SPED 482
"Developmental delay" means that a child is delayed in one or more area(s) of development. There are five areas in which development may be affected: 1. Cognitive development 2. Physical development, including vision and hearing 3. Communication development 4. Social or emotional development 5. ___________________________________
Adaptive development
Which educational theorist promoted the idea that learning is a social process that occurs through daily interactions with the environment through natural experiences.
Dewey
_________ __________ ______________ are the preferred method of providing instruction to children in blended classrooms.
Embedded learning opportunities
The ______________ had a direct impact on child care centers in that is mandated that centers could no exclude children with disabilities unless a child's presence would pose a direct threat to the health or safety of others or would require a fundamental alteration of the program. It also required the programs to make reasonable accommodations to both the facilities and their practices for children with disabilities.
Americans with Disabilities Act (ADA)
_______________ settings are those settings that are designed to address the needs of children who are typically developing, children who are at risk, and children with disabilities.
Inclusive
T/F Both IFSPs and IEPs must include a statement of the family's resources, priorities, and concerns related to enhancing the child's development.
False
T/F Children should be evaluated every birthday, so the Louisiana Birth to Five Early Learning and Development Standards are arranged into five twelve-month groups.
False
T/F The ABC formula for writing effective individualized outcomes includes three components: antecedent, behavior, and consequence.
False
T/F The Louisiana Birth to Five Early Learning and Development Standards are a curriculum.
False
T/F The Louisiana Birth to Five Early Learning and Development Standards are not applicable for children with disabilities.
False
T/F The Louisiana Birth to Five Early Learning and Development Standards only cover cognitive skills like literacy and math.
False
__________________ is when children receive positive feedback after they correctly demonstrate a behavior.
Reinforcement
In early childhood development, there are five major areas of focus: 1. Gross & Fine Motor Skills 2. Cognitive Skills 3. _____________ Skills 4. Social Skills 5. Communication Skills
Self-Help
The DEC Recommended Practices are divided into eight topic areas. 1. Leadership 2. Assessment 3. Environment 4. Family 5. Instruction 6. Interaction 7. Teaming and Collaboration 8. _____________________________
Transition
T/F After the IFSP team determines a list of priorities and concerns, the family determines which outcomes will be included on the IFSP.
True
T/F Both ISFPs and IEPs must list projected dates for initiation of services and the expected duration of services.
True
T/F In Louisiana, the use of the Developmental Delay category is optional to the local educational agencies.
True
T/F Research has shown that inclusion can benefit children with and without disabilities, particularly in the area of social competence with peers.
True
T/F The age levels reflected in the Louisiana Birth to Five Early Learning and Development Standards Continuum represent developmentally significant periods in a young child's life.
True
T/F Universal access to inclusive programs for children with disabilities is far from a reality.
True
The Intentional Instructional Sequence (IIS) decision-making process includes five components of planning that are essential for designing instruction for all children: (1) what to teach, (2) when to teach, (3) where to teach, (4) with what to teach, and (5) ___________________.
how to teach
Children are more likely to be intrinsically motivated to learn if consequences are ________ and logical.
natural
Four specific ways teachers can ensure full access and participation in classroom activities: (1) encourage _________ support (2) manipulate environmental variables (3) adapt materials (4) utilize advances in technology
peer
The NAEYC Developmentally Appropriate Practices addresses decisions that early childhood professionals make in the following five key (and interrelated) areas of practice): (1) creating a caring community of learners, (2) teaching to enhance development and learning, (3) __________________________, (4) assessing children's development and learning, and (5) establishing reciprocal relationships with families
planning curriculum to achieve important goals
A curriculum framework is composed of four elements--assessment, scope and sequence, activities and intervention strategies, and __________________.
progress monitoring
A __________________ is anything that increases the likelihood of a child demonstrating an expected behavior.
prompt
Three mistakes being made worldwide in "getting children ready" for school include: 1. Readiness is conceptualized as a trait 2. Readiness outcomes are fragmented and taught in isolation 3. Readiness policies and practices emphasize _______________________
standardization
The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and __________.
supports
The defining features of inclusion that can be used to identify high quality early childhood programs and services are access, participation, and ______________.
supports
In a whole-child approach, readiness is understood in the sense that development and learning occurs *within a complex and ever changing eco-system (i.e., the demands on the learner are continually shifting) *because of the integration of all systems of the body *at a natural pace that can't be accelerated by ______________________
targeting developmentally inappropriate outcomes
Which approach to teaching young children is based on "negotiated learning"?
Reggio Emilia
What portion of children age 0-5 in the US are living in poverty?
1 in 4
According to the Louisiana Bulletin 1508-Pupil Appraisal Handbook, the Criteria for Eligibility to be classified as having a developmental delay are as follows: The student/child must be between the ages of three through eight years, and functioning significantly below age expectancy (i.e., exhibiting a delay of 25 percent or more on criterion-based measures or achieving a standard score greater than or equal to __________________ below the mean on norm-based measures) in one or more of the following areas: (1) physical development, (2) social, adaptive or emotional development, or (3) cognitive or communication development
1.5 standard deviation
Where does the US rank amongst the 29 countries in the United Nation's 2013 index of overall child well-being?
26th
What percent of five-year-olds in the US are not ready to learn when entering kindergarten?
40%
In 2015, Louisiana ranked ________ among all states for child well-being.
47th
Which of the following is NOT a key tenet of early learning and development as described in NAEYC's Developmentally Appropriate Practices: (1)Early learning has an impact on later development, both positively and negatively (2)Children learn through play (3)Children learn in different ways (4)Children should not be challenged above their own level of development
Children should not be challenged above their own level of development
In 2012, Act 3, known as the _______________, was passes in recognition of the fact that Louisiana's students must have a strong foundation to ensure their success at all levels of education. The Statute calls for the creation of a statewide, integrated early-childhood care and education network which will establish uniform standards of readiness for kindergarten and, through coordination with other state agencies, align all standards for quality early-child education.
Early Childhood Education Act
Louisiana's early intervention program is called
Early Steps
In identifying outcomes for children in blended early childhood classrooms: *Common outcomes are established by local, state, and national learning standards and need to be taught to all learners. *Targeted outcomes should be identified and taught when children's development is stalled or they are struggling in a particular area. *_______________ outcomes should be be selected for children when they are missing a foundational skill that prevents them from gaining access to, participating in, and making progress toward common outcomes.
Individualized
In the Louisiana Birth to Five Early Learning and Development Standards, the ________________ Subdomain and the Language and Literacy Domain include the alignment to the Kindergarten Common Core State Standards.
Mathematics
In the Response to Intervention (RTI) model, three tiers of instruction are described. __________________ represents more targeted outcomes and teaching practices.
Tier 2
Beginning in 2005, the Office of Special Education Programs (OSEP) developed three child outcomes for young children receiving services from Part C (early intervention) and Part B 619 (early childhood special education) of IDEA. The purpose of the outcomes is to assist with measuring progress of young children with disabilities receiving special education services. Programs must measure children's progress on the outcomes when they enter and exit early intervention and pre-K. The outcomes are as follows: 1. Positive social-emotional skills (including social relationships) 2. Acquisition and use of knowledge and skills (including early language/communication [and early literacy]) 3. ________________________
Use of appropriate behaviors to meet their needs.
Educational theorist who believed that learning occurs through interactions between a child and an individual who has more knowledge.
Vygotsky
The term blended practices is used to refer to the integration of practices that can be used to address the needs of _________________.
all children in inclusive settings
There are at least two instances when teachers and teams need to consider addressing targeted outcomes for individual or small groups of children. The first instance is when children are struggling to demonstrate a common outcome. The second instance is when learning and development _______________________.
appear to have stalled
The desired results of inclusive experiences for children with and without disabilities and their families include: *A sense of________________, *positive social relationships and friendships, and *development and learning to reach their full potential.
belonging and membership
According to the authors of our textbook, six guiding themes essential to providing quality services to young children in inclusive settings are: inclusion, multitiered approaches to instruction, families, diversity, outcomes, and ______________
collaboration and teaming
Quality indicators for selecting target behaviors include measurability, functionality, _______________, and addressability.
generality
Early Childhood ____________ embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society.
inclusion
Target behaviors should be observable and ______________.
measurable
The roots of early childhood inclusion can be traced to the 1960s and ___________
the War on Poverty
