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66 Cards in this Set
- Front
- Back
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Exceptional Learner |
a person might have problems or special talents in thinking, seeing, hearing, speaking, socializing, or moving *require special education & services if they are to realize their full potential |
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Tetra-Amelia |
Absence of all 4 limbs |
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Disability |
in inability to do something, a diminished capacity to perform in a specific way *an inability to do something that most people, w/ typical maturation, opportunity or instruction, can do |
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Handicap |
is a disadvantage imposed on an individual *other people can handicap those different (color, size, appearance, language, & etc) by stereotyping them or not giving them opportunities to do the things they are able to |
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How exceptional learners differ from the norm |
In one of the following ways: 1)They may have intellectual disabilities 2)Learning or attention disabilities 3)emotional or behavioral disorders 4)physical disabilities 5)disorders of communication 6)autism 7)traumatic brain injury 8)impaired hearing/sight 9)special gifts or talents |
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2 concepts important for exceptional learners: |
1) diversity of characteristics 2) need for special education *their particular educationally relevant difference demands instruction that differs from what most require |
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Federal Laws |
include definitions of several conditions that might create a need for special education |
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Prevalence |
the % of a population/# of individuals having a particular exceptionality *6.5 million students (8.5%) receive special education |
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high-incidence disabilities |
disabilities that occurs w/ a relatively high frequency & are the most common *learning disabilities, communication disorders, emotional disturbance, & mild intellectual disabilities |
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Special Education |
specially designed instruction that meet the unusual needs of an exceptional student & that might require special materials, teaching techniques, or equipment/facilities *most important goal is finding & capitalizing on students abilities |
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What characterizes special education? |
more precisely controlled in pace/rate, intensity, relentlessness, structure, reinforcement, teacher-pupil ratio, curriculum, & monitoring/assessment |
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The foundations for special education |
* Individualized instruction * a carefully sequenced series of educational tasks * emphasis on stimulation & awakening of childs senses * meticulous arrangement of environment * immediate reward for correct performance * tutoring in functional skills * Belief that every child should be educated to greatest extent |
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Normalization |
philosophy that we should use 'means which are as culturally normative as possible, in order to establish &/or maintain personal behaviors & characteristics which are as culturally normative as possible' |
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Deinstitutionalization |
movement of late 20th century to move disabled out of institutions |
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Inclusion |
Inclusion of exceptional learners in ordinary classrooms w/ their non exceptional peers |
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Individuals w/ Disabilities Education Improvement Ace (IDIEA) |
ensures that all children & youths w/ disabilities have the right to a free, appropriate public education |
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Major Provisions of IDIEA |
* Identification * Free Appropriate Public Education (FAPE) Due Process * Parent/Guardian Surrogate Consultation * Least Restrictive Environment * Individualized Education Program (IEP) * Nondiscriminatory Evaluation * Confidentiality * Personnel Development |
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Americans w/ Disabilities Act (ADA) |
ensures the right of individuals w/ disabilities to nondiscriminatory treatment in other aspects of their lives; it provides protections of civil rights in the specific areas of employment, transportation, public accommodation, state & local gov't, & telecommunication |
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Federal Gov't & special education |
*federal gov't contributes little to funding *IDIEA & ADA require reasonable accommodations that will allow those w/ disabilities to participate to fullest extent possible *under NCLB & IDIEA, most student w/ disabilities are expected to take standard tests & achieve at equal level w/ non-disabled peers |
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Litigation & legal suits |
May be filed for 2 reasons: 1) b/c special education services aren't being provided for students whose parents want it 2) b/c students are being assigned to special education when parents believe they shouldn't |
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What parents want from special education |
a free public education that meets their needs but doesn't stigmatize them unnecessarily & that permits them to be taught in the general classroom as much as possible |
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IDIEA requirements for special identification identification |
*Child find
*Referral *Evaluation *Eligibility Determination |
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Prereferral intervention |
to ensure that students receive evidence-based instruction before they are evaluated for special education |
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Response to Intervention (RTI) |
*A students change in academic performance/behavior as a result of instruction * Student must first receive quality instruction in the general classroom before a formal evaluation for special education services *implications for students w/disabilities & is not confined to academics but also behavior |
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RTI Model |
*based on a multitiered model of prevention *provides 3 progressively more intensive tiers of instruction for students who are experiencing difficulties |
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RTI Tiers |
1)universal screening to identify students who may be at risk for failure, implementation of quality, research-based instruction & weekly monitoring of progress 2)student received small-group instruction by a teacher or highly trained assistant 3-4 time a week w/ research-based instruction 3)more intensive intervention provided by a special educator in appropriate placement determined by IEP |
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2 most common forms of assessment in RTI |
Screening instruments & progress monitoring |
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screening instruments |
identify those students who may by at increased risk of school failure *administers to entire group of student & may be given to large # of students in little time |
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progress monitoring |
frequent, quick-and-easy measures that teachers administer at regular intervals & provide info on whether student is learning as expected |
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Curriculum-based measurement (CBM) |
involves students responses to their usual instructional materials; it entails direct & frequent sample of performance from the students curriculum |
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Funds of IDIEA may be used.. |
to develop & implement coordinated, early intervention services, which may include interagency financing structures, for student in k-12 who are not currently identified as needing special ed or related services, but who need additional academic/behavioral support to succeed |
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Individualized Education Program (IEP) Includes: |
*statement of present levels of achievement *statement of measurable annual goals *description of how childs progress toward meeting goals will be measured *statement of special edu & related services & aids the child will receive *statement of any individual appropriate accommodations that are necessary to measure academic achievement on standardized tests |
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IEP requires what transition services at 16 yrs: |
*appro measurable postsecondary goals based on age apron transition assessments *transition services needed to assist child |
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individuals part of IEP team |
parents, min 1 regular teacher, min 1 special ed teacher, representative of local edu agency, person who can interpret instructional implications, other people w/ knowledge of child, child w/disability |
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IEP is prepared as intended by the law: |
*the students needs have been carefully assessed *a team of professionals & the parents have worked together to design a program of edu *goals/objectives are stated clearly so progress can be evaluated |
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Problems w/ IEP |
*often written at the wrong time & for the wrong reasons *basing IEP on available placement instead of need *'standards based' - focuses on outcomes based on state standards rather than on needs |
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Individualized Family Service Plan (IFSP) |
* Described the services that the child will receive *broadens focus to the family & child * special edu, physical therapy, speech/language therapy, & medical diagnostic services |
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IFSP must include |
*statement of childs present level of development (physical, cognitive, comm, psychosocial, & adaptive behavior) *statement of family strengths, resources, concerns & priorities * statement of major outcomes expected *statement of frequency, intensity & method of delivery *statement of natural environ where services provided *projected dates for initiation *Name of service coordinator *Steps to be implemented *Written consent of parent |
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Transition Plans |
transition services include a coordinated set of outcome-oriented activities that promote movement from school to post secondary education, vocational training, integrated employment, continuing adult education, adult services, independent living, or community participation |
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Least specialized special education environment |
might not require the direct services of specialists; the expertise of the general teacher might meet needs *the teacher might need to consult w/ a special educator or other professional in addition to acquiring special materials, equipment, or methods |
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resource teacher |
provides services for students & teachers in a single school *continually assesses the needs of the students & usually works w/ students indie or in small groups in a resource room |
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self-contained class |
typically enrolls <15 students w/ particular characteristics/needs *teacher has been trained as special edu & provides all or most of the instruction, assisted by paraeducator |
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day schools |
provide all day special placement for exceptional learners who need this level of specialization/dedication |
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hospital or homebound instruction |
most often required of students who have physical disabilities *option for those w/ emotional/behavioral disorders or other disabilities when no alternative available |
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residential school |
exceptional students receive 24 hr care away from home, often at distance from their communities |
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Who educates exceptional students & where they receive their education depends on 2 factors |
1) in what way & how much the student differs from typical students 2) what resources are available in the school & community |
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least restrictive environment (LRE) |
the student should be separated from non disabled classmates & from home, family & community as little as possible |
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inclusion |
teaching students w/ disabilities in the same environ as their age peers who don't have disabilities |
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4 methods to help students w/ disabilities participate in general edu classrooms |
1) collaborative consultation 2) co-teaching & other team arrangements 3) curricula & instructional strategies 4) accommodations & adaptations |
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collaborative consultation |
the special edu teacher/psychologist acts as an expert who provides advice to the general teacher |
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cooperative teaching |
2+ professionals delivering substantive instruction to a diverse, or blended, group of students in a single physical space |
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cooperative learning |
an instructional strategy that many proponents of inclusion believe is an effective way to integrate students w/ disabilities into groups of non disabled peers *students work together in heterogeneous small groups to solve problems or practice responses |
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peer-mediated instruction/peer tutoring/peer confederated |
teachers deliberately recruit & train peers to help teach an academic or social skill to a classmate |
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classwide peer tutoring (CWPT) |
all students in the general edu classroom routinely engage in peer tutoring for a particular subject matter |
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partial participation |
having students w/ disabilities participate, on a reduced basis, in virtually all activities experienced by all students in the general edu classroom |
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modifications |
take the form of amended materials or assignments & differ from changes in curricula or instructional strategies |
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accommodations |
changes in the instruction that don't significantly change the content or conceptual difficulty level of the curriculum |
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adaptations |
involve more significant modification of instruction that accommodations |
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tiered assignments |
teachers provide choices for assignments on a single topic that vary in difficulty |
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teachers may be expected to participate in educating exceptional students in any way: |
1) make max effort to accommodate indie student needs 2) evaluate academic abilities & disabilities 3) refer for evaluation 4) participate in eligibility conferences 5) participate in writing indie education programs 6) communicate w/ parents 7) participate in due process hearings & negotiations 8) collaborate w/ other professionals in identifying & making max use of exceptional student abilities |
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special ed teacher must attain further expertise in the following areas:
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1) instructing students w/ learning problems, using evidence-based practices 2) managing serious behavior problems *positive, proactive behavior intervention plans are essential for all students who receive special ed & exhibit behavior probs 3) evaluating technological advances 4) knowing special ed law |
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dimensions of good special ed |
pace, intensity, relentlessness, structure, reinforcement, pupil/teacher ratio, curriculum, monitoring |
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universal design for learning (UDL) |
serves the purpose of making learning accessible to more student in inclusionary programs *with modification or representation, expression, & engagement, teachers can include a much wider range of students in typical classroom instruction |
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advances in 3 tech that are important |
1) medical treatment 2) human reproduction 3) communication |
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Common Core standards + disabilities |
*students w/ disabilities should be held accountable regarding the general edu curriculum *standards will not be in the best interests of many students w/ disabilities *too much emphasis on general edu is at the expense of students learning study skills, daily living skills & intensive reading instruction |
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accommodations for evalutation |
*altering setting, presentation format, or response format |
