Psy 304 Final

Exceptional children
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Terms in this set (87)
Exceptional children
children who differ from the norm to such an extent that they require and individualized program
Impairment
loss or reduced function of a particular body part or organ
Disability
when impairment limits ability to perform a task
Handicap
situational specific disadvantage
At-risk
greater than usual chance of developing a disability
4 elements of special education
individually planned, specialized, intensive, goal directed
percentage of school aged children receiving special education services
13%
Zero Reject Principle
schools must educate all children and are responsible for locating, identifying and evaluated children
FAPE (Free Appropriate Public Education)
all children regardless of the disability are entitled to free education
IEP requirements
1. present level of academic & functional performance 2. annual goals 3.notification of progress to parents 4. modifications or accommodations in statewide assessments 5.post school activities & related services 6. projected dates for services 7. LRE 8. Transition needs for students 14 and up 9. Statement of responsibilities (who is responsible for)
LRELeast Restrictive Environment - educated to maximum extent possibleModel of service delivery steps1. pre-referral 2. refer 3. evaluation 4.label 5. IEP 6. monitorPre-referral team namestudent successPre-referral processdecide who and what kids need helpRefer team nameteacher, parentEvaluation team namemultidisciplinary teamEvaluation processnondiscriminatory and multi-factored evaluationLabel teamMETLabeling processdoes child have a disability, do they require special edIEP team nameIEP teamIEP processdecide yearly goals, services, LREMonitoring teamMETMonitoring processyearly IEP update, and 3 year evaluation4 areas of testing-intelligence -achievement -adaptive behavior -problem behaviorintelligence testing tests and whomemory, processing speed, verbal skills - cognitive impairmentsachievement testing tests and whoacademic areas - specific learning disabilityproblem behavior testing tests and whospecific behavior concerns - emotional impairmentadaptive testing tests and whoeconomic activities, independence and cognitive impairmentRTI Stepstier 1 - universal, school wide, 80% tier 2 - targeted, supplemental, 15% tier 3 - intense, individualized, 5%Importance of early interventionthe earlier the betterPlacement of those with learning disabilitiesgeneral educationPlacement of those with CIspecial education classroomsDirect Instructionmethod of teaching students individual skills - provides opportunities to receive feedbackContent enhancementteaches students to be strategic learners, and enhances organizationIDEA criteria for CIsubaverage IQ, deficits in adaptive behavior, began in developmental periodcurriculum focusfunctional application of academic skills ands provides opportunities to control own lifestutteringintelligible speech, aware, and self-monitoring may increase problemClutteringunintelligible speech, unaware, and self-monitoring may decrease problemreceptive language disorderTrouble understanding othersExpressive language disordersdifficulty expressing thoughts through verbal communicationproblems of behavior problems IDEA definitionexcludes social maladjustedFBA aspectstrigger, problem, consequenceFBA is used tounderstand behavior3 types of ADHDinattentive, hyperactive-impulsive, combinedADHD: Innatentive30%ADHD: hyperactive impulsive20%ADHD combined50%Core deficits of ADHDspecking fast, blurting out, fidgety, easily distracted, disorganized and forgetfulAssociated problems with ADHDnoncompliant, self management problems, academic and social skills deficitsLearning and motivational characteristics of those with ADHDdifficulty recalling new info, off-task, disruptive, motivated by extrinsic factorsPrevalence of all school aged children with ADHD5-9%Prevalence of children who carry ADHD into adulthood75%causes of ADHDbrain differences and risk factors504 Plan vs. IEPno special ed label/special ed label, section 504 plan/IEP, accommodations/special ed servicesRewards and motivation for those with ADHDconsistent reward systems focusing on positive behaviorsself-monitoring ADHD approachchose target behavior, self record data, monitorADHD Medication side effectsweight loss, appetite loss, sleep problemsAmerican academy of pediatrics recommended treatment for young kidsbehavioral intervention firstAmerican academy of pediatrics recommended treatment for adolescentsbehavioral and medication usedLongterm ADHD treatmentcombinationshort-term ADHD treatmentmedicationPrevalence of children with ASD1 and 68Old DSM diagnosis compared to new ASDmany categories to one category2 major areas of DSM V diagnosisdeficits in social communication and restricted and repetitive behaviorsExamples of deficits in social communicationimpairments in nonverbal behaviors, speech delay, lack social imitative playExamples of restricted and repetitive behaviorsabnormal interests, inflexible, repetitive motor mannerismother characteristics of ASDvarying IQ, difficulties generalizing, poor observational skillsCauses of ASDenvironmental and genetic (abnormal brain development) factorsPlacement for those with ASDgeneral education - social skill buildingEducational approaches for ASDpeer support, specialized interests for motivation, ABA, and visual supportsABAuses behavioral principals to teach skills prompt > response > reinforcementHow children who are gifted were harmed by NCLBthere were no requirements to provide services, as well as NCLB focuses on children struggling not those doing wellPrevalence of gifted students3-5% of entire student populationPositive characteristics of gifted childrenadvance memory, rage to master, keen observation, highly developed moral judgementnegative characteristics of gifted childrensensitive, underachievement in uninteresting areas, seen as disrespectfulHow is gifted determinedIQ tests, student performance (commonly)Gifted students that are under-identified arestudents with disabilities, African Americans, under-achievers, and girls4 types of placements for gifted childrengeneral education, ability grouping, resource room, cluster groupinggifted and general education classeslesson is presented to whole class not benefiting gifted childrengifted and ability groupingspecial classrooms benefiting gifted academicallygifted and resource roomspositive outcomes id linked with typical class lecturegifted and cluster groupingteacher differentiates for all students benefiting gifted students academicallyways to teach gifted studentsacceleration and enrichmentacceleration teachingprovides students with opportunities to move through curriculum fasterexamples of acceleration teachinggrade skipping and testing outEnrichment teachingincreasing depth and breadth of informationexamples of enrichment teachingteaching student new and different information such as assigning an additional biography project