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51 Cards in this Set
- Front
- Back
Disability |
inability to perform task |
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handicap |
consequence of disability |
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highest incidence disability under IDEA |
Specific learning disabilities |
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Interdisciplinary |
different specialists work on one case, before iep |
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multidisciplinary |
more cohesive than interdisciplinary, before iep |
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transdisciplinary |
most cohesive team of specialists working on a case, usually happens after iep |
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Transition plan |
individualized plan w/ identified goals and objectives used to prepare student in making transition from high school to work/college |
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when transition plan must be included |
before last two years of high school |
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Co-teaching models |
teaming, parallel, 1 teach/1 assist, 1 teach/1 observe, station teaching, alternative teaching |
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IFSP |
individualized family service plan |
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IEP |
individualized education program |
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NCLB |
Getting everyone at passing level, even students w/ exceptionalities |
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What's involved in successful co-teaching |
Know self, partner, students, and stuff |
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Categories of disability under IDEA |
Visual impairments, audial impairments, deaf-blindness, cognitive disabilities, specific learning disabilities, language/speaking disabilities, orthopedic disabilities, multiple disabilities, traumatic brain injury, developmental delay, autism, behavioral/emotional disabilities, other health impairments |
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At-risk |
kids who might have a developmental delay |
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Potential causes for being at-risk |
trauma, single-parent households, older siblings who have dropped out of high school, substance abuse of parent/child, financial instability, nutritional instability, homelessness |
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UDL |
Universal Design for Learning - Classroom is accessible to all students |
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First Law for Students w/ Disabilities |
PL 94-142 |
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How LRE is determined |
Two-pronged test |
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Key court cases influencing special education |
Brown v. Board of Education, PARC v. Commonwealth of Pennsylvania, Larry P. v. Riles, Board of Education of Hendrick Hudson Central School District v. Rowley, Daniel R.R. v. State Board of Education |
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Stipulations for IDEA's reauthorization |
Students w/ disabilities required to participate in state- and district-wide assessments, transition planning commences at age 14, orientation and mobility included as related service, discretionary use of developmentally delayed label for pupils ages 3-9, general educators required to participate on IEP team, students w/ disabilities to be involved in and have access to general education curriculum, mediation offered as means of resolving disputes, benchmarks and measurable annual goals emphasized, pupils who violate student code of conduct may be removed from current educational placement only after due process hearing, assistive tech needs of each learner must be assessed, students expelled/suspended from school still entitled to receive services in accordance w/ IEP, greater variety of assessment tools and strategies are permissible for initial evals and reevaluations |
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Major life activities |
walking, seeing, hearing, working, and learning |
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Prereferral interventions |
Instructional/behavioral strategies introduced by general educator to assist students experiencing difficulty |
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Continuum of services |
There's a spectrum of help given to students depending on how severe their handicap is |
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Ethnic group that comprises most educators |
White |
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Percentage of the US population that speaks a language other than English |
21% |
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Multicultural education |
educational strategy wherein cultural heritage of each pupil is valued |
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Ethnocentrism |
One's cultural practices are correct and those of other groups are inferior |
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How students who are bilingual become more proficient in English |
Transitional, maintenance, enrichment, immersion, ESL, sheltered English |
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What educators must consider when planning interventions for learners who are culturally and linguistically diverse? |
Assessments may be culturally biased |
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Drawbacks to standardized testing |
May only measure cultural assimilation |
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How lack of life experience effects results on standardized testing |
Students may experience life differently than how it's portrayed in standardized tests |
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How teachers can prepare for influx of students of color |
Avoid stereotypes and learn more about other cultures |
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A family’s ability to respond to a crisis or stressful event |
Resiliency |
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How siblings react when one has a disability |
Resentful, jealous, hostile, guilty, grieving, fearful, shamed, embarrassed, rejected |
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Why diverse families’ involvement in education be inhibited |
Lack of ability to communicate, travel, understand |
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Cultural sensitivity |
Perspective adopted by pros when working w/ families in which there's awareness of and respect for values, customs, and traditions of individuals and families |
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How educators can establish meaningful and effective partnerships with families with children with disabilities |
exhibit cultural sensitivity
|
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Technology that's evidence-based practice in math class |
Calculator |
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Positioning |
Adjustable-height desks for seating and positioning |
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Mobility |
Wheelchair for mobility |
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Augmentative and alternative communication |
Picture exchange Communication System for communication |
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Computer access |
Alternative keyboard for computer access |
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Adaptive toys and games |
Switch-operated battery toys for recreation and leasure |
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Adaptive environments |
Adapted utensils, bowls, and cups for activities of daily living |
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Instructional aids |
speech-to-text for motor aspects of writing, word prediction for composition of written material, readingPen for reading, concrete/virtual manipulatives for mathematics, watchminder for organization, text-to-speech for vision, FM system for hearing |
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Different categories of technology |
Teaching,medical, productivity, info, instructional, assistive |
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How to determine appropriate learning media for student w/ visual impairment |
Vision specialist informs family |
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Socially appropriate behavior |
Proper way to respond to someone in certain cultural way |
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Why socially acceptable behavior must be taught, at times, to students with visual impairments |
They can't observe it for themselves |
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What visual acuity is considered to be legally blind? |
20/200 with correction |