3350 first test
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50 terms
Terms | Definitions |
|---|---|
 At risk students | Those students who have been identified as potential school dropouts. Often because they are from single parent households or are poor. |
| disability | a condition that a person possesses. (only one characteristic of the individual)- the lack of an ability |
| handicap | the results from the interaction of a disability with the environment.- the lack of a function. |
| handicapism | the beliefs and practices that promote differential, unjust, or unequal treatment of a person based solely on disability. |
| classification | the systematic formation of groups and subgroups based on a shared characteristic or traits. using assessment to determine disability |
| diagnosis | the process of determining the nature and the impact of an individuals condition or disease. It determines the factors that are unique to the individual and works on treatment. |
| Phillipe Pinel | Is one of the first psychiatrists and is credited with introducing the notion of habilitation and rehab. France 1793 |
| Jean Itard | The French student of _____ who experimented on Victor the wild boy in 1801. (Showed teachability) |
| Brown vs. Board of Education | 1954 Supreme Court case that was racial in nature when it declared that "separate was not equal." However, parent of children with disabilities used it as a defense against discrimination and to help get their children into typical classrooms. |
| ESEA Elementary and Secondary Education Act | 1965- this act included support for children with state supported schools for students with disabilities. |
| PARC vs. Penn. (Penn. Association for Retarded Citizens) | The __________ sued the state and won for their right to a normalized and free public education. |
| Section 504 | 1973 an Amendment to the Vocational Rehabilitation Act that required accommodations be made to permit access to programs for people with disabilities. |
| Education for All Handicapped Children Act | 1975- This act provided a free and appropriate public education to every school aged child in the US. Was later edited and renamed in 1990 |
| IDEA Individuals with Disabilities Education Act | 1997 and 2004 Revamped to ensure that no child could be barred from school because a disability was to severe. 1- nondiscriminatory evaluation 2- individualized education programs 3-Least Restrictive Environment 4-Parental participation 5-Procedural due process |
| RTI Response to intervention | Treatment validity model based on curriculum based assessments. It looks for a lower performance when compared to peers, and a significantly slower learning rate. |
| Formative evaluation of progress | collecting data on a learner and using that information to determine what a student needs/effectiveness of support and to make changes. |
| summative evaluation of progress | looking at all the things we know about a child to determine if they have mastered shills to make judgments about the child. |
| Norm referenced assessment | comparing performance of one student, to typical children of the same age/grade. A test is preformed on student of the same demographic to develop a standard to compare to. |
| Curriculum Based Assessment/ criterion based | This is more useful in diagnostics and program planning. It uses tests designed to determine weather a learner has achieved mastery of specific skills or learning objectives and to determine if the student is ready to progress to the next stage. |
| Performance Assessment- | the observation and analysis of performance. providing evidence of learning and knowledge application |
| Portfolio assessment | A combination of performance assessment with the evaluation of a _______-of students work. |
| Tiers of RIT | Tier 1- providing a high quality of instruction and support to all students in the general education classroom to determine the rate of growth for the students. Tier 2- targeting small groups in intervention ans support with additional instruction for students with a lower growth rate in tier 1 tier 3- if discrepancies persist after tiers 1 and 2 special education services will probably be available for the student. |
| Task analysis | identifying what a child needs to know to get a certain task done. (to write a paragraph you need to be able to write and punctuate sentences, use indent, etc.) |
| Terminal Objective | what the teacher wants you to do. (Write a descriptive paragraph about plants) |
| testing modifications | -flexible setting -different timing or pacing |
| evaluation | one of the steps of IDEA- process the district uses to determine if a child needs special education services |
| IEP | -guide/plan for helping students with disabilities learn the general currriculum to the highest extent. -required for every child with a disability by the IDEA -sets behavioral, academic, and social goals for children. |
| people present at an IEP meeting | -parent -general educator -special educator -therapist -administrator -someone who can read test results (could be therapist) - student (optional) |
| IDEA requirements | -use a variety of assessment tools, and multiple people testing -tests must be valid and reliable and in the child's native language -review progress in the general curriculum including strengths and weaknesses -reevaluation every 3 years unless the parent says otherwise -all kids take standardized state test unless they take no part in the gen ed curriculum |
| Issues with classification | -implies similarity -based on arbitrary cut off of scores -identification is disproportionate -differential funding makes ID and ________ non-objective |
| five groups in a hate crime | - race -sexual orientation -ethnicity -religion -disability |
| explicit curriculum | formal written curriculum that teachers and schools are expected to follow. (state standards and tests) |
| Hidden Curriculum | the actual curriculum implemented in any classrooms. A combination of the explicit curriculum and teachers activities and decisions on the presentation. - how differences are handled |
| absent curriculum | topics or learning that are not included in classroom instruction. |
| Universal design | a curriculum that the widest variety of people without special accommodation can use. Technology helps with this a lot. Core principals: -Representation -expression -engagement -community of learners -instructional climate |
| representation | UDL principal- using a variety of __________ of content to support student learning (all students learn differently) |
| expression | UDL principal- differing the ways that students can display their knowledge, providing options increases the likelihood that assessment will be a valid measure of learning |
| engagement | UDL principal- learners differ in the ways they are engaged. Providing options in the nature and intensity of activities supports effective practice and persistence. |
| Community of learners | UDL principal- establishing instructional environment that supports interaction and communication between students and teachers. |
| Instructional Climate | UDL principal- designing instruction to be welcoming and inclusive, even as it sets high and appropriate expectations for all students. |
| differentiated instruction | when teachers seek ways to vary classroom instruction in response to the strengths and needs of learners. Areas of _______________- -content -process of learning -products of learning -learning environment |
| mainstreaming | the integration of children with disabilities with their typical peers.- philosophy that disabled should be educated with typical to the maximum extent possible. Typically in environments where their disability presents few issues and accommodations are minimal. |
| curriculum | the content of education |
| instruction | the methods used to develop content and skill competency |
| inclusion | an integrated classroom where the two systems collaborate to provide educational support services required by students with disabilities within the education program. |
| partial inclusion | a variant of the inclusion model in which most of the students program is delivered in the general education classroom with supports but in which students may also be removed for special services. |
| Primary intervention | to change the conditions associated with the disability so it does not occur in the first place. ex- requiring all newborns to be immunized against rubella |
| Secondary intervention | to identify the disability as early as possible and change the environment so that the person is affected as little as possible and the duration of the disorder is shortened. ex- PKU testing and treatment |
| Tertiary prevention | to provide support in educational and social environments over the life span to maximize the person's level of functioning and prevent the condition from deteriorating any more rapidly than necessary. Downs |
| Section 504 of the Rehab act | the first legislation to convey specific rights to children with disabilities. |
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