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WGU 542

Praxis 0542

Students that most often fall in the Mild Disability category are: Students with LD or OHI. Some students with ED may qualify.
Students that most often fall in the Moderate Disability category are: Students with ED, MR and A.
Students with mild MR are considered those with an IQ range of: An IQ range of 50 to 75.
Assessments are used for: identification, placement and program decisions.
Assessments are used for: evaluate skills, habits, & talents, link info to the assessment, measure progress in achievement & improve behaviors.
Criterion references test formal measure evaluates on specified info, check knowledge by answering specific questions and does not compare one student to another
Curriculum based measure eval progress and performance of skills in curriculum or student behaviors, teacher finds best way to assist child and to share with parents
Norm referenced test formal tool – like MSA comparing student to others in same age group – helpful in developing curriculum and identifying intervention needs.
Performance assessment informal measure by teacher to check student's knowledge, skills, and abilities
Standards-based assessment formal eval –criterion or norm ref, measures progress of meeting goal from district or state - county benchmark
Achievement test formal tool measures knowledge or proficiency in subject or topic
Active student response frequency based used to determine student’s participation rate during instruction
Anecdotal record informal measurement of teachers notes by observation of student work, performance,used in parent conferences
Aptitude test formal measure standard/or norm references test–find ability to acquire skills/gain knowledge
Authentic assessment informal method for comprehension and performance of skill – classroom assessment
Behavior assessment variety of eval tools to track behaviors and document progress on BIP or self mange
Ecological based assessment informal observation of interaction w/environment during regular schedule
Functional behavior assessment – FBA gather info about problem behaviors of child used to eval need for behavior intervention and behavior plan
Differentiated Instruction Using a variety of instructional strategies to meet the needs of diverse learners.
Incidental Teaching a strategy tht teaches a skill or concpet during an event or situation in which it is presently occurring.
PreTeaching helps students recall prior knowledge and background info as well as previous experiences about a topic.
Scaffolding Stratagies that support a student as he aquires knowledge, skills or gains concepts
Sequencing task is broken down into steps and student completes one step at a time until task is done.
IEP goals have a required format, adjusted across states. The goals should resemble the following: condition, performance, criteria, assessment and standard.
PLEP Present Levels of Educational Performance
Brain-Compatible Instruction Use of brain research and the suggested techniques
Direct Instruction (DI) Includes a set of designed instructional steps with demonstration, guided practice, and feedback essential.
Functional Curriculum Approach Teaching basic life skills in a meaningful and practical manner
Learning Strategies Method Giving students a set of methods to help them improve their own ability to learn
Multisensory Instruction Including all the senses to make learning more effective
Precision Teaching When a teacher or learner records responses on a standardized chart
Student-Centered Learning Focus on student's developmental needs related to learning and her whole self
Task Analysis Approach Breaking down tasks into smaller parts and teaching each as a seperate skill
Functional Behavior Assessment (FBA) process of observation & discussion to gather info about a student's behavior & used to determine the need for behavior interventions and a behavior plan
Behavior Intervention Plan (BIP) an individual program designed by using info from an FBA & stuctured to help a student to manage her behaviors.
Latency Recording During an observation it is the measure of the amount of time between a request and a behavior
Setting Events An occurance that influences a student's behavior and may alter the established IEP or BIP programs.
Self-Control (self-regulation) an essential skill for students with mild to moderate disabilities, especially since most of their day is spent in inclusive settings
Group Strategies each member is allowed equal status, all ideas are acceptable and the group priority ranks them together
Brainstorming members share info and ideas discussing possiblities until a solution is agreed upon
Reach-in Model services are brought into a gen ed classroom where a student with disabiities has access to the materials
Collaborative Teaming occurs when two or more people work together to enhance a student's eduction program
IEP Individualized Eduction Plan
LRE Least Restricted Invironment
IDEA Individuals with Disabilities Education Act
Pull-Out Model Pulling SpEd student out of gen ed classroom
ESE Exceptional Student Education
High-Incidence Disabilities Disabilities that occur with the highest frequency such as LD, BD and MR
NBPTS National Board for Professional Tracking Standards
Cross-categorical Approach Grouping students with disabilities by similar education, not disability
Curriculum Compacting Stratagies Allows students to test out of areas they already know
IDEIA Individuals with Disabilities Education Improvement Act
FERPA Family Education Rights and Privacy Act
FAPE Free and Appropriate Public Eduction
PLEP may include the following info academics, social-emotional, adaptive behavior, functional, pre-vocational-vocational, communication, behavior, motor, and health/medical
PLEP Academic Measures current reading, written language, math and subject areas.
PLEP Social-Emotional Determines social proficiency, attitude, and feelings about school, work, self and peers.
PLEP Adaptive-Behavior Determines status of self-help skills
PLEP Functional Measures ability to become independent in several different areas
PLEP Pre-vocational - vocational Indicates interest, preferences, aptitude and abilities
PLEP Communication Determines the ability to understand and use language, speech, and other non-verbal communication systems
PLEP Behavior Indicates ability to identify and manage self in a variety of situations and places
PLEP Motor assesses coordination and use of small and large muscles; includes visual and perceptual skills
PLEP Health/Medical explains current status and historical situations or patterns
Suplemental Services Services a sp ed student needs while in a gen ed setting
Related Services Services a sp ed student needs such as speach therepy.
Benchmark indicates the interim steps a student will take to reach an annual goal. They also serve as a measurement to monitor a student's progress & determine if the student is making sufficient progress towards attaining an anual goal.
Created by: cmporter
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