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EDUC 310 Midterm
Midterm information
| Question | Answer |
|---|---|
| Individuals with Disabilities Education Improvement (IDEIA) - 2004 | • Highly qualified teachers = fully licensed in SPED and competent in curriculum • Must meet st. standards for highly qualified personnel |
| Section 504 | • For students who do not require support for learning, but other accommodations (ADHD or wheelchair) • Prohibits agencies from discriminating against persons with physical and mental impairments |
| Americans with Disabilities Act of 1990 (ADA) | • Prohibits discrimination on basis of disability in employment, state & local gov't, public accommodations, commercial facilities, transportation and telecommunications • Required to give disabled persons equal opportunities to benefit from services |
| No Child Left Behind Act | • Requires schools to bring ALL students to proficiency in READING and MATH by 2013-2014 school year • Failure to meet AYP will be deemed a FAILED school • All teachers = "highly qualified" by end of 2005-2006 (extended to 2007) |
| Jacob K. Javits G/T Students Education Act | • Provided federal grant funding to enhance the ability of ELEM and SEC schools to meet special educational needs (to reduce achievement gap of underrepresented students) |
| McKinney-Vento Act of 2001 | Purpose - to ensure that children who are homeless can continue their education. |
| Definition of Disability | An inability to do something specific, such as see, hear, speak, move or learn in a typical manner. |
| Definition of Intellectual Disability (ID) | An individual with a sub-average intelligence (two or more standard deviations from the mean of an individualized intelligence). |
| 5 Characteristics of ID | • Slow paced learning (can learn, but may take more time and effort) • Difficulty w/ short term memory recall • Problems solving problems/thinking logically • Trouble seeking consequences of actions • Trouble understanding social rules |
| 5 Implications for learning of ID | • More time to finish assignments • Problems w/ comprehending material b/c of lack of memory • Trouble making connections w/plot • May not recognize that not following rules -> misunderstandings • May be distracting to others during quiet time |
| Definition of Autism | A pervasive developmental disability characterized by extreme withdrawal, cognitive deficits, language disorders, self-simulation, and onset before the age of 30 months. |
| 5 Characteristics of Autism | • Impaired cognition • Unusual responses to sensory experiences • Repetitive behaviors • Extreme social withdrawal • Impairment in communication |
| 5 Implications for Learning of Autism | • Lack of ability to comprehend and store info • Difficulty in group reading (unable to sit for long) • Repetitive movements - distractible • Lacks ability to participate in groups (reciprocity deficits) • May not verbalize what was read |
| Definition of Specific Learning Disorders (LD) | A disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. |
| 5 Characteristics of LD | • Reverses letter sequence (left/felt) • Trouble summarizing • Inattentive v. Over-attentive • Easily distracted • Slow to learn new things |
| 5 Implications for Learning for LD | • Trouble understanding what is read and often mixes words up • May not comprehend entire stories (only sections) • May focus on NOTHING or EVERYTHING • Focus broken by distraction • 'Below average' reading comprehension b/c time required to learn ski |
| Definition of Emotional & Behavior Disorders | Behavioral and emotional responses that adversely affect an individual's ability to learn; more than a temporary response for it must be consistently exhibited and unresponsive to direct intervention. |
| 5 Characteristics of Emotional & Behavior Disorders | • Inability to learn (unexplained by health/intellectual factors) • Inappropriate behaviors under normal circumstances • Withdrawal • Hyperactivity • Fears associated w/ personal/school connections |
| 5 Implications for Learning of Emotional & Behavior Disorders | • Difficulty w/ reading comp, letter/word identification, reading aloud • Negative behavior during reading time -> lack of success • May not try to read b/c fear of failure (delay reading rate) • Easily distracted/trouble staying on task • Fear of fai |
| Definition of Communication Disorders | Deficits in the ability to exchange information (such as language, speech and/or hearing); includes verbal deficits as well as reading/writing. |
| 5 Characteristics of Communication Disorders | • Difficulty following directions • Misunderstood b/c of stutter/speech deficit • Lack of ability to learn new voc/recall info • Impaired receptive/expressive abilities • Difficulty organizing thoughts |
| 5 Implications for Learning of Communication Disorders | • May not be able to focus long to read inst/follow them • Will not want to participate reading aloud • May hinder reading level if cannot gain new voc • Difficulty acquiring basic reading skills • May only understand parts of stories rather than whol |
| Definition of Attention Deficit Hyperactivity Disorder | • Predominantly Hyperactive (impulsive) • Predominantly Inattentive • Combined (hyperactive and inattentive) |
| 5 Characteristics of ADHD | • Blurts answers/comes to conclusions too quickly • Trouble participating in "leisure" activities quietly • Little attention to detail/careless mistakes • Trouble staying focused on tasks • Avoids/dislikes tasks that require excessive mental work |
| 5 Implications for Learning of ADHD | • Does not take full time to read and/or answer • Difficulty staying focused on quiet personal time • Reading mistakes (lack of attention to material) • Distractions -> adverse affect on comprehending • Lack of effort b/c frustration of staying focuse |
| Definition of Students at-risk for school failure or live in poverty | Individuals who are more likely to fail due to external situations (at home, poverty stricken, etc) |
| 5 Characteristics of At-risk students | • Learn at slower rate than "typical" peers • Require extra assistance (lack of this at home) |
| Basic Skills - Attention | • Mental energy • Processing • Paying attention |
| Difficulties - Attention | • Has difficulty concentrating • Easily distracted by irrelevant sights/sounds • Rarely following instructions carefully/completely • Difficulty connecting new info w/ info already known |
| Basic skills - Reading | Must master components of: • Decoding • Comprehension • Retention |
| Difficulties - Reading | • Confusion between letters & the sounds they represent • Read w/o expression • Inability to connect ideas • Difficulty connecting to prior knowledge • Omission of, or glossing over, detail |
| Basic Skills - Writing | • Need to go back to grab the skills • Build one set of skills on skills acquired earlier • Demands mental energy and focus |
| Difficulties - Writing | • Experience mental fatigue while writing • Make careless mistakes • Poorly planned/unorganized • May be easily distracted during writing tasks |
| Basic Skills - Math | • Need to go back to grab the skills • Requires memory recall • Utilize higher-order cognition |
| Difficulties - Math | • May be unable to recall basic math facts, procedures, rules or formulas • Difficulty remembering patterns • Cannot manage all demands of a complex problem • May be slow to retrieve facts |
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