High-Incidence Disabilities/ Disability Categories
A significant limitation in acquiring or expressing information with an unexpected failure to learn
Specific Learning Disability
This law describes how special education should be provided for students, giving them equal access to the general curriculum; includes 6 provisions
IDEA (Individuals with Disabilities Act)
Changes how the student accesses information, participates in activities, and demonstrates learning
Accommodation
Difficulties in accurate or fluent recognition of words; includes poor spelling and decoding abilities
Dyslexia
When the department makes official declaration that a disability is suspected
Referral
Along with reflecting on the assignments , you can include any activities that you have done out of class where you have seen strategies used ( maybe your teacher did in field... or you were able to). If you don’t have anything to add, just state that you did not.
I have not completed field experience yet.
Limited behavior inhibition and a high level of activity
ADHD predominately hyper-impulsive
This law gives students with disabilities appropriate access to education regardless of IDEA eligibility
Section 504
Document describing how a special education student's instruction will be different than the general education; the "blueprint for special education"
IEP (Individualized Education Plan)
Smallest unit of speech that signifies a difference in word meaning
Phonemes
Informally assesses the probability of student having a disability
Screening
My role as a teacher to help these students succeed
As a teacher I play a huge role in these students success. Especially me being in the Special Ed field. I have to advocate for these students and make sure they are getting the services they need. As a teacher I need to pay close attention to my students and where they're struggling so that early intervention can happen. The UDL is big as a teacher to ensure that every student is learning in the way best for them. To be attentive as a teacher is key, to know my students and keep track of their growth or not.
Significantly impaired cognitive functioning with limitations in adaptive functioning
Mild Intellectual Disability
Pertains to discriminatory practices for student assessing
Non-discriminatory Identification & Evaluation
States that special education must be provided in the location closest to the general student population
LRE (Least Restrictive Environment)
Speech sounds represented by letters
Graphemes
Formal assessment process to determine whether the student has a disability and what disability
Evaluation
How will I implement what I learned
I will implement this information in my role as a teacher. Knowing all of these disabilities and ways to ensure success of students has opened my eyes and given me knowledge I did not have. Now I will know signs and things to look for in my students and that will allow me to intervene when needed. I also learned a lot about the Special Education process, and that being my future field, I will know be knowledgable on how the process works and ensure that my students rights are being abided by and they are getting the services they need.
Autism Spectrum Disorder
Parents rights when decisions are being made about their child's education
Due Process Provision
Changes the curriculum or what the student is being taught and/or expected to learn and demonstrate
Modification
Written language disorder that involves mechanical writing skills, poor writing performance, and difficulty remembering and mastering the sequence of muscle motor movements needed in writing
Dysgraphia
Theories and possible remedies through observation, consultation, and exploration
Pre-referral Process
OHI (Other Health Impairment)
This law ensures schools continuously provide a quality education for all students; originally known as the No Child Left Behind Act
ESSA (Every Student Succeeds Act)
States that how a students responds to instructional intervention is the basis for determining the instructional programming; progress should be based on scientifcally proven practices
RTI (Responsiveness to Intervention)
Relationship between phonemes and graphemes
Alphabetic Principle
Process deciding if student should be enrolled in special education based on evaluation and other evidence
Eligibility Determination
Difficulty initiating and sustaining attention
ADHD predominately inattentive
Right under 504 requiring schools to provide special education services to meet student needs regardless of severity of disability
FAPE (Free and Appropriate Education)
An approach that makes instruction accessible to the needs of all students during the learning process
UDL (Universal Design for Learning)
Ability referring to detecting and manipulating individual phonemes
Phonemic Awareness
Outcome statements of what the student will achieve in one year based on information in PLAAFP
Annual Goals
Students showing evidence of one or more learning disability but also have gifted characteristics; usually have an outstanding talent or ability
Twice Exceptional
Document that identifies the student's needs based on their strengths based on appropriate TEKS; also includes annual goals using baseline data; cornerstone of the IEP
PLAAFP (Present Level of Academic Achievement and Functional Performance)
System of marks that make up printed language
Orthography
Set of transition goals and planned services to support a student in meeting their annual goals
ITP (Individualized Transition Plan)
Chronic or severe difficulties with socialization and presenting unusual behaviors, general moods of unhappiness/depression, and unusual physical or emotional reactions
Emotional/Behavioral Disorders
Reading method that teaches phoneme-grapheme correspondence
Phonics
Coordinated set of activities to improve the academic and functional achievement of a student with the intent of facilitating transition to post school activities; college, jobs, independent living etc.
Transition Services
Foundation of reading and spelling that encompasses all aspects of sound such as rhyming or hearing syllables not including written letters
Phonological Awareness
Summary of student's academic achievement and functional performance; state recommendations for post-secondary goals
SOP (Summary of Performance)
Difficulty understanding number based information and math; counting, comparing, measuring, organizing difficulties
Dyscalculia