Chapters 9/10 and Vocabulary
Chapters 11/12 and Vocabulary
Chapter 13 and Vocabulary
Chapter 14 and Vocabulary
Chapter 15 and Vocabulary
100

Educating students with disabilities in general education classrooms is known as what?

Inclusion

100

A systematic process for gathering information to understand why a student may be engaging in challenging behavior. The results are used to generate what the behavior's function is or purpose for the student. 

Typically known by 3 initials.

Functional Behavior Assessment (FBA)

100

Students who have disabilities have the same rights as students without disabilities and this should be provided without cost. This is known as what?

FAPE (Free Appropriate Public Education)

100

A written statement designed to meet each student's unique needs in order to provide special education services

IEP (Individualized Education Program)

100

Students with disabilities should have the same access as their same age peers when appropriate. Schools must consider the general education classroom first and then changes can be made. This is known as what? 

LRE (Least Restrictive Environment)

200

The language of the deaf culture in the United States and Canada is known as __________ _____ ________.

American Sign Language or ASL

200

Name the two types of service providers:

Focuses on the development and maintenance of motor skills, movement and posture

Focus on Children's participation in activities, especially those related to self-help, employment, recreation, communication and aspects of daily living.

What is 

PT (Physical Therapists)

OT (Occupational Therapists)

200

When an impairment restricts a person's ability to perform certain tasks it is known as a ____________

Disability

200

Children who have a greater than usual chance of developing a disability are considered ___ _____

At Risk

200

Legislation that ensures all children with a disability are provided under FAPE and is tailored to meet their individual needs. Formally known as the Education for All Handicapped Children Act.

IDEA (Individuals with Disabilities Education Act)

300

Explain the difference between prelingual and postlingual hearing loss and why age of onset is relevant to the educational needs of a child with a hearing impairment.

Prelingual loss occurs before the development of spoken language, approximately before age 2. Postlingual hearing loss occurs after spoken language develops, usually after age 2. The education of a child with prelingual loss will probably focus on language and communication acquisition; education of a child with postlingual loss will probably focus on maintaining intelligible speech and appropriate language patterns.

300

Describe what animals, described in the textbook, have been used as service animals and indicate the tasks they can perform for owners who are disabled.

 

Monkeys – serve as personal care attendants; turn on/off lights, prepare food, operate tape and record players, turn book pages

Dogs - alert people to sounds, carry books/objects in saddlebags, pick up telephone receivers, open doors, propel a person in a wheelchair, help a person stand up, provide support/balance, contact family members or neighbors in an emergency

300

 Explain differentiation. Be sure to include its guiding premise, why it’s used, what a teacher’s role is in a differentiated curriculum, and some examples within the general education classroom.

  • differentiation means to tailor curriculum and instruction to provide appropriately different learning experiences for different students
  • guiding premise: learners, who are gifted, differ in meaningful ways
  • why it’s used: to engage learners through different modalities, appeal to different interests, vary rate of instruction, and provide varying degrees of complexity within a challenging and conceptually rich curriculum
  • teacher’s role: get student to compete against self, not others; modify content and activities according to student interest and readiness
  • examples: using Bloom’s taxonomy and tiered lessons as frameworks for modifying questions and creating instructional activities; problem-based learning, project-based learning, and leadership training are additional ways to differentiate instruction ln the classroom
300

 Describe and give an example of the five major developmental areas or domains.

  • motor development
  • cognitive development
  • communication and language development
  • social and emotional development
  • adaptive development
300

Students who are hired to work in a grocery store bagging groceries, gathering carts, assisting customers, while earning a living wage and providing a needed service for the community is known as what type of employment?

Competitive Employment

400

 How is a child who is deaf different from a child who is hard of hearing?

A child who is deaf cannot hear and therefore understand speech, even with a hearing aid. A child who is deaf may be able to hear sounds but he or she uses vision as the primary learning modality. A child who is hard of hearing can hear and understand speech, sometimes because of a hearing aid. This child’s speech and language skills are developed primarily through the auditory channel.

400

Explain the importance of choice making for students with severe disabilities.

  • lack of choice making contributes to learned helplessness
  • choice making is an indicator of quality of life
  • choice making is a way to make learning and activities more meaningful
  • teachers can use their students’ preferences to design and deliver more effective instruction

 

400

List the six levels of Bloom’s taxonomy

Knowledge (remember)

Comprehension (Understand)

Application (Apply)

Analysis (Analyze)

Evaluation (Evaluate)

Synthesis (Create)

400

List and explain five of the early childhood special education program outcomes or goals.

 

support families in achieving their own goals;

 promote maximum child independence and mastery; 

promote development in all important domains; 

build and support social competence;

facilitate the generalization of learned skills; 

prepare and assist children for typical life experiences with their families, in school, and in their communities; 

help children and their families make smooth transitions; 

prevent or minimize the development of future problems or disabilities.

400

What might be a good question to ask a student during an IEP meeting who is ready to transition out of high school?

Possible answers

  • What does the student want to do?
  • What are the student’s interests?
  • What do the parents want for his/her post-school outcomes?
500

 Name and define the educational classifications of students with visual impairments.

  • All use tactile and auditory input in differing degrees
  • totally blind receives no useful information through sense of sight, must use tactile and auditory senses for learning
  • functionally blind learns primarily through the auditory and tactile senses, may use vision as supplement
  • low vision uses vision as primary means of learning but supplements with tactile and auditory input

 

500

What were the findings of Irving Independent School District v. Tatro (1984) and Cedar Rapids Community School District v. Garret F. (1999)? In both cases, what are the implications for schools?

 Irving- district obligated to provide catheterization to a young child with spina bifida; 

Cedar Rapids- cost of nursing care during school must be provided by school. Implication - catheterization and nursing care are related services if a student cannot participate in education otherwise (and so must be provided by the district)

 

500

List and describe each of the different types of  grouping options for students who are gifted and talented.

    

  • Full-time ability grouping options include placement in special schools for gifted and talented students (e.g., magnet schools, special charter schools)
  • Another full-time option is the separate class where all curriculum and instruction is focused on students who are gifted and talented and they work at a pace commensurate with their abilities.
  • In cluster ability grouping 5-8 students who are gifted and talented are placed in a general education class. They receive instruction from a teacher trained in gifted education.
  • Part-time ability grouping options include resource room or pull-out programs, cluster performance groups where students in the same class are grouped according to their achievement, and likeability cooperative learning groups where the highest ability students are grouped together during cooperative learning activities.
  • Consulting Teacher Model where a teacher with special training provides direct and indirect support to the general education classroom teacher
500

 Describe six elements of an individualized family services plan, and contrast an IFSP with an IEP.

IFSP contains statements of:

  • present levels of performance in different domains
  • family resources and concerns
  • expected major outcomes
  • specific early intervention services
  • natural environments in which services will occur
  • project dates for initiation and duration of services
  • identification of a service coordinator
  • steps for transition support to preschool or other service

IEP contains statements of:

  • present levels of performance
  • what special education and related services will be provided
  • the extent to which a child will not participate with nondisabled peers
  • the individual accommodations necessary
  • projected date for initiation and duration of services
  • Starting no later than age 16 years, transition statements and plan
500

Describe and give examples of characteristics of good secondary programs for individuals with disabilities.

1) a good secondary program manifests an understanding that the student’s life continues after high school and so school professionals should focus on transition for both academic and vocational options, emphasize transition to independent living, and include leisure skill instruction in their programs.

 2) A functional secondary school curriculum includes real work experiences in integrated job sites, systematic coordination between schools and adult service providers, and parental involvement and support

 

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