Low- Incidence Disabilities
What is the difference between congenital and adventitious disabilities?
Congenital- present at birth
Adventitious- acquired overtime
Provide a definition of gifted, creative and talented.
Little agreement on the best definition.
•Three-trait definition (Renzulli): Above average ability, task commitment, and creativity
•High aptitude, potential, or ability (Feldhusen & Moon)
•Synthetic, analytic, and practical intelligence (Sternberg)
•Multiple Intelligences (Gardner)
Accelerated or enrichment programs should be used with which type of learners?
Gifted, creative and talented
What is RTI?
RTI is a multilevel system of intervention designed to address different learning needs, reduce disability identification, and provide evidence for the appropriate identification of learning disabilities
Which tier is implemented primarily in the general education classroom setting?
Tier 1
A disorder characterized by impairments in social, emotional and intellectual functioning
Autism
Define intellectually gifted.
Highly skilled verbally, excellent memories and literacy abilities, score high on standardized tests, usually excel in school
Applied behavior analysis is primarily used with students who have what disability type?
Autism
Define the components of RTI.
Use of evidence-based practices.
Early Intervention.
Careful progress monitoring.
Implementation fidelity.
Data-based decision making.
Multiple tiers of intervention
Define evidence-based interventions.
Research that: employs rigorous and systematic procedures; Experimental or quasi-experimental research designs and reliable and valid measures; Subjected to review by experts
These disabilities are either caused by damage to the skeletal system or the nervous system
Physical disabilities
Describe how gifted, creative and talented students are identified.
■Nomination methods
■Standardized test scores
■Talent pool searches
■Multiple-measures/multiple-criteria
Describe two adaptations you would make as a teacher of a student with a hearing impairment.
Seat the student closer to the front of the room. Incorporate the use of technology, visuals or language cards. Adapt assessment methods to better reflect the abilities of the learner. Connect new knowledge to real world experiences.
Define sensitivity and specificity.
•Sensitivity-identifies students who are at risk for academic difficulties in the area being measured
•Specificity-students who perform acceptably on the measure are unlikely to have academic problems in the area
What are the features of all tiers?
instructional group size, duration and frequency of the intervention, instructor training and focus on skill being taught, performance standards and frequent progress monitoring, and evidence-based interventions.
■Glaucoma
■Cataracts
■Diabetic retinopathy
■Coloboma
■Retinitis pigmentosa
■Retinopathy of prematurity
Inappropriate identification and assessment procedures occur. Evaluation procedures need to be closely monitored to ensure appropriate tests, testing situations, and familiar examiners are provided.
How would you adapt instructional materials for a student with a visual impairment?
Enlarge or enhance text if the student is not completely blind. If so, utilize Braille or audio forms of materials.
What is fidelity and why is it important for RTI?
Fidelity ensures that a measure is being implemented as it was intended to be. If an assessment is not conducted with fidelity, it is possible that students who require more support will not be identified and conversely, students who do not require additional support could be identified as needing that support.
Describe how Tier 2 intervention differs from Tier 3.
Tier 3 interventions are implemented more frequently than Tier 2 interventions; sometimes every day. Tier 3 involves more intensive and individualized interventions. Instruction occurs individually or in smaller groups than in Tier 2 instruction.
How might a hearing impairment affect a child in school?
Why is it important to provide adaptations for culturally and linguistically diverse students?
These students are at a higher risk for school failure than students who have a Euro-American background. Teachers need to take active steps to decrease overrepresentation of CLD learners and foster multicultural education by reducing their bias, eliminating curriculum bias, teach students about prejudice, and help solve conflicts when necessary.
Describe assessment considerations when working with a student who is culturally and linguistically diverse.
Use test scores are only a single indicator of performance. Include multiple observations of behaviors. Testing by itself is insufficient for special education classification. Obtain assistance from bilingual and cultural diversity experts. Work closely with the families of students who are culturally and linguistically diverse
Describe progress monitoring across the 3 tiers of instruction.
Tier 1-determine whether students are making adequate progress in general education classrooms
Tier 2-determine whether students are making adequate progress to return to Tier 1
Tier 3-provide information on the adequacy of instruction
Explain how it is determined if a student stay in their current tier of instruction or if they should move tiers.
Progress monitoring determines if the student is making progress in their current instructional level. Assessments must be implemented with fidelity to ensure the students are adequately placed. Data must be taken for 9-12 weeks before making a decision regarding the movement of tiers. If it is determined that progress is being made in the current tier of instruction, the student should remain in that tier.