Edu 235 Final

Front 1

Define Emotional and behavioral disorders according to the Council for Children with Behavioral Disorders (CCBD)

Back 1

Behavioral or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance, including academic, social, vocational or personal skills. This disability is evident in the following situations:

· more than a temporary, expected response to stressful events in the environment

· consistently exhibited in two different settings, at least one is school-related

· The child is unresponsive to direct intervention in general education, or the general education interventions would be insufficient.

ED can co-exist with other disabilities.

Front 2

Emotional Disturbance according to IDEA-2004

Back 2

A condition exhibiting one or more of the following characteristics over a long period of time (chronicity) and to a marked degree (severity) that adversely affects educational performance (difficulty in school):

• An inability to learn that cannot be explained by intellectual, sensory, and health factors;

• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;

• Inappropriate types of behavior or feelings under normal circumstances;

• A general pervasive mood of unhappiness or depression

• A tendency to develop physical symptoms or fears associated with personal or school problems.

The term also includes schizophrenia, but does not apply to children who are socially maladjusted, unless it is determined that they have an ED.

Front 3

Prevalence figures of Emotional/Behavioral Disturbance

Back 3

The prevalence rates of children with E/BD varies drastically because of different criteria used to decide what truly constitutes E/BD disorders. Rates could also be inaccurate because of how data is collected and the use of different definitions for diagnosis. Ambiguity of the definitions of E/BD and lack of resources within school districts can result in undiagnosed cases of children with E/BD.

It is estimated that E/BD disorders vary from 0.5% to 20% or more in the school population.

Front 4

Identify causes of emotional and behavioral disorders.

Back 4

3 factors that may cause E/BD are

Biological factors

Environmental factors

Complex pathway of risks.

Biological Factors are brain disorders (result of brain injury or abnormal brain development), genetics (genetic link, schizophrenia can be genetically linked), and temperament (predisposed temperament at birth).

Environmental Factors are home, community, and school. Three primary factors 1. An adverse early rearing environment.

2. An aggressive pattern of behavior.

3. Social rejection by peers.

Complex Pathway of Risks are the accumulated effects of exposure to a variety of family, neighborhood, school, and societal risk factors. The greater the number of risk factors and the longer a child is exposed to them results in a greater probability that the child will experience negative outcomes.

Front 5

Articulate key instructional approaches for education of students with emotional and behavioral disorders.

Back 5

1. Curriculum Goals include access to the general education curriculum with special education instruction for the social and academic skills required for success in school, the community, and vocational settings. E/BD students make excellent progress when provided with explicit, systematic instruction and strategies. Additionally the student needs to learn to replace their antisocial behavior with more socially acceptable behavior.

2. Behavior management Managing the classroom environment for students with E/BD requires a great deal of knowledge and skill. The focus is placed on proactive classroom behavior management, self-management by the student, and peer mediation.

3. Strong Teacher-Student Relationships

Front 6

Describe the most important characteristics a teacher of students with emotional and behavioral disorders must demonstrate.

Back 6

Strong Teacher-Student Relationships. Two important affective characteristics of teachers are

1. differential acceptance

2. empathetic relationship

Front 7

What is an FBA? What is its purpose?

Back 7

FBA is a Functional Behavior Assessment. The purpose is to gather information to help IEP teams understand why a student engages in challenging behavior. Interviews and direct observations are used to obtain information about the setting, events, and environmental factors that predict and trigger the problem behavior and the consequences for the behavior. A functional analysis may also be conducted by a professional that specifically triggers an event that results in the problem behavior.

Front 8

In regard to educational approaches, which two areas need to be considered when planning instruction for E/BD?

Back 8

1. curriculum goals

2. behavior management.

Curriculum goals should include access to the general education curriculum with special education instruction for the social and academic skills required for success in school, the community, and vocational settings. E/BD students make excellent progress when provided with explicit, systematic instruction and strategies. Additionally the student needs to learn to replace their antisocial behavior with more socially acceptable behavior.

The behavior management approach would ideally include a school wide program that promotes and supports positive behaviors of all students. Classroom management would also be valuable but it requires a great deal of knowledge and skill on part of the teacher to develop positive teacher-student interactions. Two other methods of classroom management include teaching self-management skills and peer mediation and support.

Front 9

Define communication disorders according to IDEA-2004 guidelines.

Back 9

A communication disorder according to IDEA-2004 is defined as “stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.”

Front 10

Discuss prevalence figures of communication disorders.

Back 10

According to IDEA-2004 approximately 1.7% of students aged 6-21 would have a speech/language disorder. Due to varying definitions used to qualify students for a speech/language disorder, the actual number of students with a speech impairment could be 5%. In a class of 30 students between 1 and 2 students could have a speech or language disorder.

Front 11

Identify causes of speech and language disorders.

Back 11

An organic language impairment is attributable to damage, dysfunction, or malformation of a specific organ or part of the body. An example of this is a cleft palate, paralysis of speech muscles, absence of teeth, enlarged adenoids, a traumatic brain injury, or Dysarthria (a group of speech disorders caused by neuromuscular impairments in respiration phonation, resonation, and articulation.)

A functional language impairment is when the disorder cannot be attributed to a specific physical condition, and its origin is not clearly known. This could be the result of environmental influences. Examples of this are a child who has had little stimulation in the home and few chances to speak, listen, explore, and interact with others.

Front 12

Discuss the evaluation components used with students with communication disorders.

Back 12

The first step to identifying a child who may have a communication disorder is to complete a speech and language screening of the child. If a child fails the speech and language screening they would be given a comprehensive evaluation to determine the presence and extent of a communication disorder.

The components of a comprehensive evaluation are as follows;

· Case history and physical examination:completing a biographical form that includes information about the child’sbirth and development history, health record, scores on achievement andintelligence tests, parents may be asked about developmental milestones(walking, talking, etc), social skills, and an examination of the child’s mouthfor any irregularities. If an organic speech problem is identified, the child is referred for medical interventions.

· Articulation test: speech errors by the childare assessed and documented.

· Hearing test: to determine if a hearing problemis causing the problem.

· Auditory discrimination test: to determine if achild is hearing sounds correctly.

· Phonological awareness and processing: testsability to identify the presence and absences of speech sounds, differencesamong sounds, and when individual sounds begin and end.

· Vocabulary and overall language developmenttest: tests the amount of vocabulary a child has acquired.

· Language samples: obtain accurate samples of thechild’s expressive speech and language by asking the child to describe apicture, tell a story, or answer a list of open ended questions.

· Observation in natural settings: an objectiveobservation and measurement of children’s language used in different socialsettings. This may be a parent-childobserved interaction of playing with a toy or activity.

Front 13

Articulate key instructional approaches for education of students with speech and language disorders.

Back 13

Articulation errors: are treated by discrimination andproduction activities. Discriminationactivities improve a child’s ability to listen carefully and be able todifferentiate between similar sounds (“t” in take and “c” in cake). Production activities improve the ability toproduce a given speech sound alone and in various contexts by focusing attentionon the motor skills involved in making the given sound.

Phonological error services consist of helping the child identify the error pattern of sound production and by teaching the child to produce more acceptable sounds.

Fluency disorders (stuttering) are treated by behavioral principles that encourage fluent speech.

Voice disorders require a complete medical exam because voice disorders that are organic causes can be medically treated. Environmental modifications can also be used for treatment like vocal rehabilitation which would include relaxation techniques, breathing exercises, or procedures to increase or decrease the loudness of speech.

Language disorders are treated with naturalistic interventions also known as milieu teaching strategies consist of teaching when the child is interested, teaching what is functional for the student at the moment,and stop while both the student and the teacher are still enjoying the interaction.

Front 14

What is the difference between an organic language impairment and a functional language impairment? Give examples of each.

Back 14

An organic language impairment is attributable to damage, dysfunction, or malformation of a specific organ or part of the body. An example of this is a cleft palate, paralysis of speech muscles, absence of teeth, enlarged adenoids, a traumatic brain injury, or Dysarthria (a group of speech disorders caused by neuromuscular impairments in respiration phonation, resonation, andarticulation.)

A functional language impairment is when the disorder cannot be attributed to a specific physical condition, and its origin is not clearly known. This could be the result environmental influences. Examples of this are a child who has had little stimulation in the home and few chances to speak, listen, explore, and interact with others.

Front 15

What is the 1st step in identifying a child who may have a communication disorder? Identify the components of a comprehensive evaluation used to detect the presence and extent of a communication disorder.

Back 15

The first step to identifying a child who may have a communication disorder is to complete a speech and language screening of the child. If a child fails the speech and language screening they would be given a comprehensive evaluation to determine the presence and extent of a communication disorder.

Front 16

Syntax

Back 16

Syntax is the system of rules governing the arrangement of words in a sentence.

Front 17

Pragmatics

Back 17

Pragmatics is a set or rules governing language and how it is used in social contexts.

Front 18

Phonology

Back 18

Phonology refers to the set of rules governing our language's sound system.

Front 19

Morphology

Back 19

Morphology refers to the basic units of meaning and how those units are combined into words.

Front 20

Language impairments

Back 20

Language Impairment can involve problems in one or more of the 5 dimensions of language: phonology, morphology, syntax, semantics, and pragmatics. Language impairments are usually classified as receptive or expressive. A receptive disorder is one that interferes with the understanding of language. An expressive language disorder interferes with the production of language. Please note that a student with a language delay may not always have a language disorder.

Front 21

Types of Communication Disorders

Back 21

Speech Sound Errors

Voice disorder
Language impairment

Fluency disorder

Front 22

Speech Sound Errors

Back 22

include sound distortions, sound substitutions, sound omissions, and sound additions. These errors may be the basis for articulation disorders or phonological disorders.

Front 23

Voice disorder

Back 23

as defined by ASHA, is "the abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual's age and/or sex." Voice disorders are more common in adults than children.

Front 24

Identify the IDEA-2004 categories that are identified as"low incidence disabilities." How prevalent is each disability within the school population?

Back 24

Hearing Impairments: represent about 1.2% of the students who receive special education.

Vision Impairment: impact about 2 out of every 1,000 school aged children. About ½ of all students with visual impairments have additional disabilities.

Orthopedic Impairments and Other Health Impairments account for approximately 6.4% of students who receive special education services.

Autism impacts about 1 in 500 people and boys are affected about 4 times more often than girls. ASD is the fastest growing category in special education.

Severe and Multiple Disabilities prevalence figures aredifficult to determine due to the number of categories they are counted underwhich makes prevalence figures difficult to determine.

Front 25

The continuum of services for children with low incidence disabilities.

Back 25

Hearing Impairments: 45% attend regular classrooms, 19% attend resource rooms forpart of the school day, 22% are served in separate classrooms, and 6.6% go toresidential schools.

Vision Impairments: 2 out of 3 children spend at least part of each school day in regular classes. Some districts have resource rooms while other schools have vision specialists that provide support to students within the regular classroom. About 6% of children with visual impairments and other disabilities attend residential schools.

Orthopedic Impairments and Other Health Impairments: About 50% of students with physical impairments and chronic health conditions are taught in the regular classroom. Special classes provide smaller class size, more adapted equipment, and easier access to the services of professionals like physical and occupational therapists. Some students may require home or hospital based instruction due to their life-support equipment.

Autism: 1 in 4 students with ASD are served in regular classrooms. About 18% of students with ASD are in resource rooms, 44% in separate classrooms, and 11% are served in separate schools.

Severe/Multiple Disabilities: Research and practice of integrated small group instruction arrangements for students with severe disabilities has been shown to be beneficial. Students with severe disabilities are more likely to develop social relationships with students without disabilities if they attend their home school and are includedat least part of the time in the regular classroom.

Front 26

Compare and contrast autism and Asperger Syndrome.

Back 26

Austim (ASD) has 3 defining features with onset before the age of 3: impaired social interactions, impaired communication, and restricted,repetitive, and stereotyped patterns of behavior, interests, and activities.

Asperger Syndrome characteristics are impairments in all social areas, specifically an inability to interact socially, repetitive and stereotype behaviors, preoccupation with atypical things, and difficulty with speech patterns and motor activities.

Autism and Asperger Syndrome are similar in that they are both characterized by social impairments and repetitive, stereotyped behaviors. Autism and Asperger Syndrome are different in that Asperger’s effects all social interactions. Unlike Autism, children with Asperger’s do not have a language delay (communication) and most have average or above average intelligence.

Front 27

Along the continuum of services, in what setting, most likely, would a student with severe/multiple disabilities receive special education services?

Back 27

a student with severe/multiple disabilities is more likely to develop socially with their non-disabled peers when they receive services in their home school and are included part of the time in the regular classroom. The remainder of the day, the student would most likely receive special education services in a resource room or separate classroom.

Front 28

Which of these low incidence disabilities is on the rise?

Back 28

Autism Spectrum Disorders. The reasons for the rapid growth are unclear but it may be attributed to more awareness of the disability and more wide-spread screening and better assessment procedures.

Front 29

Define Hearing impairment according to IDEA-2004

Back 29

HI is the disability category label used in IDEA-2004 indicating a hearing loss for which special education and related services are needed. Hearing loss causes include maternal rubella, heredity, meningitis, otitis media, and excessive noise.

Front 30

Define Visual impairment (Blindness) according to IDEA-2004

Back 30

An impairment in vision that, even with correction, adversely affects a child's educational performance." Visual impairments are caused by disturbances of the retina. A student may be totally blind, may be functionally blind (little vision), or may have low vision. Visual impairments can be congenital or acquired. Most children with visual impairments spend part of the school day in general education classes with support from a specially trained itinerant vision specialist. About 9% of children with visual impairments, especially those with other disabilities, attend residential schools._

Front 31

Define Orthopedic Impairments according to IDEA-2004

Back 31

Involve the skeletal and associated muscle groups. Orthopedic impairments also include neuromotor impairments. Those physical impairments that are encountered most frequently in school age children are cerebral palsy, spina bifida, muscular dystrophy, and spinal cord injuries.

Front 32

Define Other Health Impairments according to IDEA-2004

Back 32

Include health problems that limit strength, vitality, or alertness, due to chronic or acute health problems. Some examples include heart conditions, tuberculosis, rheumatic fever, asthma, epilepsy, diabetes, and cancer. ADHD(Attention Deficit/Hyperactivity Disorder) qualify for special education services under the category of Other Health Impairments. Individuals with ADHD are often characterized by the inability to stay on task, impulsive behavior, and fidgeting.

Front 33

Define Traumatic Brain Injury (TBI)

Back 33

an injury to the brain caused from an external force, impairing an individual's ability to function and interact socially, which may affect educational performance. TBI is caused from an external force to the head (ex: car accident, fall, abuse, etc…). Head injuries are classified as either OPEN HEAD INJURY or CLOSED HEAD INJURY

Front 34

Define Autism, also known as Autism Spectrum Disorder

Back 34

Is one of 5 disorders that fall under the category of Pervasive Developmental Disorders. This disorder is marked by 3 features that usually present themselves before age 3: 1) impaired social interactions; 2) impaired communication; 3) restricted, repetitive, and stereotypical behavior, interest, and/or activities. Asperger Syndrome is at the mild end of the autism spectrum. Recent research shows there is a biological origin for autism and there have been numerous genetic links to autism.

Front 35

Discuss prevalence figures of low incidence disabilities

Back 35

Hearing Impairmentsrepresent about 1.2% of the students who receive special education.Vision Impairments impact about 2 out of every 1,000 school aged children. About ½ of all students with visual impairments have additional disabilities.

Vision Impairments impact about 2 out of every 1,000 school aged children. About ½ of all students with visual impairments have additional disabilities.

Orthopedic Impairments and Other Health Impairments account for approximately 6.4% of students who receive special education services.

Autism impacts about 1 in 500 people and boys are affected about 4 times more often than girls. ASDis the fastest growing category in special education.

Severe and Multiple Disabilities prevalence figures are difficult to determine due to the number of categories they are counted underwhich makes prevalence figures difficult to determine.

Front 36

Educational Approach for Hearing Impairments

Back 36

Hearing Impairments - The oral/aural approach views speech as essential and great emphasis is given to amplification, auditory training,speech reading and use of technological aids. The total communication approach uses speech and simultaneous manual communication via signs and finger spelling in English word order. The bilingual-bicultural approach views deafness as a cultural and linguistic difference and not as a disability and uses American Sign Language (ASL).

Front 37

Educational Approach for Visual Impairments

Back 37

Visual Impairment - Most children with visual impairments spend part of the school day in general education classes with support from a specially trained itinerant vision specialist. About 9% of children with visual impairments, especially those with other disabilities, attend residential schools.

Front 38

Educational Approach for Severe/Multiple Disabilities or Autism.

Back 38

Severe/Multiple Disabilities or Autism - Students with severe disabilities or autism must be taught functional and choice-making skills. Functional communication using augmentative communication tools is important. Because students with severe disabilities have many learning needs, teachers must carefully prioritize IEP objectives on an individual basis.

Front 39

Educational Approach for Orthopedic Impairments and Other Health Impairments

Back 39

Orthopedic Impairments and Other Health Impairments - About 40% of students with physical impairments, chronic health conditions and traumatic brain injury are served in the general education program. Special classes provide for a smaller class size, more adapted equipment, and easier access to professional services such as physical and occupational therapists. Some children require home or hospital-based instruction due to their life-support equipment.

Front 40

Gifted and Talented Children's Act (1978)

Back 40

"possessing demonstrated or potential abilities that give evidence of high performance capability in such areas as intellectual, creative, specific academic or leadership ability, or in the performing or visual arts, and who by reason thereof require services of activities not ordinarily provided by the school." It is important to note that this area is not covered by IDEA-2004 legislation.

Please note that while students with exceptional gifts and talents are considered as students with special needs, they do not receive special education services under IDEA-2004 unless they qualify as a student with one of 13 disabilities.

Front 41

Define acceleration

Back 41

refers to the pace that a student moves through the curriculum.

Front 42

Define enrichment

Back 42

means to study subject material at a greater depth than the regular curriculum.

Front 43

Define curriculum compacting

Back 43

refers to compressing the instructional content so that gifted students cover the general education curriculum and then have time to move beyond.

Front 44

Define tiered lessons

Back 44

provide different extensions of the same basic lesson for groups of students of differing abilities.

Front 45

Bloom's Taxonomy

Back 45

Bloom's Taxonomy asks questions to demonstrate 6 different levels of cognitive understanding (Knowledge, comprehension, application, analysis, synthesis, evaluation).

Front 46

Curriculum differentiation

Back 46

Is outside the classroom learning activities within the community. (special courses,internships, Odyssey of the Mind, Junior Great Books, and international curricular experiences.)

Front 47

Prevalence figures for gifted and talented

Back 47

During the 1998-1999 school year, 43 states reported serving more than 2 million students in K-12 gifted programs. This number ranks gifted & talented students as the second largest group of exceptional children receiving special education services. It is estimated that the prevalence of gifted and talented students is potentially 10-15% of the total school population.If this group comprised only 5% of the school age population, approximately 2.5million additional children might need special education. This discrepancy between need and the level of service may make gifted & talented students the most underserved group of exceptional children.

Front 48

Identify characteristics of students who are gifted and talented.

Back 48

Due to the differences in defining the area of gifted and talented, it is difficult to identify a list of characteristics. However, many experts believe that creativity is central to giftedness.

The ability to rapidly acquire, retain, and use large amounts of information.The ability to relate one idea to another. The ability to make sound judgements. The ability to perceive the operation of larger systems of knowledge that may not be recognized by the typical person.The ability to solve problems by reframing the question and creating novel solutions.The ability to acquire and manipulate abstract symbol systems.

Front 49

Articulate instructional models and methods for gifted and talented.

Back 49

School-wide Enrichment Model,developed by Renzulli, provides a program to meet the needsof targeted groups as well as all students.

Maker's Active Problem Solver Model builds the curricular interventions around the theoretical conception of the gifted person as a "problem solver." Key elements of content, process, products, and environments of a child's learning situation are modified.

Problem Based Learning challenges students to "learn to learn" while working cooperatively to seek solutions to real-world problems.

Front 50

What tools may be used to qualify students for the gifted program?

Back 50

Each state has their own criteria for identifying students who are gifted or talented. Typically, a multifactored assessment what would use information from a wide variety of sources would be the most accurate and equitable way to identify a gifted or talented student. Once the data is collected it would typically be reviewed by a committee that would determine if the student qualifies forgifted services, this would include parent’s participation and input. The data that would be included in this multifactored assessment would be the following items:

· Group and individual intelligence tests – IQ tests given individually by a school psychologist are best.

· Achievement tests

· Qualitative Assessment: Portfolios of studentwork, observations, and interviews of peers and parents

· Teacher nomination based on reports of student behavior in the classroom (Multidimensional or multifactored screening including samples of student work, teacher reports).

· Parent nomination

· Self-nomination

· Peer nomination

· Extracurricular or leisure activities

Front 51

Can students who are gifted and talented have a disability and also qualify for special education services under IDEA-2004? Explain.

Back 51

If a student is considered gifted or talented, that in itself does not qualify the student for special education services under IDEA-2004. In order for the student to qualify for special education services, according to IDEA-2004,the student would need to qualify separately by exhibiting one of the 13 disabilities (SLD, speech or language impairments, ED, Autism,Hearing/Visual/Orthopedic/Other health impairments, etc.)

Front 52

What are the choices of settings for gifted/talented students receive services?

Back 52

The educational settings for Elizabeth to receive gifted and talented services are similar to the continuumof LRE. Gifted students typically have available to them (depending on the school district and availability) special schools, self-contained classrooms, resource room or pull out programs, and the regular classroom. Ability grouping within schools is also a common approach where students are grouped according to their abilities. Students are grouped by XYZ grouping (different levels of curriculum based upon high, middle, and low test scores), within-class grouping (grouped according to achievement), or cross-grade grouping (students go to different grade levels).

Front 53

Describe the scope of IDEA-2004 for students with disabilities from ages 3 through 21.

Back 53

IDEA-2004 requires states to provide special education services (via IEPs) to all preschool children with disabilities, ages three through five and continue until graduation or 21, whichever comes first. Beginning at age 16 or earlier, if appropriate, an Individualized Transition Plan (ITP) must be developed and included with the student's IEP.

Front 54

Discuss key federal legislation for children with developmental delays.

Back 54

Original IDEA (P.L. 94-142 in 1975) provide FAPE for school aged children 6-21. Also required states to provide special education services to all preschool children ages 5 with disabilities if that state already provided general public education for that age group. P.L. 99-457 most important legislation for children with developmental delays. P.L.99-457 mandated a preschool component for children with disabilities ages 3-5 and voluntary incentive grant program for early interventions services for infants, toddlers, and their families.. The passage of the IDEA of 2004, reaffirmed the nation’s commitment to early intervention services.

Front 55

Describe the key features of an Individual Family Services Plan.

Back 55

An IFSP (Individualized Family Services Plan) is developed by a multidisciplinary team that includes the child’s parents and other family members. It is family centered and provides early intervention for infants and toddlers (birth to age 3). An IFSP is similar to an IEP in that it includes many of the same components of an IEP. An IFSP must include 8 of the following elements:

1. present levels of performance

2. statement of family resources, priorities, and concerns related to enhancing the development of the child

3. statement of expected outcomes to achieve

4. timelines including frequency, intensity, and method of delivery of specific early intervention services

5. modifications as necessary including interventions within the child’s natural environment

6. projected dates for initiation of services and duration of services

7. identification of the service coordinator

8. steps to support a successful transition into the school setting

Front 56

Describe the key features of an Individual Transition Plan

Back 56

When developing an ITP, the 4 domains that should be considered are employment, post secondary education and training, residential (where will they live), and recreation and leisure activities. Employment and occupational choices are limited, due to the skills required and because of employers' reluctance to hire an individual with a disability. The purpose of an ITP is to focus the IEP team’s attention on secondary curriculum and course panning related to post-school success. The ITP outlines actions, events, and resources that will affect and support the child’s move from school to adulthood. An ITP will include details of the types of curriculum programs and supports that will prepare the student for a smooth and successful transition to adult life.

Front 57

Describe the process of transitioning students with special needs.

Back 57

Models for school to adult-life transition stress the importance of a functional secondary school curriculum that provides work experience in integrated community job sites, systematic coordination between the school and adult service agencies, parental involvement and support and a written Individualized Transition Plan (ITP) to guide the entire process.Although the ITP is written in high school, most special education programs begin the development of career awareness and vocational skills in the elementary grades, especially for children with severe disabilities.

Front 58

Describe the domains of transition-related curriculum.

Back 58

The curriculum from elementary school through high school might include activities from four domains: domestic, community, leisure, and vocational.

Domestic: picking up toys, washing clothes and dishes, cleaning, grooming and personal needs.

Community: eating meals in a restaurant, crossing the street, using the bus, making a deposit at the bank.

Leisure: Playing board games or other sports, jogging,gardening, cycling

Vocational: emptying trash, following 2-4 step instructions,answering the telephone, mopping/waxing floors, and food service at a mallcafeteria.

Front 59

Describe the three levels of employment for individuals with disabilities.

Back 59

Competitive employment where the person performs work valued by an employer with non disabled co-workers and earns at or above minimum wage. There are no outside human service agency supports.

Supported employment provides opportunities for adults with severe disabilities to earn real wages for real work. Support services are provided within the workplace to those individuals who would not usually be employed and earn a wage. Work opportunities would be working for a small business enterprise, mobile work crew, enclave or workstation, and individual job placement.

Sheltered employment provides work activities in segregated settings. Individuals are trained to concentrate on one specific task and are closely supervised. They may be paid an hourly wage or at a piecework rate.

Front 60

What is the purpose of early intervention?

Back 60

The purpose of early intervention is to provide families with a wide variety of educational, nutritional, child care, and family supports all designed to reduce the effects of disabilities or prevent the occurrence of learning and developmental problems later in life. Research has shown the effectiveness of early intervention is increased when it is intensely provided. There are many benefits, including the prevention of secondary disabilities, reduction of family stress, and decreased costs.

Front 61

Compare and contrast IFSP and IEP. (include the ages of children that each plan services).

Back 61

An IFSP (Individualized Family Services Plan) is developed by a multidisciplinary team that includes the child’s parents and other family members. It is family centered and provides early intervention for infants and toddlers (birth to age 3). An IFSP is similar to an IEP in that it includes many of the same components of an IEP.

An IFSP is different than an IEP in that an IFSP is family centered and occurs in the child’s natural “home environment” rather than an IEP that focuses on the child and the school setting. An IFSP also defines the family as being the recipient of early intervention services rather than the child alone. In addition, an IFSP includes interventions and services by a variety of health and human services agencies in addition to education which only an IEP provides. An IFSP is evaluated once a year and reviewed with the family every 6 months. IEP’s begin as early as preschool (ages 3-5) and can continue until graduation or age 21, whichever comes first.

Front 62

Provide examples of the 4 domains that should be considered when developing an ITP.

Back 62

Employment: Competitive (w/ non-disabled peers), Supported (w/support services), Sheltered (segregated settings).

Post secondary Education would include technical training, a 2 year AA degree from a community college, or a 4 year bachelor’s degree. Attending some type of post secondary education could increase vocational options and greater lifetime earnings.

Residential alternatives with adults with disabilities would be group homes, foster homes, apartment living, and supported living.

Recreation and Leisure activities would need to include transportation, the use of community recreational resources, the physical ability or skills to play the game, and friends or others willing to play.

Front 63

What should be considered when selecting IFSP/IEP Objectives

Back 63

Functionality: Will the skill increase the child's ability to interact with people and objects within the daily environment? Will the skill have to be performed by someone else if the child cannot do it?

Generality: Does the skill represent a general concept or class of responses? Can the skill be adapted or modified for a variety of disabling conditions? Can the skill be generalized across a variety of settings, materials, and/or people?Instructional Context: Can the skill be taught in a way that reflects the manner in which the skill will be used in daily environments? Can the skill be elicited easily by the teacher/parent within classroom/home activities?

Measurability: Can the skill be seen and/or heard? Can the skill be directly counted? Does the skill contain or lend itself to determination of performance criteria?Hierarchical Relation between long-range goal and short-term objective: Is the short-term objective a developmental sub-skill or step thought to be critical to the achievement of the long-range goal?

Front 64

Educational approach for gifted and talented students.

Back 64

Curricular Goals must meet the students' specific needs with qualitatively different curricular interventions.

Front 65

Curriculum Organization and Delivery Methods for gifted and talented students include:

Back 65

Acceleration refers to the pace that a student moves through the curriculum. Enrichment means to study subject material at a greater depth than the regular curriculum. Curriculum Compacting refers to compressing the instructional content so that gifted students cover the general education curriculum and then have time to move beyond. Tiered Lessons provide different extensions of the same basic lesson for groups of students of differing abilities. Bloom's Taxonomy asks questions to demonstrate different types or levels of cognitive understanding. Curriculum Differentiation takes place outside the classroom through special courses, internships, Odyssey of the Mind, Junior Great Books, and international curricular experiences.

Front 66

Fluency Disorder

Back 66

Interrupt in the flow of speaking characterized by atypical rate, rhythm, and repetitions in sounds, syllables, words, and phrases

Front 67

Augmentative and Alternative Communication (AAC)

Back 67

set of strategies and methods to assist individuals who are unable to meet their communication needs through speech or writing. Communication includes a set of symbols and ways to select and communicate the symbols for communication. AAC has 3 components: 1. A representational symbol set or vocabulary
2. A means for selecting the symbols
3. A means for transmitting the symbols

Front 68

Common characteristics of E/BD students

Back 68

Externalizing (antisocial) behaviors represent the most common pattern for children with emotional and behavioral disorders.Internalizing behaviors, such as withdrawal and immaturity, also prevent students with emotional and behavioral disorders from participating and learning in school.These students test lower in all areas of school achievement as well as in intelligence testing.Social skills and interpersonal relationships are difficult for these students. A study by Schonert-Reichl of adolescents with behavioral disorders indicated that they have lower levels of empathy toward others, participate in fewer extra-curricular activities, have less frequent contacts with friends, and have lower-quality relationships.