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Sped 418 chapter 3 & 4

Terms in this set (46)

individualized
functional/practical
adaptive
ecologically oriented
the use of functional technology should be:
research based/individulaized
tools selected for use must be _____________ and ______________
independently
The student should be able to use selected tools ___________________, including all features of managing it in context.
practical
this means that the selection of tools is matched with functional and academic skills that put the student on the path to success after graduation.
adaptive
________________use of technology means that teachers should take into consideration how an individual will use features of a device or approach and make sure that it can be used as independently as possible.
adaptively
using technology ___________________also means considering the accessibility features that are necessary for individuals with visual, auditory, physical tr other motor impairments.
ecologically oriented
this component often means thinking about wireless connectivity, the portability of certain devices in community and work settings, and teaching family members or non-school support staff about how to help if needed.
Universal Design for Learning (UDL)
can increase motivation and promote better outcomes in student learning.
Instructional Technology
The application of technology to enhance teaching, learning, and assessment.
Assistive Technology
array of devices that permit people with disabilities to improve their functioning
strategies
statements describing the overall approach to how goals and objectives will be achieved
efficient/sustainable
strategies should be __________________and ______________; instructional support should allow teaching staff to quickly fade the support they give.
Mulit-media
The blending of two or more ways of learning new information
Video modeling
A type of chaining procedure in which the learner watches a video of part or all of the chain of behaviors as a prompt to engage in the chain of behaviors.
video feedback
shows the student preforming a skill at current level of proficiency, allows teachers to review performance with students and discuss positive aspects and ares of growth.
Video prompting
uses a step-by-step task analysis and is great for teaching sequences and routines.
Virtual coaching
using video, to coach a student or fellow educator through performance of a task, some type involve using 'bug in ear' technology.
multimedia presentations
interactive, student paced instruction using both visual and auditory media to teach a skill.
social narratives
Story-based interventions that teach social situations by describing expected behavior of an individual, perceptions of others, and a context rich description.
Coherence (principles of effective multimedia learning)
leave out any extra words, pictures, or sounds
signaling (principles of effective multimedia learning)
show the organization or outline of important information by using embedded cues
redundancy (principles of effective multimedia learning)
students learn from visual and audio narration without on screen text added.
spacial contiguity (principles of effective multimedia learning)
learning is improved when corresponding words and pictures are close together onscreen.
temporal contiguity (principles of effective multimedia learning)
learning is improved when correspondence words and pictures are onscreen at the same time instead of sequentially.
segmenting (principles of effective multimedia learning)
students learn better when they can controls the pace of learning by progressing through segments instead of a whole video.
pre-training (principles of effective multimedia learning)
providing students with main concepts at the beginning improves comprehension.
modality (principles of effective multimedia learning)
pictures and narration are more effective together then pictures and onscreen text.
multimedia (principles of effective multimedia learning)
graphics and audio narration are more effective than just words.
personalization (principles of effective multimedia learning)
students learn when lessons are presented conversationally instead of formally.
voice (principles of effective multimedia learning)
when narration is form a friendly, human voince, learning is better than from a mechanical, automated voice.
image (principles of effective mulitmedia learning)
learning is not improved when students are shown the narrators face.
UDL
targets entire learning groups rther than just individuals. By providing learning opportunites that engage a large range of diverse sutudent strengths and preferences, the need for indivdual accomodation and intervention is drastically reduced.
3 key principles of UDL
provide multiple ways for studetns to engage in learning, represent their knowledge, and express what they know.
Augmentive and alternative communication (AAC)
used to describe systems that supplement (augment) or replace (alternative) communication by voice or gestures between people.
SETT
guides practioners through the process of considering each ecological layer of a person's independent performacne of a skill by considering, student, environment, task and tools.
positively managing behavior
The use of AAC devices are effective not only at increasing communication but also at ______________ _______________ ___________________.
self-determination
acting as the primary casual agent in one's life and making choices and decisions regarding one's quality of life free from undue external influence or interference.
autonomy, self-regulation, psycological empowerment, self-realization
four constructs of Arc's Self-Determination scale
autonomous
students with diabilities act according to their own interests and/or skills and do so free from undue external influence.
self-regulation
means acting to attain a goal, evaluating action and outcomes, and making neccessary revisions.
psychological empowerment
refers to perceived control, including personal efficacy, locus of control and motivational domains.
self-realization
involves self-knowledge and self-understanding gained through experience, interpretation of one's environment and evaluations by significant others
assert their presence, make their needs known, establish goals and create a plan to attain them, evaluate their progress towards meeting a goal, adjust their performance as needed to attain goals.
self determined individuals will...
Tansition Assessment and Goal Generator (TAGG)
measures 8 non academic constructs:
strenghts and limitations, disability awareness, persistence, interacting with others, goal setting and attainment, employment, involvement with the IEP and support community.
Choice maker
three constructs :choosing goals, expressing goals, taking action
3 steps to teaching self-determination skills
1) administer a quality self-determination assessment 2) develp self-determination oriented annual goals to include inthe IEP 3) decide how to teach and provide opportunites for students to learn the need ed self-determination skills
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