Glossary of 360 Mid term Question
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- Least Restrictive Environment
Default in general education with supplementary supports and accommodations
- Individualized Educational Program/Plan
- Free and Appropriate Public Education; no expense to families
- IDEA and IDEIA
- Individuals with Disabilities Education Act (1990; 97)
Individuals with Disabilities Education Improvement Act (2004)
- 94 142
Law of Angry Mothers
- Brown vs Board of Education
- Separate is not equal
Can’t segregate based on unalterable characteristics
Equal access to facilities and education
- 3 Gates of Special Education Eligibility Determination
- Disability Determination
- 504 vs IDEA
- Rehab Act vs Education Act
Office of Civil Rights vs OSEP
Gen Ed vs Sped
504 plan vs IEP
Local & state funding vs local, state , federal funding
- Purpose of 504 and who is responsible?
- Support students who are having difficulty at grade level, but who are not eligible for special education
- Operational Components of Inclusion
- Zero reject, natural proportion, chronologically age appropriate placement, neighborhood school, individually determined educational outcomes or goals, all in place.
- IDEIA vs 504 what are the enforcement federal offices for each at the federal level?
- IDEIA: OSEP
- How many days does the educational team have to conduct the initial evaluation?
- 60 DAYS
- How many days does the team have to write the IEP?
- 30 DAYS
- Who is on the IEP team?
- LEA Rep. familiar with special education, curriculum, school district, school representative other than the teacher, parents, student (when appropriate), teacher (gen &/or sped), others who can interpret test results (this could be school psychologist or special educator), others (e.g., parent advocates) invited by the parents or other team members
- Define & give an example Partial Participation
- Everyone can participate at least in part, in most activities.
- Define & give an example Least Dangerous Assumption
- In the absence of clear evidence, assume that the person is capable, understands
- Define & give an example Sociogram
- Figure out positive, negative, neutral relational/interaction patterns; determine social isolates, high status
- Define & give an example of ABC
- Antecedent Behavior Consequence: Figuring out the communicative intent of behavior; figuring out triggers and SR+
- Define & give an example DA
- Discrepancy analysis: figuring out how 2 different people do the same task. Used when trying to figure out how to teach a specific skill.
- What is the continuum of services and how does it relate to special education?
- Most to least restrictive environment
- What is special education?
- Specialized Instruction
- What are the responsibilities of the general educator for students with disabilities in the classroom?
- Teach, actively include, claim, membership, responsible to implement IEP
- List & describe 5 teaching strategies that are often used for students with LD, but would be helpful for most students.
- Advanced organizers, graphic organizers, schedules, personal planners, visual representations, use of multiple intelligences, graph paper in math, time extensions, oral testing, divide projects into manageable pieces, word processing with spell check, lecture: write notes on board, 2 column note taking, books on tape, computer simulations, memory strategies
- What are the 2 distinct factors in ADHD? How will you support students in a proactive & respectful manner?
- 1. inattention – proximity, visuals, group work, interactive lectures
2. hyperactivity-impulsivity – movement, teach “think first…”, checklists
- List & Describe the 5 factors that textbook selection committees use.
- Subject Matter. Social Content, Instructional Design, Readability Level, Friendliness Level
- Describe time delay and when you would use it within your instruction.
- Prompt > delayed time before an answer is required; teach student to find an answer, ask a peer, get it wrong.
- Improving class discussions: According to your text, what are 3 ways that you can improve classroom discussions without asking questions? (Tip 15.2)
- 1. Declarative statements: provide info that students can respond to.
2. Declarative restatements: summarize student comments.
3. Indirect questions: "What would happen if..." or "I wonder..."
4. Imperatives: Make statements that encourage students to say more about what they are thinking or to provide examples.
5. Student questions: Invite students to ask questions of each other.
6. Deliberate silence: give everyone time to think and gather their thoughts.
- List the elements of the cycle of instruction?
New Information: Model + direct instruction > guided practice > independent practice > assessment
- List the steps a teacher must go through in order to develop adaptations that are appropriate for individual students.
- Gather Information about the student and context.
Determine when adaptations are needed.
Decide on planning strategies.
Plan and implement strategies from general to specific. Only as special as necessary.
Plan and implement alternative adaptations.
Monitor and evaluate.
- Describe "Circle of Friends."
- An approach to understanding and mapping friendships along a continuum of intimacy. Close friends to those paid to be with you. When the internal circile and the 4th circle are the only ones populated > huge stress on those in the first ring.
- List and describe the 6 areas of information that you would need to assess to determine the health & points of instruction re: relationships?
- 1. Opportunity
3. Social Support & Motivation
4. Academic Achievement
5. Social Competence & Interaction Skills
6. Maintenance & Generalization of Skills
- What are the potential challenges associated with "helping" relationships or "special buddy" arrangements between students with and without disabilities?
- 1. Patronizing.
2. Not real friendships.
3. Person with the disability beccomes the project.
4. Person with a disability is pitied.
5. The assumption that the person with a disability is not worthy or true friendship.
6. Assumption that the person with a disability doesn't want to be a friend or doesn't have anything to contribute to friendship.
- What are the 5 most common functions of behavior?
- Attention Seeking, Self-Regulation, Escape or Avoidance, Getting Something Tangible, Play or Entertainment
- Do all studnets with disabilities receive special education?
- No; need to pass 3 gates
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