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98 Cards in this Set
- Front
- Back
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A perspective that reflects dignity and potential |
Using people first language |
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This is not a category of disability under IDEA |
Gifted and talented |
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This term does not describe special education |
Location |
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Example of person first language |
Child with autism |
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IDEA mandates that services be provided to students in what setting |
Least restrictive environment |
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The landmark case that declared segregation unlawful and laid the groundwork for increasing educational access for students with disabilites? |
Brown. V Board of Education Topeka Kansas |
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Category of disability that has the highest incidence |
Specific learning disabilities |
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Procedure IDEA 2004 provided as an alternative to the discrepancy model |
Response to intervention |
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IDEA mandated process of screening and identication of individuals suspected of having a disability |
Child find |
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An inability or incapacity to perform a task or activity in a normal fashion |
Disability |
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IDEA 2004, what age is a statement of needed transition services required in student's IEP |
16 |
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IDEA 2004, an IEP must include a statement of the students present levels of education and functional |
Performance |
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How often is an IEP reviewed |
Annually |
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Instructional or behavioral strategies introduced by a general education teacher to assist a struggling student are |
Pre referral interventions |
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Belief that all students should be taught exclusively in general education classrooms at neighborhood schools
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Full inclusion
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Bilingual special education serves students who are |
cultural and linguistically diverse and have a disability |
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Parents initial phase of dealing with the news that a child has a disability is characterized by |
Shock grief denial |
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A family's ability to change in response to a crisis stressful even is known as |
Adaptability |
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The most common method used for assessing an individual's cognitive ability is through the use of an |
IQ test |
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An 8-year-old girl living in the United Stateswho is able to dress herself, brush her own teeth, make a peanut buttersandwich, and follow her dad’s instructions to take out the trash is demonstratingcompetence in |
Adaptive behavior |
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Lives in group home, helps vacuum and make meals, bowls, works, needs help budgeting |
Extensive or pervasive |
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Common characteristics of persons with intellectual disabilities include |
Attention deficits and memory problems |
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Microcephaly |
Prenatal |
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Mr.Mendoza is teaching 3-year-old Luis, who has an intellectual disability, to eatwith a fork. He identifies these skills to teach: stab the food with the fork,raise the fork to the mouth, insert the food in the mouth, remove the fork fromthe mouth, chew and swallow the food, and repeat the process. This is anexample of |
A task analysis |
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Ms.Simonsen teaches in special education program that focuses on functionalacademics for students who have moderate to severe/profound intellectualdisabilities. She has been teaching Amber to use a communication system toindicate her choice of entrees for her school lunch. This is an example of ateacher focusing on helping her student develop |
Self-determination |
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How is the term mental retardation generally viewed in society |
Stereotyped and misunderstood |
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Not true about down syndrome |
Predominately affects males |
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Helps determine whether a child has an intellectual disability |
Intellectual ability or adaptive behavior |
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Gage wassuspected of having a learning disability. His teacher provided a series ofinstructional interventions to support his academic progress. How will theteacher determine the efficacy of these interventions? |
Progress monitoring |
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Nita has alearning disability and is in the 8th grade. She has not performedwell on her science unit tests. What is an accommodation that may support herability to demonstrate her science knowledge? |
Extra time on exams, taking the exam in a distraction free room, different format |
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The response to intervention model shifts from what concept |
Wait to fail |
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Method of identifying a learning disability supported by IDEA 2004 |
Response to intervention |
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% of children receiving special education services |
40.7 |
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Not a common component of the definition of learning disabilities |
Below average intellectual functioning |
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Cognitive process that is characterized by recognizing numerals and shapes |
Visual perception |
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Sometimes On Valentine's DayI Seem To Eat A lot Of Home MadeDonuts |
Mnemonic strategy |
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NOT an example of executive function of the brain |
Motor coordination
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Class wide interventions for students with ADHD |
A way to help students with ADHD without singling out one individual |
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Medication for students with ADHD |
Should be paired with educational and behavioral interventions |
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One ofyour students has been through then referral process and did not qualify forspecial education services under IDEA. You are still concerned that the childmay need extra help to succeed in school. What should you do? |
Advocate for the student to receive services under section 504 |
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Since IDEAdoes not recognized ADHD as one of the 13 categories of disabilities underwhich category would a child who is diagnosed with ADHD that is causing anadverse educational impact most likely receive services? |
Other health impairments |
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Students with ADHD are typically |
In general education classrooms |
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The correlation of this environmental factors and ADHD is |
Maternal smoking |
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Classroom environment that students with ADHD respond to best |
Structured and predictable so the student knows the rules and what to expect |
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Important to use multidimensional approach to assess for ADHD |
Important to get multiple perspectives on an individual's behavior in order to identify him or her as having ADHD |
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Not a characteristic in the federal definition of an emotional disturbance |
Involvement in the juvenile justice system |
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Involuntary confinement of student to a room or area from which he or she is physically prevented from leaving is |
Seclusion |
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Most salient characteristic of students with emotional behavioral disorders is |
Difficulty establishing and maintaining social relationships |
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Two global dimensions of behavior found in students with emotional and behavioral disorders are |
Externalizing and internalizing |
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Factors that may influence the development of an emotional behavioral disorder |
Genetics, injury from abuse, lead poisoning |
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Ms. Taylorhas provided several ways for her students to learn about the parts of thehuman digestive system and how these parts work together. She has severalbooks on the topic, a video that students may watch, and a human model withparts labeled. Which principle of Universal Design for Learning is Ms.Taylor's approach to this science lesson demonstrating? |
Multiple means of representaiton |
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The label used by the individuals with disabilities education improvement act for a student's difficulty with communication is |
Speech and language impairment |
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Cleft palate is an example of which etiological classification |
Congenital |
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A mild to moderate speech and language disorder |
May have a profound affect on all aspects of a student's life |
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Example of students demonstrating receptive language |
The teacher tells bob to go get the marker and bring it to her. Bob gets the marker and takes it to the teacher |
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NOT a characteristic of an expressive language disorder |
Difficulty following oral directions |
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A rule based method of communication best sums up the definition of which of the following terms |
Language |
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Cannot be associated with hearing loss in children |
Autism
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American Sign Language |
Has a unique syntax system |
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Preferential seating will enhance the ability of a student with hearing impairment to hear and understand what is said in the classroom. Place the student.... |
Near where you typically teach, away from other noise sources |
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Causes of hearing loss |
environmental or trauma, infections, genetic or hereditary |
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Primary role of an interpreter is to relay to the student... |
anything said in class |
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Braille symbols consist of ___ possible dots arranged in two columns |
six |
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NOT a potential hazard to eye health |
Watching too much television |
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% of students with disabilities do students with visual impairments account for |
0.4 |
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Not considered a typical characteristic of individuals with visual impairments |
cognitive disability |
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Current research suggests that origin of autism spectrum disorders is related to |
Biological factors |
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For a student with physical or health disabilities to qualify for special education services, the student's disability must |
interfere with his or her educational performance |
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Several types of environmental modifications may be needed to accommodate a student with a physical or health impairment. |
Modified school days, rest breaks, classrooms in close proximity |
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Appropriate educational placement for a student is determined based on |
IEP team decisions with regard to the results of the student's assessments and planned educational goals |
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IDEA 2004, assistive tech refers to any item piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized that is used to |
Increase, maintain, improve the functional capabilities of child with a disability |
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NOT a challenge that educators must consider when using assistive tech with students with disabilites |
Abandonment - staff failing to consistently use the technology with the student across educational environments |
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Example of assistive tech used for mobility |
gait trainer |
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iPAD |
High tech |
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NOT an example of repurposing tech |
Cell phone to contact parent |
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IDEA 2004 mandates that states and their districts pay for all assistive tech required in an IEP except |
Cochlear implants |
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IEP teams often use the student environments task and tools framework to consider and select assistive tech tools for students with disabilites |
The financial status of the students family |
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Symbols aids atartegies and techniques used as supplement or alternative to oral language are referred to as |
Augmentative and alternative communications |
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NOT one of the seven purposes for assistive tech as stipulated by Bryant 2003 |
Composition of written material |
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The study and practice of facilitating learning and improving performance by creating using and managing technological processes and resources |
Educational technology |
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Provide several ways for students to learn |
Multiple means of representation |
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What should occur before initiating a referral for special education services? |
a. provision of accommodations b. related service provision c. pre referral interventions |
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Ms. Davis began teaching a cognitive strategy called POW TREE to her 4th grade students to help write a paragraph. This intervention targets |
a. learned helplessness b. semantic memory c. metacognition |
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What has developed when a student anticipates failure, gives up, may not attempt to complete a task |
a. learned helplessness b. ADHD c. dyscalculia |
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In regards to individuals with ADHD, postsecondary institutions
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a. are required to offer services if made aware that a student has been identified with the disorder b. are required to seek out students who may be affected by the disorder and offer them services c. can refuse services to a previously identified student if the institutions evaluation team does not agree with the identification |
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Although less than 1% of the school age population currently receives special education services for emotional or behavioral disorders, credible studies in the US indicate that at least __ of children and youth exhibit serious and persistent problems |
a. 1-2 b. 3-6 c. 9-12 |
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In helping to determine whether a child has an emotional or behavior disorder, one thing a professional may look for is atypical behavior. Atypical means.. |
a. normal b. advance c. peculiar |
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Researches studying "resiliency" have found |
a. children and youth who experience adverse circumstances are unable to become well-adjusted adults b. key attribute or resilient children is an ability to ben into their surroundings c. just one nurturing relationship with an adult can help prevent poor long term outcomes in a student as risk for emotional or behavioral disorders |
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Anton's educational team has decided to conduct a functional behavioral assessment by identifying the ___ a problem behavior, a preventative approach to intervention can be implemented |
a. antecedent to b. key to c. consequence of |
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____ includes interventions designed for individuals students behavior |
a. Tier 2 secondary prevention b. Tier 3 tertiary prevention c. Classroom observation |
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What % of the school aged population is generally considered to be gifted |
a. 20-25 b. 3-6 c. less than 1 |
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Which of the following practices would not support the advancement of gifted/talented learners |
a. applying principles of universal design for learning when developing assignments b. providing problem based learning activities c. providing more opportunities to work at the same level |
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Where are the most students with visual impairment likely to be served |
a. among typically developing peers b. among peers with visual impairments c. in smaller settings among students with various disabilities |
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A ___ identifies goals and objectives specific to meeting a student's needs after high school |
a. post secondary plan b. transition plan |
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The term low-incidence disabilities refer to |
a. paraplegia b. students who have more than one disability c. disabilities that occur infrequently in the population |
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Under the federal definition when would a student be identified as having multiple disabilities |
a. when a student has two or more disabilities who's combined effects cannot be accommodated in a program for one of the disabilities b. when a student has a severe physical impairment plus one or more other disabilities c. when a student has deafness and blindness |
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Which is not included in the IDEA criteria for verification with autism |
a. impairment in social interaction b. intellectual disability c. impairment in communication |
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Which of the following is not true of all students with multiple disabilities |
a. they cannot receive adequate services in a program designed for just one of their disabilities b. they have concomitant disabilities c. they function cognitively in the range of average intellectual ability |
