Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Exceptional Students
Praxis/WGU education of exceptional students.
| Question | Answer |
|---|---|
| 1997 Reauthorization of the Individuals with Disabilities Education Act | included two significant provisions-to ensure students with disabilities had access to the general education curriculum and to include them in large-scale assessments with appropriate accommodations (or create alternative assessments) |
| Accommodations | This refers to changes in the presentation or mode of response of the testing materials and/or changes in the testing procedures without changing the construct of what is being measured. |
| Advocacy | Efforts by parents and professionals to establish or to improve services for children and students with exceptional needs. Self-advocacy describes efforts made by the individual who will benefit from the results of the advocacy. |
| Advocacy Groups | In special education, groups of individuals who focus their efforts on lobbying for individuals with disabilities at the state and national levels. |
| Americans With Disability Act of 1990 (also ADA) | A comprehensive civil rights law that prohibits discrimination on the basis of disability in the public and private sectors of employment, state and local governmental services, public accommodations, transportation, and telecommunications. |
| Antidiscrimination Laws (also Civil rights laws) | In special education, laws that extend civil rights protections to individuals with disabilities such as the Americans with Disability Act and Section 504 of the Rehabilitation Act. |
| Appropriate Education | Guaranteed for all students with disabilities by the Individuals with Disabilities Education Act. Defined by the "benefit standard" to mean an educational program in which the student is progressing and benefiting from the instruction. |
| Atypical | Term used at one time or another to describe adults and children with disabilities or exceptional learning needs. |
| Autism | A disability characterized by developmental delays, which significantly affects verbal and nonverbal communication, social interaction, and educational performance. Included as a disability category in the Individuals with Disabilities Education Act. |
| Benefit Standard | Refers to the court´s interpretation of what is considered an appropriate education for a student with a disability. In the Board Of Education v. Rowley (1982) case, the court ruled that a student is receiving an appropriate education as long as he/she i |
| Brown v. Board Of Education (1954) | A cornerstone case in the civil rights movement in which the Supreme Court ruled that educating students in segregated facilities was inherently unequal and therefore unconstitutional. The ruling in this case was the premise for providing students with d |
| Bureau of Education of the Handicapped (also BEH) | The first separate unit established for Special Education at the federal level of government. |
| Categorical Standard | This is first standard or criteria that the student must meet in order to be eligible for special education services under IDEA. To meet this standard, the student must have a disability within one of the disability categories included in IDEA. |
| Civil Rights Act (1954) | Federal legislation passed during the Civil Rights Movement that prohibited discrimination on the basis of race/ethnicity and gender. The passage of this act laid the groundwork for future antidiscrimination laws on the basis of disability. |
| Classification | Refers to the process of identifying and placing students into appropriate disability categories. |
| Continuum Of Services | A range of placement options and related services provided to students with disabilities that range from the most to least segregated educational settings. |
| Deaf-Blindness | A disability category within the IDEA for students who are deaf as well as blind. Students with hearing and visual impairments who cannot be accommodated in special education programs solely for children with deafness or children with blindness. |
| Deno´s Cascade Model of Services (also Cascade Model) | A broad spectrum of placement options and related services available to students with disabilities that range from inclusive to segregated educational settings. This is also commonly referred to as a continuum of services. |
| Department of Education (also DOE) | An independent unit within the federal government that oversees all of the educational offices, programs, and agencies (including those for special education) at national level. |
| Disability | A functional limitation resulting from a condition. A disability may result in medical, social, or learning difficulties, which significantly interferes with an individual's growth or development. |
| Disabled | An individual who has a condition that is functionally limiting. The definition of who is considered disabled varies with different legislation. |
| Disproportionate Representation | This term refers to the large proportion of students from culturally and linguistically diverse backgrounds being referred to and receiving special education services. This situation may be the result of unfair and biased evaluation procedures. |
| Education Of All Handicapped Children Act of 1975 (also P.L. 94-142 | Public Law 94-142) |
| Eligibility Criteria | Criteria to determine who is qualified for a specified program. The Individuals with Disabilities Education Act has a two-part eligibility criteria-the student must have a disability and require special education services because of the disability. |
| Emotional Disturbance | A disability category within the Individuals with Disabilities Education Act for students whose inability to control their emotions adversely affects their learning and social interactions with others. |
| Entitlements | Benefits that a person can receive if he/she meets certain eligibility criteria. The Individuals with Disabilities Education Act is an example of an entitlement program for children with disabilities. |
| Equal Educational Opportunity | Under IDEA, students with disabilities are entitled to the full educational opportunities as those given to students who do not have disabilities (at no cost to the parents). |
| Equal Protection Clause | A provision included in the Fourteenth Amendment of the U.S. Constitution that guarantees the same rights and benefits (i.e. equal protection of the laws) to all citizens with respect to government. |
| Evaluation Team (also School-wide Student Study Team) | Team developed at the beginning of the evaluation process during the prereferral stage. Members may include the student's general ed. teacher, parents, school psychologist, special ed. teacher, school counselor & related services personnel. |
| Exceptional learning needs | Current term used to describe students who require special education because of intellectual, physical, behavioral, or sensory reasons. The term is also used to describe children who are gifted and talented. |
| Due Process | In special education this refers to procedures and policies that were established in P.L. 94-142 to ensure equal educational opportunities for all children, including children with disabilities. |
| Family Educational Rights And Privacy Act (also FERPA) | This act gives parents the right to access or challenge the content of their child's school records and the right to object to the release of certain information about their child in order to protect family privacy. |
| Fourteenth Amendment | This amendment in the U.S. constitution guarantees all students (including those with disabilities) the right to equal protection and equal educational opportunities. |
| Free And Appropriate Public Education (also FAPE) | Requirement under P.L. 94-142 to provide special education and related services to students with disabilities at public expense and in conformity with the student's individualized education program (IEP). |
| Full Inclusion Movement | As more parents and advocates were dissatisfied with attempts to mainstream their children with disabilities, they pushed for students with disabilities to receive special education and related services in the general education setting at all times. |
| Functional Standard | The second standard or criteria that a student must meet in order to be eligible for sp.ed. services. If it's already been determined that the student has a disability, the student meets the functional standard if requires services b/c of the disability. |
| General Education Class | Placement option in the general education program which represents the most inclusive setting for students with disabilities. |
| Grant-In-Aid | Federal assistance given to states to help cover their excess special education costs as long as they agree to comply with the mandates of IDEA. |
| Handicapped | The consequences of a disability when it causes an individual to function measurably lower intellectually, physically, or emotionally than individuals without disabilities. Usage of this term may have negative connotations. |
| Hearing Impairments | A loss in the ability to hear that adversely affects a student's educational performance. The loss may range from a mild loss to a total lack of hearing ability (deafness). It is also a disability category within IDEA. |
| High-Stakes Assessment | An accountability system of testing in which decisions for graduation or grade-level promotion are made on the basis of a single indicator such as the student´s performance on a statewide assessment. |
| Homebound/Hospital Setting | Special education instruction provided by specially trained personnel in the home or in a hospital setting to students who are unable to attend school (usually on a short-term basis). |
| Impaired | Term used at one time or another to describe adults and children with disabilities or limiting conditions. |
| Impartial Hearing | If parents want to challenge the decisions of the educational agency, they may exercise their due process rights and settle their disputes in an impartial hearing. The hearing may be held at school or in court, an impartial hearing officer present. |
| Impartial Hearing Officer | A neutral and trained professional who presides over the proceedings during a due process hearing between parents and educational agencies. |
| Incidence | This refers to the number of individuals who at some time in their lives might be considered to have exceptional needs. |
| Individualized Education Program (also IEP) | required by P.L. 94-142 & IDEA,students ages 3-21, includes statement of stud. current level of functioning, annual goals, short-term instructional goals & obj., services tobe provided w/ dates and personnel responsible, evaluation procedures & criteria. |
| Individualized Family Service Plan (also IFSP) | required by P.L. 99-457 (birth through two) includes childs present level of development, family's needs related to the child's development, services provided, evaluation procedures, and transition procedures from early intervention program to preschool. |
| Individualized instruction | One of the key tenets of special education. The specific instruction and types of services provided to the student is tailored to fit the student and wholly depends on the educational needs of the student. |
| Informed Consent | In Sp. Ed refers to act of parents giving consent for procedures or decisions related to their child after being presented w/ information that they understand. Schools must obtain parent's informed consent before any student is placed into Sp.Ed. |
| Intermediate Units | Agencies between local & state levels of govern't that provide an array of services to students in gen. ed & as sp ed. Their history in sp ed has been directly related to advantages of sped studnet in rural districts. |
| Itinerant Teachers | Personnel who are trained to provide direct services to students with disabilities and provide consultation to the general education classroom teachers. |
| Labeling | In special education, refers to the names or categories used to classify individuals who exhibit different behaviors or have specific conditions. The effects of labeling may have long-lasting and negative consequences. |
| Least Restrictive Environment (also LRE) | One of the key principles in P.L. 94-142 which encourages students with disabilities to be educated in the general education setting (with peers who are not disabled) to the maximum extent appropriate. |
| Local Educational Agencies (also LEA) | The units or agencies at the local level of government that is responsible for providing public school education. |
| Mainstreaming (also Integration) | The practice of providing instructional and related services to students with disabilities in the general education setting. |
| Major Life Activities | In Section 504 and ADA, one component of whether an individual is considered to have a disability or not is if he/she has an impairment that substantially limits one or more major life activities. Examples are learning, working, and breathing. |
| Mandate | In special education, a requirement from the federal or state level that delineates specific tasks or steps to be carried out. |
| Mental Retardation | This term refers to a significantly subaverage general intellectual functioning (IQ of 70 or less), which is manifested during the developmental period & also coexists with impairments in adaptive behavior. It is also a disability category within IDEA. |
| Mills v. D.C. Board of Education (1972) | Supreme Court case ruled it unconstitutional to exclude students from school programs who were identified as having behavior problems, emotional disturbance, hyperactivity, or mental retardation. |
| Multiple Disabilities | Refers to a concomitant (combination) of impairments, which result in such severe educational problems that they cannot be accommodated in special education programs designed only for one of the impairments. It is also a disability category within IDEA. |
| National Center for Educational Outcomes (also NCEO) | National center funded by federal govern't that studies & reports how states include students w/ disabilities (with appropriate accommodations) in their statewide assessments or develops alternate assessments. |
| No Child Left Behind Act of 2001 | This federal act (P.L. 107-110) requires states to test all third- through eighth-grade students (including students with disabilities) annually in math and reading as well as the English proficiency of students with limited English skills. |
| Nondiscriminatory Evaluation | A key principle in IDEA. This refers to assessing the abilities and needs of the individual student in a fair and unbiased manner to plan for an appropriate education based on the student's strengths, weaknesses, and exceptional learning needs. |
| Normalization | This principle addresses the provision of ensuring that individuals with disabilities (especially individuals with mental retardation) have life patterns resembling members in the general community as much as possible. |
| Office of Special Education and Rehabilitation Services (also OSERS) | A major unit within the Department of Education that was established to provide leadership in Special Education and Rehabilitation for individuals and students with disabilities. |
| Office of Special Education Programs (also OSEP) | Major unit within the Depart't of Edu. that was established at same time as OSERS. Responsible for implementing & monitoring compliance of IDEA. Can include personnel preparation, State Improvement Grants, research projects, model & delivery systems. |
| Orthopedic Impairments | A deficit in movement and mobility caused by physical impairments, especially those related to the bones, joints, and muscles. It is a disability category within IDEA. |
| Other Health Impairments (also OHI | Health Impairments) |
| Overrepresentation | Refers to the disproportionate number of students from culturally & linguistically diverse students represented in sp. ed programs for non-congenital disabilities such as emotional disturbance and learning disabilities. |
| Paraprofessional | These personnel are also referred to as teacher aides. Whether in general education classrooms or special classes, paraprofessionals can provide meaningful support to students with disabilities. |
| Prevalence | This is the number or percentage of individuals who have a disability condition at a given time. |
| Procedural Safeguards | Written document given to parents & explains all parents' rights under IDEA including independent educational evaluations, access to school records, confidentiality of records& complaints against the SEA or LEA. Must be comprehensible (native language). |
| Public policy | The social and legal procedures that act as guidelines for a particular period in time. |
| Pullout Services | Emphasis on normalization for individuals w/ mental retardation produced resource rm. as alternative for students w/ mild disabilities. Students are placed in gen. ed. or spec. class & "pulled out" for part-time intensive/ remedial instruction. |
| Regular Education Initiative (also REI) | An initiative from the Office of Special Education and Rehabilitation Services sponsored by Madeline Will in 1986 that advocated the integration of general and special education into one educational system for all students. |
| Related Services | Additional services provided to students w/ disabilities by trained personnel to give them access to their instructional programs. These services include but not limited to PT, OT, speech therapy, counseling, and transportation. |
| Residential Facility | Program alternative in which students w/ disabilities receive educational services in public or private 24-hour residential facility for greater than 50% of school day. This placement is considered very restrictive environment. |
| Resource Room | Program option for students w/ disabilities in which the student is placed in a gen. ed. classroom but goes to separate room (ex/ resource rm.) for part of school day to receive remedial or supplemental instruction from resource teacher. |
| Separate School Facility | Option for students w/ disabilities which receive sp. ed. & related services in spec. day school for students w/ disabilities (private or public) for more than 50% of school day. Is considered significantly more restrictive than sp. class in local school. |
| Special Class (also self-contained classes) | An educational setting outside of the general education classroom where students with similar exceptional learning needs receive special education and related services from a trained special education teacher. |
| Special Education | As defined by P.L. 94-142, special education refers to specially designed instruction, at no cost to the parent, to meet the unique needs of a child with a disability. |
| Special Needs | A term used to describe children or students who have exceptional intellectual, learning, behavioral, emotional, or medical needs that require special education and related services. |
| Specific Learning Disabilities | P.L.94-142,disorder in 1 or more basic psychological processes involved in understanding/using language;may manifest as imperfect ability to listen,think, speak,read,write,spell,do mathematical calculations. |
| Speech/Language Impairments | Impairments in speech or language such as articulation or fluency problems that significantly interferes with an individual's ability to communicate. It is a disability category within IDEA. |
| State Educational Agencies (also SEA) | The department at the state level of government that is responsible for monitoring public school education. |
| State Improvement Grants (also SIG) | A program area administered by the Office of Special Education Programs. SIGs are federal assistance grants given to states to help them improve services and instructional programs for students with disabilities. |
| Traumatic Brain Injury | Acquired injury to head caused by external physical force that produces severe memory disorder, a psychosocial impairment, or both. Disability category added to reauthorization of P.L.94-142 w/ renaming to the IDEA. |
| United States Office of Education (also USOE) | Prior to the Department of Education, the major division at the federal government responsible for monitoring public education at the national level. |
| Visual Impairments | A measured loss of any of the visual functions such as acuity, visual fields, color vision, or binocular vision which adversely affects a student's educational performance. It is a disability category within IDEA. |
| Activating Students' Prior Knowledge | Process teaching new info w/in the context of student's background knowledge (what the student already knows or is familiar w/). If the student is completely unfamiliar w/ the topic necessary background knowledge may need provided. |
| Assessment | In special education, the process of collecting data through informal and formal measures and other relevant information to make decisions about a student's instructional goals and objectives and/or eligibility for services. |
| Collaboration | Sharing expertise, interests, & strengths of everyone involved in the educational process. Includes students, families, teachers, related service personnel, parapros, school staff, administrators, & community members. |
| Comprehensive Assessment | Measurement procedures that look @ the whole student in context of his/her environment. ex/ a variety of assessment tools&strategies should be used gather formal&informal info rather than a single indicator such as an IQ test, good for culturally diverse. |
| Congenital Disabilities | Describes the presence of limiting characteristics or conditions of an individual that exist at birth. Examples are congenital deafness or blindness. |
| Cooperative Teaching | type of teaching involves 2 or > teachers (general & special ed) who share the responsibilities of planning, managing, delivering, & evaluating instruction for students w/ & w/out disability |
| Criterion-Referenced Test | A measure to ascertain a student's performance compared to a set criterion. This type of test determines whether or not a student has mastered a particular skill in an area. (ex. IOWA tests) |
| Cultural and Linguistic Bias | Refers to the disadvantage that students from culturally and linguistically diverse backgrounds may have when an IQ test is used to determine eligibility in special education. The use of IQ testing for these students is controversial because some test it |
| Delivering Instruction | 1 of key principles in model of effective instruction. Refers to process of presenting info. to students so that it is accessible, understandable, &interesting. need to assess student's ability levels, activate prior knowledge and help retain material |
| Eligibility and Implementation | Stage during nondiscriminatory evaluation process,After the assessment evaluations are conducted, evaluation team must decide if student has a disability &need sp ed services. If so IEP meeting is scheduled. |
| Evaluating Instruction | 1 key principle in the model of effective instruction, involves the processes that teachers use to determine whether curriculum methods &materials are effective and/or if students actually learned content. (formative and Summative) |
| Evaluation | Last stage of nondiscriminatory evaluation process. IEP team meets to determine whether the IEP is appropriate if goals are being met.at least once a year & more often if requested.must have formal reevaluation every three years. |
| Feedback | During delivery of instruction, students need multiple opportunities to practice what they have just learned & receive written or verbal response to their performance. feedback should be immediate, frequent, specific, & individual to each student. |
| Formative Evaluation | Type of evaluation conducted during instruction. teacher collects data during instruction & uses data to make changes or modifications to instruction. |
| IEP/IFSP Conferences | Conf. W/ the goal to develop student's IEP of IFSP. All team members have written reports preparred, worksamples & other info. pertaining to IEP. Parents also share. |
| IEP/IFSP Teams | Members of nondiscriminatory evaluation teams now make a new team. 1997 IDEA added gen. ed teacher to team. # of team members will vary as some individuals will possess a wide array of expertise. |
| IQ Test | Test used to estimate student's intellectual ability level i.e., aptitude. Disagreement of whether these tests should be used as part of assessment to identify students w/ disabilities. |
| Managing Instruction | 1 key principle in model of effective intruction. Creating &sustaining environment w/ prdictabel structure, set rules /w consistent consequenses, routines and efficient time use. |
| Mediation | situation that gives both parties opportunity to settle differences w/ a neutral third party outside of courtroom. OPTIONAL process before due process. |
| Model of Effective Instruction | ysseldyke &algozzine (1995)a model that is relevant whether students have disability or not. $ broad catagories; planning instruction, managing instruction, delivering instruction and evaluating instruction. |
| Norm-Referenced Test | Type of measurement which students performance is compared to a sample group of peers at same grade level. |
| Planning Instruction | 1 key principle in model of effective instruction. process of 1st assessing student ability levels, concidering it when planning materials, content, delivery adn evaluation procedures. May be done through informal tests, observations or standadized. |
| Portfolio Assessment | technique for evaluating a student broadly for sp. ed. eligibility. A documented collection of student's work and progress over time. recommended for usage w/ students from culturally &linguistically diverse backgrounds. |
| Positive Classroom Environment | Situation where teacher interacts positively with students, notices &supports individual learning attempts, accepts differences, communicates effectively, consisten and fair in consequences. Can enhance learning. |
| Prereferral Intervention | Suggested interventions for students that can be used at home or school. purpose is to try all possible alternatives before formal referral for sp. ed. Ex/ make sure student is not required to learn more then he/she is capable of at one time. |
| Prereferral Process | 2nd stage during nondiscriminatory evaluation. Student is brought to attention of school wide team (ex SST) modifications and interventions that have bben and should be tried are discussed. |
| Protections on Evaluation Procedures (also PEP) | In order to address fair assessment practices & avoid inappropriate placements, IDEA includes guidlines to be used during nondiscriminatory evaluation. includes determining sp ed placement based on multiple assessments &a multidisciplinary evaluation team |
| Referral | Stage after prereferral process during nondscriminatory evaluation. This formally begins process of determining eligibility for Sp Ed. After all prereferral interventions are exhausted teacher can initiate formal wrtten request for evaluation for Sp Ed |
| School Psychologist | person usually consulted during assessment process if student is experiencing academic difficulties. responsible for arranging administeration of appropriate evaluation. formulates recomendation based on performance and shares w/ evaluation team. |
| School-wide Student-Study Team (also SSST or SST) | a group each school typically has for problem solving & providing support for teachers & students experiencing difficulties. Typically made up of gen & Sp ed teachers, school psychologist, student counselor, reading specialst& related services personnel. |
| Screening | 1st structured stage of nondiscriminatory evaluation process. May be formally planned procedures for every studnet (vision/hearing tests).Typically by gen. ed. teacher through informal tests, skills inventories, criterion measures or daytoday observations |
| Summative Evaluation | Type of evaluation conducted after instruction is complete. test quiz or other cumulative activity to determine students are benfiting form instruciton or instructional objective is met. |
| Token Economy System | Classroom management/behavior modification strategy which appropriate behavior is rewarded extrinsically with tangible goods. points/tickets etc. are earned ofr desired behavior and exchanged for tangible prize |
| Weschler Intelligence Scale For Children III (also WISC-III) | Norm-referenced IQ test that is commonly used to broadly estimate a student's aptitude. test has also been used to determine classification in disability catagories such as specific learning disabilities &eligibility for Sp Ed services |
| Adaptability | This refers to the family's ability to change in response to a stressful situation. In the context of special education, parents and families may need to adapt to the demands of caring for a child with a disability |
| Alternative Living Unit (also ALU): | Option for community-based residence for adults w/ disabilities. These are small group homes w/ only 2 or 3 residents. In some cases, a counselor is available to help residents w/ specific activities & tasks such as cooking and managing a bank account. |
| Amendments To The Education For All Handicapped Children Act Of 1975 (also P.L. 99-457) | Amendments extended provisions of P.L. 94-142 to children w/ disabilities between 3-5 years old. Also established state public grant for infants and toddlers w/ disabilities. |
| Business Partnerships | In special education, relationships between school personnel and personnel from businesses that benefit students with disabilities through preparation for competitive employment, on-the-job training opportunities, and technical preparation programs. |
| CEC Code Of Ethics | The Code of Ethics is a collection of principles that was developed by CEC. Special education teachers and personnel who work children with exceptionalities are expected to adhere to these principles at all times |
| CEC Professionally Recognized Special Educator Program (also PRSE | Program developed by CEC in order to give sp ed professionals in the areas of teaching, administration, &educational diagnosis opportunity to demonstrate that they meet the standards of CEC for practice in the field |
| CEC Standards for Professional Practice | set of essential knowledge & skills every sp. educator should have in order to meet professional standard (include responsibilites, behavior management, working w/ families, support procedures & advocacy. |
| Center-Based Programs | Early intervention services provided for children w/ disabilities & their families in acenter such as a hospital, school, day care center, clinic or other facility. parents may work with theri child or observe others working with their child. |
| Cohesion | Refers to how family members interact w/ family's system & subsystems. 2 divergent interactions: 1 enmeshment- the boundaires b/w family subsystems are weak & parents can be overindulgent. 2 disengaged boundaries are weak, parental interactions are weak. |
| Community-based Residence | Places of residence that allows individuals with disabilities to live in a supported environment while being integrated into the larger community |
| comorbidity | the co-occurrence between two states of being. In Sp. Ed. it occurs between children who have disabilities and live in poverty. |
| Competitive Employment | Employment setting which individuals with diasabilities are valued by employer, perform in integratted setting and paid for above minimum wage. Should be the ultimate employment goal for individuals with disabilites. |
| Council for Exceptional Children. (CEC) | Professional organization for sp. ed. professionals & parents of children w/ disabilites. Holds state and national conf. on topics related to sp. ed. Members receive two professional journals, Exceptional Children and Teaching Exceptional Children. |
| Cultural Capital | knowledge &tools parents of children w/ disabilities need in order to effectively advocate for child. Generally based on values of dominant culture, thus many low-income families& culturally diverse may lack skills &be unsuccessful in advocacy efforts |
| Cultural Competence | Knowledge of values, language, customs, traditions and behavior of other non-mainstream cultural groups |
| Culturally Diverse | Individuals or students who come from racial/ethnic backgrounds that are not part of mainstream culture. Have been disproportionately identified W/ high incidence disabilities (ED, LD, mental retardation & speech/lang. impairments. |
| Deaf Culture | This is a set of values, beliefs, customs, behaviors, art, knowledge, and language, which is shared by a community of individuals who are deaf or hard of hearing. The deaf culture is passed down from generation to generation of deaf adults and children. |
| Direct Services | Special education services that are provided to the child. Examples of personnel for for young children with disabilities include physical therapists, occupational therapists, speech therapists, and vision and hearing specialists. |
| Disablity Culture | This is the system of beliefs, values, language, customs, and behavior shared by individuals within a specific disability group. |
| Disproportionate Representation (also overrepresentation) | The representation (over or under) of a specific group of students in special education that is disproportionate to their representation in the general school population. |
| Dropout Rates | Proportion of students w/ disabilites who terminate their school careers by leaving school |
| Early Childhood Intervention | Mandated by P.L. 99-457, Services provided to children w/ disabilites under age of five. Typically includes teaching to improve language, motor, self-help, communication, preacademic, social, motivation, &cognitive skills. |
| External coping strategy | Manner in which families cope with having a child with a disability. With this coping style, families may rely on outside sources such as social supports, spiritual supports, and formal supports. |
| Family Communication Style | Families from different cultural groups may vary in way that they interact w/ outsiders. |
| Family Hierarchical Patterns | In certain cultural groups, families have communication patterns in which certain family members are designated to speak first or be the representative for the family when speaking with outsiders. |
| Family Poverty | The economic condition and hardship faced by families with children who live below the poverty threshold ($16,036 for a household of four). |
| Family Systems | perspective recognizes that family members are interrelated to the extent that every experience affects all members of the family. In the context of special education, the presence of a child with a disability will affect all members of the family. |
| Group Home | popular community-based residential alternative for adults w/ disabilities b/c provides a sense of family-style. usually located in residential neighborhoods near shopping &public transportation Typically trained professionals serve as "house parents". |
| Head Start | most widely publicized &nationally known early intervention program for children.to help preschool children from families who are economically disadvantaged. Participants generally show short-term gain, are generally still behind peers in cognitive levels |
| High-context Cultures | (e.g., Asian American, African American, Native American, Arab, and Hispanic), families rely less on verbal communication and more on the context of the situation, the relationship between parties, &physical cues. |
| Home Observation For Measurement Of The Environment (also HOME): | scale frequently used to correlate quality of home environment w/ children's developmental outcomes Low scores are related to malnutrition, developmental delay, abnormal growth, &poor school performance High scores associated w/ cognitive development |
| Home-Based Programs | type of early intervention program which trained personell vist teh child in theri home frequently to provide direct or indirect services. often are designed to improve parents ability to work w/ child |
| Home-School Collaboration | partnership b/w parent & educators developing relationships and collaborating w/ parents goes beyond complying w/ legal requirements such as inviting parents to IEP meetings& giving them written notices of decisions regarding their child's sp ed program |
| Ideological Style | style of which a family copes w/ family member who has disability. Generally based on family's beliefs, traditions & societal values |
| Indirect services | When services are provided to another person (i.e. parent) who inturn serves the child |
| Internal Coping Strategy | Manner in which families cope w/ having a child w/ a disability. Families do not rely on outside sources but rather make adjustments w/in the family. |
| Limited English Proficient (also LEP) | students in school who have limited English skills in comprehension, speaking, reading, and writing. These students are over referred for special education programs and a substantial proportion of LEP students are identified with disabilities. |
| Low-Context Cultures | (e.g., Anglo-European American, Scandinavian) typically rely on verbal communication that is precise, direct, &logical &may not notice gestures or environmental clues. cultures tend to be more informal place less importance on the past. |
| Multidisciplinary Assessments | every infant/toddler with a disability have an IFSP based on multidisciplinary assessments. The multidisciplinary assessment includes using many different measures as well as observations of the child in multiple settings during the evaluation process. |
| Nonverbal Cues | Eye contact, facial expressions, and/or body language used during communication interactions. |
| On-The-Job Training Sites | Local businesses can serve as sites for students with disabilities and especially those that sponsor youth apprenticeships and mentoring programs. Students can gain valuable work experience in the context of actual employment situations and settings. |
| Oral/Aural Communication | A communication system in spoken English used by individuals who are deaf or hard of hearing through the use of speech, speech or lip reading, residual hearing, and amplification of sound. |
| Paraprofessionals | can provide very important supports and services to students with disabilities in both special education and general education classrooms |
| Parent-Child Interactions | Quality and attributes of exchanges between parents and their children. Research studies have indicated that poverty indirectly adversely affects children's development through mediating factors such as hostile or violent parent-child interactions. |
| Parental Involvement | Level of participation that parents have in their child's sp ed program. Parent involvement is vital in developing or advocating for appropriate IEPs, instructional programs, related services, or educational placements for children with disabilities. |
| Parental Punitive Behavior | Negative parent-child interactions such as yelling &slapping/spanking. Studies indicate parents who lived below the poverty line (with 2 or fewer sources of support) reported twice as much punitive behavior towards their young children than other parents. |
| Philosophy Of Teaching | Refers to how teachers develop their self-awareness in order to reflect &analyze how personal values can affect &influence teaching. makes a teacher a reflective teacher rather a reactive teacher. |
| Postsecondary Education | Refers to educational opportunities young adults w/ disabilities pursue after leaving high school |
| Poverty | Adverse economic condition faced by individuals who live below a basic subsistence level.Numerous reports of effects of poverty on children's cognitive and verbal skills development. |
| Professional Development Opportunities | Part of becoming a special education professional includes pursuing inservice trainings and workshops available in the area |
| Psychometric Assessment | individual assessment that relies on IQ testing for eligibility, identification and placement in sp ed. debate about whether they are racially and/or culturally biased |
| Second Language Acquisition | progress of learning another language other than one's primary language. |
| self-awareness | Process of being conscious &knowledgeable of one's worldview perspective & the cultural, spiritual or family values which help shape this perspective. |
| Service Agencies | An array of federal, state, county, city, public, private, non-profit, community, and spiritual agencies and organizations that provide services to students with disabilities and their families. |
| Sheltered Employment | type of employment setting refers to work in a self-contained environment where individuals with disabilities are trained and paid for their output. This is a very common employment setting for adults with disabilities. |
| Sheltered Language Environment | educational environment in which students w/ LEP are taught English using instructional supports & techniques. ex/ teachers could provide students w/ visual cues, speak clearly & slowly, repeat important info in smaller chunks, &model appropriate language |
Created by:
boofiejo