SPGN Test #1

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IDEA 97 Components: Person-first language
Least Restrictive Enviornment
Individualized Education Program
Due Process Right
Due Process Hearing
Non-discriminatory Assessment
Related Services
Free Appropriate Public Education
What are five learning disabilities?: vision impairment
Hearing impairment
emotional impairment
physical impairment
cognitive impairment
IEP: Individualized Education Program
Every child should have an individualized prgram based on their needs
7 steps of IEP: Pre-referral
Referral
Evaluation-standardized and informal testing (interview, observation)
Assessment of Eligibility
Development of the IEP
Implementation
Annual Review
How often does a child need to be re-referred for IEP?: Every three years
Who attends IEP meetings?: Parent
Child (sometimes)
School district REP
Gen Ed Teacher
Evaluation performer
What does standardized testing do?: Finds weaknesses/strengths
If there is a disability
What it is
Severity
Prognosis/Treatability
Learning Disability: a discrepancy between actual and expected achievement in a gen ed classroom
What causes learning disabilities?: Not sure
premies
runs in the family
we can predict the issues that will arise
5 Characteristics of a child with a learning disability: distractability
hyperactive behavior
inattentiveness
impulsiveness
poor motor coordination
Children with LD are usually...: unmotivated or unstructured learners
have normal cognitive abilities
normal, average IQ
learn differently than the majority of us
What is the largest category of children with special needs? Why?: Learning Disabilities
-socially acceptable
-explains kids that may not fit in
Most kids with a LD have problems in what area?: Language-related
-communication
-reading
-writing
By what grade do we begin to see LD's?: 3rd because of independent reading and writing
What are characteristics of the social skills of a child with a LD?: -make poor decisions
-less socially acceptable behavior
-can't predict the consequences to their behavior
-adapt to the charateristics of the person they are interacting with
-victimized more often
Signs of ADD in adolescents: restlessness
depression
academic difficulties
procrastination
difficutly following directions
Signs of ADHA in preschool children: Excessive busyness
resistance to routines
talks too much
agressive in play
easily upset or frusterated
Signs of ADHD in school age children: noisiness
interrupting
bossiness
less sharing
self-centered
What are five ways we can help children with ADHD?: Make Lists
Color code things
Planner with external mechanisms
Post-it notes
Mnemonics
-verbal rehearsal and associations, chunking
What is specific SLI?: The child is only speech and language impaired
What are the basics of communication?: Language
Body Language
TOne of Voice
Facial Expression
Writing
Speaker
Message
Receiver
Opportunity
Speech Language Pathologist: does the evaluation and direct treatment
Speech: mechanical producation of sound
Componenets of Speech: Articulation
Voice
Fluency
Articulation: the ability to make sounds accurately and clearly and problem solve
Voice: How your voice sounds with regard to abuse of the vocal cords
Fluency: rhythmic speech
stuttering
Language: rule based system
Components of Language: Phonology
Semantics
Syntax
Phonology: rules for sound patterns of a language
Phonemes: sounds associated with a language
there are 45 in english
Phonological Process: rules that kids develop when trying to figure out how the language works
-substitution/deletion
Syntax: rules for sentence structure
Semantics: meaning of words and language
Pragmatics: the use of language in a social context
Components of Pragmatics: Word Choice
Turn Taking
Topic maintainence
Socially appropriate behavior
-eye contact, touching, etc.
Language Difference: Background
-country
-accent
-dialect
Language delay: developmental issue
the child is not where we expect them to be
Components of Language delay: -speech and language impairment
-chronological age and mental age/cognitive abilities vs. language age
-many kids do not grow out of this
Prevalance of Language Delay: 2% of them are SLI
Causes of Language Delay: Autism
Chronic ear infections
Family history of SL problems
Premies
Cleft lip or palate
Epilepsy
Characteristics of a child with speech impairment: -consistent and age-inappropriate articulation errors
-dysfluencies in rhythm
-poor voice quality
-excessively loud or soft
Characteristics of children with language impairment: -hard time in the classroom
-can't follow oral directions
-can't match letters to sounds
-inadequate vocab
-poor conception formation
-difficulty conversing
-can't express personal needs
What can we do for SL children?: -Speech Pathologist Intervention
-Augmentative and ALternative communication
-Help in the gen ed classroom
Speech Pathologist intervention: Conduct evaluation
Design treatment
one-on-one treatment
AAC: Voice output device
Support in the Gen Ed Classroom: create opprotunities where the child has to communicate
-sabotage
-interesting material
-choice making
-inadequate materials
-items out of reach
Cognitive Impairments: significantly subaverage general intellectual functioning existing with defeceits in adaptive behavior and manifested during the developmental period
-Subaverage intellectual functioning
-Adaptive Behavior
-Developmental Period
Subaverage intellectual functioning: borderline
mild
moderate
severe
profound
Adaptive Behavior: How do they function? What can they do?
Communication
Self-care
Home-living
Social Skills
Leisure
Community Use
Self-direction
Health and Safety
Work
Developmental Period: To obtain FAPE, their CI must appear during the development period
Causes of CI: Down Syndrome
Environmental disadvantage
FAS
Fragile X Syndrome
Learning Characteristics of children with CI: attention difficulties
Lower concentration on complex tasks
Memory Issues
-time confuses them
How children with CI learn: They learn by experiencing it for themselves and tons of examples
-They do not learn incidentaly or by generaliztions
CI Communication Characteristics: Verbal Communicator
Vocal Nonverbal Communicator
Nonverbal Communicator
Verbal Communicator: mild to upper moderate
Their speech intelligibility varies
-depends of context, listener, emotion
May use non-verbal cues
Vocal Nonverbal Communicator: Low moderate to severe
Sounds
-content or upset
Vocalizations
-anger, fear, joy
Non-verbal communicator: lower severe to profound
Body quieting
orienting
many are never given the opportunity to communicate
How to identify CI: Standardized test (usually IQ)
Assessment of:
-adaptive living skills
-emotional development
-overall health
How they function in different environments
Develop goals and levels of support
How do we work with preschool children with CI?: Early intervention
-PPI (Pre-primary impairment class)
-teach them young
-narrow age level gap
-prevent negatives
-more money when younger=less money when older
-change IQ
How do we work with Elementary and Secondary Kids with CI?: Fuctional Academics
Vocational Skills
Self-advocacy
Transitions
Functional Academics: teachings are important and relevant
Vocational Skills: Responsibility
Reliability
Advocate for themselves
Run equipment
Transitions: moving toward social services
find a job
live independently
communicate

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Deck Info

Number of cards 64