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Exceptional Learners

Terms in this set (96)

Retinopathy of prematurity (ROP)
A condition resulting from administration of an excessive concentration of oxygen at birth; causes scar tissue to form behind the lens of the eye.
Phenylketonuria (PKU)
A metabolic genetic disorder caused by the inability of the body to convert phenylanine to tyrosine; resulting in abnormal brain development.
Cystic fibrosis
This is an inherited (genetic) recessive disorder of the EXOCRINE glands. Causes secretions of thick mucus that blocks the respiratory and GI system. This clogs up the alveoli (poor oxygenation) and GI system (blocks production of pancreatic enzymes so cannot absorb nutrients). Diagnosed by positive sweat test. Child may have had meconium ileus (small bowel obstruction) as newborn. May be placed on prophylactic antibiotics.
muscular dystrophy
group of inherited muscle disorders that cause muscle weakness without affecting the nervous system
down syndrome
A human genetic disease resulting from having an extra chromosome 21, characterized by mental retardation and heart and respiratory defects.
hydrocephalus
a condition in which there is an abnormally increased amount of cerebrospinal fluid within the ventricles of the brain
Education for all handicapped children act
(1975) guaranteed that children with disabilities will receive an appropriate education; is now known as IDEA
Individuals with disabilites Education Act (IDEA)
the federal law that provdes federal funding for special education and regulates special education procedures of free, appropriate public education for every child 3-21 yrs old.
American with Disabilities Act (ADA)
Law enacted by the US Congress in 1990. It is a civil rights law that makes it illegal, under certain circumstances, to discriminate against people with disabilities
Individualized family service plan (IFSP)
Individual Family Services Plan for at risk children (Birth -3yrs), developmentally delayed
Spina bifida
a congenital defect that occurs during early pregnancy when the spinal canal fails to close completely around the spinal cord to protect it
Congenital
present at birth but not necessarily hereditary
Interim alternative educational setting (IAES)
A temporary placement outside general education for students whose behavior is extremely problematic, but in which their education is continued
Reciprocal teaching
approach to teaching reading and listening comprehension in which students take turns asking teacher-like questions of classmates.
Cooperative learning
small groups of classmates with heterogeneous abilities to work toward common goals
Response to Intervention (RTI)
a method for identifying children with learning disabilities in which a child receives increasingly more intensive levels, or "tiers", of instruction until his or her response to that intervention is acceptable.
Functional Behavior Assessment (FBA)
Evaluation that consists of finding out the consequences (what purposes the behavior serves), antecedents (what triggers the behavior), and setting events (contextual factors) that maintain inappropriate behaviors
Accommodations
change in the delivery of instruction, type of student performance, or method of assessment which do not significantly change the content or conceptual difficulty of the curriculum.
Modifications
Changes made in instruction or assessment to make it possible for a student with a disability to respond more normally.
Adaptations
Changes in curricular content or conceptual difficulty or changes in instructional objectives and methods.
Prevalence of intellectual disability
might be estimated at 2.3% which means 2.3% of the population or 23 peole in every 1,000 are assumed to have intellectual disabilities.
Prevalence of giftedness
assumed to be between 3% and 5% then somewhere between 30 and 50 people n a sample of 1,000would have special gifts of some kind
high-incidence
Categories of disability that are found relatively frequently (learning disabilities, communication disorders, emotional or behavioral disorders.)
low-incidence
Categories of disability occur relatively rarely (blindness, deafness, deaf-blindness)
Special education
means specially designed instruction that meets the unusual needs of an exceptional student and that might require special materials, teaching techniques, or equipment and/or facilities. Students with visiaul impairments might require reading materials in large print or braille, etc.
individualized instruction
in which the child's charateristics rather than prescribes academic content provide the basis for teachign tecniques
Jean Marc-Gaspard Itard
a french philosopher known for is work with deaf children; found a child in preteens living without clothes or shelter; gave proof that children could still learn (1775-1838) a french physicicain who was an authority on diseases of the ear and on the educaiton fo deaf students. HE began to educatea boy of 12 years of age who has been roaming naked and wild in the forests of france (sometiems referred to as the wild child or the wild boy of Avyron)
Philippe Pinel
mentor - a prominent french physician who was an early advocate of humane treatment fo insane people advised Itard that his efforts would be unsuccessful because the boy, Victor was a hopeless idiot. but Itard perserved - he did not eliminate victor's disabilities, but he did dramatically improve the wild child's behaviro throug patient, systematic educative procedures
Edouard Seguin
(1812-1880) one of Itards first students - Seguin immigrated to the US in 1848 - he became famous as an educatior of the so-called idiotic children, evne though most thinkers of the day were convinced that such children could nto be tarught anythign of significance
Special Education foundation
Individualized instruciton - a carefully sequenced series of educational tasks - emphasis on stimulation and awakening of the child's senses, meticulous arrangemetn of the child's enviornment, immediate reward for coorect performance, tutoring in fucntional skills, belief that every child should be educated to the greatest extent possible (Itard and Sequin that helped to form these)
Samuel gridley Howe
(1801-1876) - an 1824 graduate of Harvard MEdical School. He was a young US thinker who was concerned with the education of students with disabiliteis. physician and educator. he was a political and social reformer, a champion of humanitarian causes and emanicpation. He was instrumetnal in foundign the perkins school for the blind in watertown MA - he also taught students who were deaf and blind. He taught Laura Bridgman who was deaf and blind and greatly influenced the education fo Helen Keller. He was a force behind the organization of an experimental school for children with intellectual disabilites and was personally acquainted with Sequin
Thomas Hopkins Gallaudet
(1787-1851) a minister, was a student at Andover Theolotical Seminary, he tried to teach a girl who was deaf. Visited Europe to learn about educating the deaf and in 1817 established the first Americna residential school in hartford CT for students who were deaf (now known as the American school of the Deaf) Gallaudet University in Washington DC the only liberal arts college for students who are deaf was named in his honor.
Normalization
As a philosophy and a principle, the belief that people with disabilities should, to the maximum extent possible, be physically and socially integrated into the mainstream of society regardless of the degree or type of disability. As an approach to intervention, the use of progressively more typical settings and procedures "to establish and/or maintain personal behaviors which are as culturally normal as possible" (Wolfensberger, 1972, cited in CHH, 2 Ed).
Deinstitutionalization
breaking down barriers to participation of people with disabilities in activiteis with non-handicapped inviduals was one of the ideas leading to this movement. It was in the late 20th century. At one time it was common to place nearly all children and adults iwth intellectual disabilitiesy in a residential institution. In 1960s and 1970s there was a mvoement to move peole out of institutions
Inclusion
most controversial issue grwoing out of the idea of normalization. Inclusion or integration has long been an issue with all exceptional students including gifted and talented. This entails inclusion of exceptional learners in ordinary classrooms with their nonexceptional peers. Yet it has been a very heated topic
Emergence
psychology and sociology and especially of the widespread use of mental tests in teh early years of the 20th century had enormous implications for the growth of special education. banding sociologists, social workers, anthropologists drew attention to this
Elizabeth Farrell
teacher in New York Cityin the early 20th century - was highly instrumetnal in the development of special education as a profession. She and the NYC superintendent of schools attempted to use information about child development, social work, mental testing, and instruction to address the needs of children and youths who were being ill served in or excluded from general education classes and schools. She was instrumetnal that every exceptional child had an appropriate education and received the related health and social services necessary for optimum learning in school. She and others from the US and Canada founded the Council for Exceptional Children (CEC) which is the primary professional organization of special educators.
Eunice Kennedy Schriver
had a sister with an intellectual disability and who originated the Special Olympics
Parent Organizations
1. Provide an informal group for parents who understand one another's problems and needs and help one another deal with anxieties and frustrations, 2. provide information regarding services and potential resources and 3) provide the structure for obtaining needed services for their children.
Parents Organization
ARC (ASsociation for Retarded Citizens), the National Association for Gifted Children, the Learning Disabilities ASsociation, the Autisim Society of America and the Federation of Families for Children's Mental Health
Education for all handicapped Chldren Act - PL 94-142
Landmark federal law passed in 1975.
Individuals with Disabilities Education Act (IDEA)
In 1990 the Education for all handicapped Children's Act was amended to become this. In 1997 the law was amended again but hte naem was not changed. The law was reauthorized agian in 2004 as the Individuals with disabilities Education Improvement ACT
IDEIA
Individuals with disabilities Education Improvement Act - - sometimes referred to as IDEA 2004 - it ensures that all children and youths with disabilities have the right to a free, appropriate public education
IDEA - major provisions
Identification, Free appropriate Public Education (FAPE), Due PRocess, Parent/Guardian Surrogate Consultation, Least Restrictive Environment (LRE), Individualized Education PRogram (IEP), Nondiscriminatory Evaluation, Confidentiality, Personnel Development, In-Service
IDEA - Free Appropriate Public Education FAPE)
Every student with a disability has an appropirate public education at no cost to the parents or guardian
IDEA - Least Restrictive Environment (LRE)
The student is educated in the least restrictive envionrment consistent with his or her educational needs and insofar as possible, wtih students without disabilities
IDEA - Individualized Educaiton Program (IEP)
A written individualized education program is prepared for each student with a disability,including levels of functioning, long-term goals, extent to which the student will nto participate in the general education classroom and curriculum, services to be provided, plans for initiating and evaluating the services, and needed transition services from school to work or continued education
Americans with Disabilities Act (ADA)
ensures the right of individuals with disabilities to nondiscriminatory treatment in other aspects oftheir lives; it provides protections of civil rights in the specific area of employment, transportaiton, public accommodations, state and local government, and telecommunications
ADA and PL 99-457
This and the ADA law require public school systems to indeitfy all children and youths with disabilityties and to provide the special education and related services to these students.
IDEA
federal law that was revolutionary because it was the first federal law mandating free appropriate public education for all children with disabilities.
No child Left behind Act (NCLB)
President George W. Bush - federal act. Became a major facto in the focus of public schooling, including special education. NCLB was an attempt to imrpove the academic performance of all students, including those with disabiliteis. Under NCLB and IDEA most students with disabiliteis are expected to take standards tests of academic achievement and to achieve at a level equal to that of students without disabilities. Teachers must be hihgly qualified. Some have noted core requirements of NCLB are neither reasonable nor achievable, particularly with reference to special education.
Zelder
(1953) noted that in the early days of public education, school attendance was seen as a privilege that could be awarded to or witheheld from an indivdual child at the discretion of local school officials. The begging of the 20th century courts tended to defend the majority of schoolchildren from a disabled minority.
Litigation
is now focused on ensuring that every child receives an education that is appropriate for her individual needs. - it doesn't mean that laws or litigation support full inclusion of all children with disabilities in general education
Hudson v. Rowley
one historic court case of the 1980s deserves particular consideration. IN 1982 the US supreme court made its first interpretation of PL 94-142 (now IDEA) - a case involving Amy Rowley (board of education of hendrick)
The Education for all handicapped Children Act (PL 94-142)
1975 - the intent of the original law was the same as the intent today - ensure that all children with disabiliteis receive a free appropriate publci education (FAPE). To provide studetns wtih disabilites appropriate educational services in the setting that maximizes their potential (least restrictive), schools must employ effective practices in identifying exceptional learners. Debate continues on how to best identify students who are exceptional learners
Prereferral team (PRT)
Made up of a variety of professionals, especially general and special educators, who work with general education teachers to come up with strategies for teaching difficult-to-teach children. Designed to influence general educators to take ownership of difficult-to-teach students and to minimalize inappropriate referrals to special education. Work with general education teacher tohelp identify alternative educational strategices for teh student before making a referral for special education evaluation. Little research on them has been done
Response to intervention (RTI)
reglations that state in determining whether a child has a specifc learning disability, states may rely on a process that determines whether the child responds to scientific, research-based intervention as a part of the evaluation - in practice this concept has been termed RTI
Individualized Education Program (IEP)
the legal document that describes theeducational services a student receives. IEP's varygreaty in format and detail from one child to another and from one school district to another. Federal and state regulations don't specify exactly how much detail must be included in an IEP, only that it must be a written statement developed in a meeting of a representative of the local school district, the teacher, the paretns or guardian, and the child, and that it must binclude certain elements.
Right Way Placement
Evaluation/identification - IEP - placement
Individualized program
should be based on outcomes appropriate for the child and not on dictated state standards.
standards-based IEP
is one that focuses on outcomes based on state standards rather than on individual student needs.
Individualized family service plan (IFSP)
a plan mandated by PL 99-457 to provide services for young children with disabiliteis(under three years of age) and their families; drawn up by professionals and parents; similar to an IEP for older children. May be written forchildren up to 6 years of age, but usually an IFSP is written for infants and children up to 3 years of age, with the IEP being more commonf or children that are older
co-teach
general and special educators might co-teach with each providing instruction adn the specia educator emphasizing instruction of the exceptional students
resource teacher
provides services fro students and teachers in a single school Works as a consultant to the classroom teacher, advising on how to instruct and manage the student in teh classroom and perhaps demonstrating instructional techniques.
self-contained class
typically 15 or less exceptional students with particular needs with a trained special educator & aide The teacher ordinarily has been trained as a special educator and provides all or most of the instruction, assisted by a paraeducator. Most students spend all their day away from nondisabled peers.
Least Restrictive environment
would be best termed the most enabling environment, lets them keep freedom
Gliona and colleagues
have suggested a diret access model for conceptualizing LRE
Inclusion
describes teaching students with disabiliteis in the same enviornment as their peers who don't have disabilities. Mainstreaming the idea of placing students with disabiliteis in general education classess and other school activities
Five Methods to help students participate in general education
1. Collaborative consultation
2. Cooperative teaching and other team arrangements
3. Curricula and instructional strategies
4. Accommodations and adaptation
5. Training general education teachers to accomodate diversity
Cooperative learning
is an instructional strategy that many proponents of inclusion believe is an effective way to integrate students with disabiliteis into groups of nondisabled peers. IN cooperative learning, students work toegether in heterogenous small groups to solve problems or practice responses
Partial participation
having studentswith disabilities participate on a reduced basis in virtually all activities experienced by all students in the general education classroom. It questions the assumption that includign students with severe intellectual or physical limitations is a waste of time because they cannot benefit from the activities in tehs ame way that nondisabled students can.
Modifications
take the form of amended materials or assingments and differ from changes in curricula or instructional strategies
accommodations
include changes in instruction that don't significantly change the content or conceptual difficulty level of the curriculum
adaptations
generally invovle more significant modifications of instruction than accomodations
tiered assingmetns
are an example of adaptations, wherein teachers provide choices for assignmetns on a single topic that vary in difficulty. Both the assignment and the subsequent grading differ
Zigmond
describes teachign students with disabilites as a two-person job meaning that truly effective special education requires boht a general education teacher and a special education teacher trained to do fiffernet things, not merely to work together with a common purpose. - he feels things have gotten lost - I propose that a special education coach be assigned to each school building to provide consultation and job-ebedded staff development that helps build capacity among general education teachers
American with disabilities Act
Civil rights legislation for persons with disabilities ensuring nondiscrimination in a broad range of activites
Autism or autistic spectrum disorder
a pervasive developmental disabiity characeterized by extreme withdrawal congitive deficits, lnaguage disorders, self-stimulation and onset before the age of 30 months
Cystic Fibrosis
an inherited disease affecting primarily the gastrointestinial (GI) tract and respiratory organs; characterized by thick sticky mucous that often interferes with breathing or digestiation
Emotional disturbance
the term used in federal special education laws and regulations for problematic behavior that interferes with education; the federal term used to indicate the problems of emotinally disturbed students
Education for All Handicapped Children Act
also known as Public Law 94-142 which became law in 1975 and is now known as the individuals with disabilites Education Act (IDEA) retittled in 1990 and reauthroized in 1997 and 2004
Traumatic brain injury (TBI)
resulting in total or partial disability or psychosocial maladjustment that affects educational performance; may affect cognition, language, memory, attention, reaosning, abstract thinking, judgment, problem solving, snesory or perceptual and motor disaiblites, psychosocial behavior, physical functions, inforation processing or speech
self-determination
having control over one's life, not having to rely on otehrs for making choices about one's quality of life; develops over one's life span
Pivotal response teaching (PRT)
based on the assumption that some skills are critcial or pivotal in order for the indivdual to be able to function in other areas
family-centered model
professionals encourage families to make their own decisions with respect to services while mobilizing resources and formal and informal supports for the families goals
family systems theory
treatment and educational programs will be more likely to succeed if they take into account the relationships and interactions among family members
adaptive behavior
social intelligence and practical intelligence
street smart when it comes to ID
classification of ID
mild 50-70 moderate 35-50 severe 20-35 profound below 20
prenatal
chromosomal disorders
inborn errors of metabolism
developmental disorders of brain formation
environmental influences
perinatal
anoxia
LBW
syphilis
herpes simplex
postnatal
biological (meningitis encephalitis)
psychological
precocity
a remarkably early development
analytic giftedness
being able to take a problem apart
synthetic giftedness
insight, intuition, creativity, or adeptness at coping with novel situations
practical giftedness
applying analytic and synthetic abilities to the solution of everyday problems
twice exceptional
disability and special gift or talent
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