E A categories is most appropriate to include on the student's IEP? A.Traumatic brain injury B.Intellectual disability C.Specific learning disability D.Other health impairment

A fifth-grade student was hurt in a car accident and now has difficulty with memory, paying attention, and processing information. Which of the following IDEA categories is most appropriate to include on the student's IEP? A.Traumatic brain injury B.Intellectual disability C.Specific learning disability D.Other health impairment

A kindergarten teacher uses counters to show her students how to sort by color. After several rounds of guided practice, the students are asked to place the red counters in a cup and the green counters in a bag. What evaluation technique is the teacher using to test the students' understanding of the concept? A.Observation B.Running record C.Exit card D.Summary

A school district is conducting its annual Child Find and kindergarten registration. District counselors, diagnosticians, and special education teachers are on hand to assess children to determine whether there is a possible need for special education or related services or both. Which of the following children is most likely to be identified as eligible for early intervention services? A.A 2-year-old child who has a vocabulary of approximately 20 words B.A 3-year-old child whose eyes do not look in the same direction at the same time C.A 4-year-old child who does not know the letters of the alphabet D.A 5-year-old child who is afraid to ride on a swing or come down a slide

A sixth-grade teacher wants to understand students' values and beliefs before beginning an upcoming unit. Which of the following assessment strategies is most appropriate? A.Asking students to complete open-ended questions about values and beliefs B.Having the class debate their personal views on values and beliefs C.Completing group posters about values and beliefs D.Taking a pretest on common values and beliefs

A teacher recommends that a 10-year-old student from Kosovo be evaluated to determine whether the student has a disability and needs special education services. If the parents consent to the evaluation, which of the following factors must be considered to ensure that the assessment instruments used are not discriminatory? A.The student's cultural and linguistic background B.The student's access to out-of-school tutoring C.The student's IQ score and proficiency with self-care skills D.The student's age and ability to use assistive technology

According to IDEA, I D E A in order to be eligible for special education services, a school-age student must have a A.disability and a need for an individualized education program B.sound public school attendance record over the past year C.need for some accommodations and equal access to education D.documented need for temporary medical care as prescribed by a pediatrician

According to IDEA, I D E A students with disabilities have a right to which of the following? A.A free and appropriate public education B.Admission to a private school using federal funds C.A guaranteed spot on a school's sports team D.One-to-one support throughout the school day

According to IDEA, in order to be eligible for special education services, a school-age student must have a A.disability and a need for an individualized education program B.sound public school attendance record over the past year C.need for some accommodations and equal access to education D.documented need for temporary medical care as prescribed by a pediatrician

According to IDEA, students with disabilities have a right to which of the following? A.A free and appropriate public education B.Admission to a private school using federal funds C.A guaranteed spot on a school's sports team D.One-to-one support throughout the school day

Ari is a 6 year old with an orthopedic impairment. Although he currently uses a wheelchair, his IEP goals include related services to help him strengthen his legs in preparation for using a walker. Which of the following individuals will most likely be responsible for providing these services? A.A physical therapist B.A speech-language pathologist C.An occupational therapist D.An audiologist

Chung, a 7-year-old student with a learning disability, is learning to spell words with consonant blends. Which of the following is the most appropriate next step for the teacher to use to help Chung develop his reading skills? A.Encouraging Chung to read a decodable text B.Introducing Chung to short vowel sounds in three-letter words C.Teaching Chung how to do a picture walk in a decodable text D.Encouraging Chung to sound out each letter of the alphabet

Complying with ethical standards and providing secure administrations to ensure accurate results A. Integrity B. Validity C. Reliability D. Fidelity

Complying with ethical standards and providing secure administrations to ensure accurate results a-Integrity b-validity c-reliabilit d-fidelity

During whole-group activities, Jubal, who has autism spectrum disorder and an intellectual disability, hides in the closet. His teacher, Ms. Winter, plans an intervention. She will first have Jubal stand outside the closet during an activity and watch the other students. Then she will have him do the activity by himself near the closet. She will continue to move him closer to the group until he is participating with the group. Ms. Winter is planning on using an intervention strategy best known as A.shaping B.reinforcement scheduling C.applied behavioral analysis D.time sampling

Knowledge, comprehension, application, analysis, synthesis, and evaluation are related to which of the following educational concepts? A.Bloom's taxonomy B.Gardner's multiple intelligences C.Classical conditioning D.Constructivism

Linda is a second-grade student who has been found eligible for special education under the classification of intellectual disability. She receives daily mathematics instruction in a resource room. Her special education teacher wants to introduce Linda to the addition of single digit numbers. Which of the following strategies would be the best activity to use? A. Make a ten B. Skip counting C. Counting backward D. Front-end addition

Mr. Chang is working with a small group of students during a guided practice lesson. Eleanor does not appear to understand the lesson. After reteaching, Mr. Chang begins to prompt Eleanor. Which of the following hierarchy levels is best for Mr. Chang to use initially when prompting Eleanor? A.Visual B.Verbal C.Model D.Physical

Ms. Jackson currently serves special education students by providing instructional support in English language arts, mathematics, and science. One of Ms. Jackson's students is Billy, a fifth-grade student with a learning disability who is failing math and science. Ms. Jackson plans to schedule an IEP I E P meeting to discuss Billy's failure to learn the grade-level math and science curriculum. Which of the following is the most important first step for Ms. Jackson to take? A.Providing the parents with a meeting date, time, and place for them to accept well in advance of a proposed meeting B.Scheduling the IEP I E P meeting with the school secretary, who keeps the master calendar for the principal C.Sending an e-mail, requiring a response, to each member of the IEP I E P team inviting them to the IEP I E P meeting D.Contacting the parents by telephone to discuss the procedures that will be followed at the IEP I E P meeting

Ms. Johnson reflects on her unit on the founding of the American colonies: "The students in the class who are in special education performed poorly on the test, which indicates that they did not understand the content, even though I spent several class periods reviewing for the test. I need to find a way to assess the students as we progress through the unit and not just at the end." Which of the following types of assessments will best allow Ms. Johnson to monitor students' ongoing progress? A.Formative B.Standardized C.Diagnostic D.Authentic

Ms. Murphy analyzes data from both formal and informal assessments before writing the goals for a student's IEP. I E P Which of the following is the most important question Ms. Murphy should keep in mind while writing the goals? A.What does the evidence imply about the student's knowledge and skills? B.Which assessments were used to monitor the student's learning over time? C.Was the student administered an equal number of formal and informal assessments? D.When was the data in support of student self-assessment first and last collected?

Mylie is 16-year-old student with a mild intellectual disability who participates in a vocational training program. She works as a helper in the maintenance department of a bank in her community. She is supervised by a school official and receives minimum wage. The activities Mylie performs on the job are most likely to be described in which of the following sections of her IEP? A.Transition services B.Related services C.Program modifications D.Present Levels of Academic Achievement and Functional Performance

Of the following, which student would receive services under Section 504 of the Rehabilitation Act? A.A student who requires related services B.A student who requires special education C.A student who is not successful in the resource room D.A student placed in an out-of-district school

Paula is a sixth-grade student with Down syndrome. She is an attentive student who enjoys learning new things in school. Although her expressive speech and language development are more like those of an 8 year old, her receptive language skills are more like those of a 10 year old. Paula reads at the third-grade level. Which of the following support services is likely to be most beneficial for Paula? A.Speech therapy B.Physical therapy C.Occupational therapy D.Massage therapy

Rebecca is a 9-year-old student who receives instruction in a third-grade inclusion classroom. She has been diagnosed with ADHD and a specific learning disability in reading. Rebecca is very impulsive and shouts out answers and interrupts others when they are speaking. She easily forgets concepts taught in class and has difficulty completing assignments on time. Rebecca is learning to keep her desk organized and to remind herself to bring in her homework. She prefers to work by herself yet close to the teacher. Which of the following is most likely to help Rebecca solve multistep word problems in mathematics? A.Encouraging Rebecca to use hands-on manipulatives to model word problems B.Repeating instructions verbally for Rebecca on how to solve word problems C.Providing Rebecca with a checklist of the steps to follow when solving word problems D.Giving Rebecca a talking calculator to help her solve word problems

Students in Mr. Steeger's first-grade class are often asked to participate in classroom decisions. They recently voted on where in the classroom to place a new plant and which book to read during a read-aloud. Which of the following is the most likely benefit to students of this type of classroom? A.Increased self-esteem B.Increased on-task behavior C.Improved peer relationships D.Greater sense of responsibility

The most frequently occurring permanently disabling birth defect, characterized by an abnormal opening in the spinal column, is called A.spina bifida B.cerebral palsy C.muscular dystrophy D.multiple sclerosis

Tim is 11 years old and is classified with autism spectrum disorder. He is in a general education classroom without adaptations. Which of the following is the best example of an appropriate learning outcome in science for Tim? A.Tim will help his group make a model of the planet Saturn. B.Tim will identify low-frequency words used to discuss types of trees. C.Tim will develop a problem-and-solution flowchart about a source of pollution. D.Tim will graph changes in temperature at the North and South Poles over a year's time.

What is the most important information gained from conducting a functional behavioral assessment? A.Causes of the behavior B.Student strengths C.Behavior consequences D.Skill deficits

What is the primary purpose of a formative assessment? A.Checking student progress so that instruction can be adjusted B.Determining whether students can pass the standardized test C.Gauging student learning based on the curriculum D.Recording mastery of a concept

Which of the following activities is the best example of a summative assessment? A. An end of chapter test B. Writing sentences using spelling words C. Completing a homework assignment D. Completing a cloze activity

Which of the following adaptations best supports learning for students with intellectual disabilities? A.Providing seats for the students away from distractions B.Providing the students with inflatable tactile seat cushions C.Allowing students to listen to music on headphones D.Allowing students to take a walk if they become upset

Which of the following best identifies the primary role of the special education teacher during the IEP I E P process? A.Developing drafts of academic goals and objectives B.Providing information about independent-living skills C.Administering and interpreting psychological assessments D.Assessing and diagnosing a student's specific learning needs

Which of the following classroom arrangements best provides accessibility to materials and workstations for a student who uses a wheelchair? A.Arranging open shelving at eye level and setting up workstations in an open corner B.Designating seating patterns at workstations that remain stationary for extended periods of time C.Setting up workstations with deep drawers in the center of the room with access from all sides D.Placing computer workstations and open bookcases in long rows along one wall of the classroom

Which of the following demonstrates the most appropriate student involvement in the assessment process? A.Students create an assignment and the scoring criteria. B.Students check one another's homework. C.Students save all their work in a folder. D.Students create the content for the test.

Which of the following is the best example of a summative assessment? A.Having students independently complete a set of ten word problems B.Working with students to complete a set of word problems C.Questioning students about the problems in order to revise instruction for the following day D.Providing word problems before beginning a new unit of study

Which of the following is the best example of task analysis? A.Describing the process of tying a shoelace by breaking it down into small steps and then explaining those steps B.Organizing a social studies project that is to be researched and completed over several weeks C.Subdividing a text into smaller parts to enable a student to focus on and analyze each part D.Planning a take-home assessment that is to be completed in sections over several days

Which of the following is the most appropriate reason for using reinforcement contingencies with students who exhibit challenging behaviors? A.To enhance students' basic lifestyles B.To modify students' perceptions of themselves C.To improve inclusion programs for students D.To eliminate the use of negative consequences with students

Which of the following is the primary reason for conducting a functional behavioral assessment (FBA) on a third-grade student with a mild intellectual disability who frequently engages in negative behavior in the classroom? A.Determining the triggers of the behavior B.Exploring interventions to improve the behavior C.Planning social skills lessons that target the behavior D.Evaluating whether the student needs counseling to address the behavior

Which of the following organizations serves youths with intellectual disabilities, children who are gifted and talented, and children who are abused or neglected? A.Council for Exceptional Children (CEC) B.American Association on Intellectual and Developmental Disabilities (AAIDD) C.National Dissemination Center for Children with Disabilities (NICHCY) D.Special Olympics

Which of the following strategies is most likely to increase motivation for a student with ADHD to be successful in school? A.Varying the rate and length of activities B.Lowering expectations for work completion C.Removing recess as a consequence for incomplete work D.Using verbal reminders to begin activities

Which of the following theoretical approaches includes stimulus-response associations made by the learner? A.Behaviorism B.Cognitivism C.Social learning theory D.Constructivism

A A limited vocabulary in a child who is 2 years of age indicates a likely delay in language development and the need for early intervention services.

Under IDEA, which of the following age-groups are qualified to receive early-intervention services? A. 0-3 years B. 3-4 years C. 5-6 years D. 7-8 years

A According to Part C of IDEA, students qualify for early-intervention services from birth through 2 years of age

im is 11 years old and is classified with autism spectrum disorder. He is in a general education classroom without adaptations. Which of the following is the best example of an appropriate learning outcome in science for Tim? A.Tim will help his group make a model of the planet Saturn. B.Tim will identify low-frequency words used to discuss types of trees. C.Tim will develop a problem-and-solution flowchart about a source of pollution. D.Tim will graph changes in temperature at the North and South Poles over a year's time.

A Fifth graders study the solar system and might be expected to build a model of a planet such as Saturn.

A Minimizing distractions will allow students with intellectual disabilities to listen to instruction, ask questions if needed, and focus on the content.

Which of the following best identifies the primary role of the special education teacher during the IEP process? A.Developing drafts of academic goals and objectives B.Providing information about independent-living skills C.Administering and interpreting psychological assessments D.Assessing and diagnosing a student's specific learning needs

A The special education teacher is responsible for developing drafts of academic goals and objectives and sharing them with other members of the IEP team.

A Visual prompts are the least intrusive and the first strategy in the prompt hierarchy levels that teachers should try if a student is unable to complete an assignment. More intrusive levels of prompting can be used as needed.

A systematic phonics instruction is necessary to help Chung not only decode a word accurately but also read and use the word in a context to develop fluency in reading.

Which of the following are characteristics of differentiated instruction for preschool students? A.Flexible grouping of students B.Teach the lesson to each student individually C.Use centers for independent practice

A and C

Adaptive Behavior Assessment

A assessment to determin how functional a studnt's behaviors are. The assessemnt is given by talking to the student and an adult that is aquainted with the student. This interview asks questions about the studnts's social, motor, and communication abilities.

Direct Instruction

A behavioral method of teaching where learner errors receive immediate corrective feedback, and correct responses receive immediate positive reinforcement; a fast pace-10-14 learner responses per minute affording more attention and less boredom

Bias

A belief that favors one group over another

Andrea is a student with a mild conductive hearing loss. She is likely to make use of

A hearing aid

Deafness

A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification

Zone of Proximal Development

A key concept in Vygotsky's theory of learning. His theory, called the "zone of proximal development", suggests that students learn best in a social context in which a more able adult or peer teaches the student something he or she could not have learned on his or her own.

Individual Family Service Plan

A legal document under IDEIA as a provision of Part C for infant and toddlers, birth through 2. Family is the central focus. Family is allowed to put their input about child's development. Each 6 months family has the option to accept or decline continued of services. Procid

Active student response

A measure of the engagement of the learner in tasks and activities.

Fluency building

A measure that encourages practice of skills to improve the accuracyy and rate of use.

On-task behavioral interventions

A method used in self-monitoring Students are given a cue (Ex:beeping) which signals them to record if they were on gals when the cue occurred

Intelligence tests

A norm-referenced assessment used to measure overall intellectual functioning, problem-solving skills, and aptitude for learning

Praxis 5543 - Special Education Core Knowledge and Mild to Moderate Applications Ultimate Set Part 2

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