Special Education Study Guide for TEXES
Terms in this set (66)
the teacher provides the information and content to support the learning process.
the focus is on the student as an active and involved learner who constructs knowledge by using previously learned information.
Placement of the students in educational activities according to performance and academic achievement levels.
An adjustment that enables a student to participate in educational activities.
Active student response
a measure of the engagement of the learner in tasks and activities.
a change made to the environment or curriculum.
Insturction using real-world projects and activities to allow students to discover and explore in a more relevant manner.
the breaking down of a task into component parts so a student finishes the task by starting with the first step in the sequence and performing each component progressively until the task is completed.
a technique in which student performance is reinforced so the student will continue to perform more complex tasks in the sequence.
Oral response of students (in unison) to a question or problem presented by the teacher.
A strategy the allows a student to remember and organize large amounts of information.
The use of semantic and syntactic clues to aid in completing sentences.
The ability for students to demenstrate concept knowledge by applying the information to the other settings without prompts from teacher.
Techniques used to aid in the organization and delivery of curriculum such as guided notes, graphic organizers, mnemonics, and visual displays.
A strategy for helping a student and eventually fading out the support as he gains mastery.
Classroom is divided into groups to work together to complete a task or participate in an activity.
Cues and Prompts
Provides assistance to ensure adequate support of instruction.
Individualizing instruction to develop strenghts and remediate weakness.
To address the varying abilities, strenghts, and needs of learners and their styles if learning by imposing a choice of learning activity, tasks that suit the learning styles, student groupings, authentic lessons, and problem based activities.
A systematic approach of teaching with specific goals, active engagement, and positive reinforcement for student performance (synonomus with explicit intsruction).
Checking on student achievement during a period for a specific opportunity to perform and recording the response.
Students engage in active learning with lessons designed and overseen by the teacher but managed be the students.
A measure that encourages practice of skills to improve the accuracy and rate of use.
The ability to use skills learned across various settings.
A visual-spatial organization of information to help students understand presented concepts.
Providing opportunities to gain knowledge by offering cues, prompts, or added sequential information.
Specific areas or activities that enhance the cirrular content and allow independent or small group instruction.
An approach that teaches students how to learn and remember particular content.
A procedure that provides cues and prompts, while gradually removing them so students can perform and respond independently.
A strategy that enhances memory through key words, acronyms, or acrostics.
A method that helps make connections between the material to be learned and the process to learn it by acting out sequences while stufents observe and then imitate the task.
Changing the content, material, or delivery of instruction.
Multiple Intelligence Strategies
The nine areas of learning that are addressed in classroom instruction linguistic, logical-mathmatecial, spatial, bodily-kinesthetic. muscial, interpersonal, intrapersonal, naturalistic, and existential.
Procedures that involve activities interesting to students with naturally occurring consequences.
Undeer the guidance of a teacher, a non-disabled student with compentencies in a particular area works with a student with a disability who needs assistance to enhance an area of study.
An approach that identifies the skills to be taught and uses direct daily measure of the student's performance to acquire the skills.
A technique in whihc a visual, auditory, or tactile cue is presented to faciltate the completion of a task or to perform a behavior.
A program technique to teach students to overcome an exceptionalilty through training and education.
Contiual work on a specific skill or content concept to help build rote memory skills.
A method that allows all students to answer simutaneously by using signs, cards, or items held up to demonstrate responses.
applying stages to learning content and task by first observing the student to see what she can do and then helping her understand the how annd why until she can perform herself (direct instruction, tutoring, modeling, independance).
Repetition and practice of new skills until the learner performs without cues and prompts.
A planned, sequntial instruction to show similaritites and differences between acquired and new knowledge.
Providing positive reinforcement and confirmation to improve learning.
A strategy in whihc athe goals are broken into smaller steps and sequences while keeping the learner's pace in focus.
A procedure tbat improves fluency of new skills through time limits.
Transfer of Stimulus Control
Providing instructional prompts to aid in correct responses.
The concept that everything in the environment, in learning and in products, should be accessible to everyone.
Recommended for students who are gifted or talented is a cirriculum that is responsive to the needs of these students, based on their individual strenghts, and allows them opportunity to use their exceptional abilities.
Strategies for accleration for GT students
Self-Paced instruction, compacting or telescoping the curriculum, mentoring programs, tiered lessons, summer programs, special focus courses, ability grouping, advanced placement courses, extracurricular programs and skipping grade levels.
Explicit Instruction and Implicit Instruction
Two distinct methods of providing instruction to diverse students and these are used for various student groups depending on the functioning level and the subject area.
Study Skill Instruction
reading, listening, notetaking, outlining, report writing, oral presentation, graphic aids, test taking, library use, time management, and behavior self-management.
Secondary Study Skill Instruction
maintaining a schedule, learning to ask questions, skimming for information, outlining a chapter, using mnemonics, and paraphrasing.
Focused Instruction on Social Skills exceptions
autism, emotional disabilities, gifted-talented, hearing and vision impairments, learning disabilities, and mental retardation.
The ability of the individual to maintain control of one's self and to generalize skills learned across various settings.
Small group Instruction
Type of instruction that helps students learn to generalize skills more quickly, allows for social interactions, permit more flexible involvement with the teacher, helps students learn from other peers.
the independent living skills considered important for self-care, social circumstances, employment, vocational situations, and recreational activities.
focuses on basic educational concepts that may be used in daily life, such as basic reading using survival sight words, basic math involving money and time, basic writing like name, address, and phone number.
emphasizes the skills necessary to perform adequately in the community and is most often used with students who have mental retardation, autism, and other moderate to severe conditions.
the skills used to make a basic need or desire known.
the level of communication and language that a person needs to live independently in the community.
Steps in the Referral Process
Pre-referral, screening, evaluation, and identification, instructional program planning, placement, review and evaluation.
the work under the supervision of a certified teacher, help the teacher by providing more direct services and additional instructional opportunities on a regular basis and have a wide range of duties and responsibilities.
Traits a Paraprofessional should have
flexibility, dependability, motivation, tolerance, patience, cooperativeness, resourcefulness, and positiveness.
Special Education teacher role
to manage the IEP team, implement the IEP, provide accommodations to general education, and support the student and other teachers.
General Education teacher role
instruct students in the general education curriculum according to district standards and state requirements, while implementing accommodations, modifications, or adaptations for exceptional students.
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