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National Boards-EC
Set 2- Instructional Strategies- Specific Learning Disabilities
| Term | Definition |
|---|---|
| The three large scale interventions to promote student learning | Direct Instruction, learning strategy instruction and multi-sensory approach. |
| Direct Instruction | teacher driven instruction that targets specific skills. |
| Learning Strategy Instruction | This type of instruction includes techniques like chunking the content, sequencing tasks and small groups. |
| Multi-sensory approach | instructional approach that uses more than one sense at a time, targeting many different ways of learning. |
| students who have emotional disabilities | These students may require scaffolded instruction in social skills, self awareness, self-control and self esteem. These students require emotional and behavioral support. |
| Positive Behavioral Support (PBIS) | a preventative instructional strategy that focuses on promoting positive behaviors- changes are made to the environment in order to decrease problem behaviors. |
| Rosa's Law | This law was signed in 2010, changed the term mental retardation to intellectual disability. |
| Components of multiple disability eligibility (according to IDEA) | two or more disabilities occurring (presents severe educational needs) |
| communication disorders | Teaching strategies such as visuals, concrete examples, pictures to reinforce vocabulary, model social skills,speak at slower rate, check for understanding, should be used with students who have |
| Sensory Processing Disorders | Students with this disorder may exhibit overstimulation or understimulation - may have extreme reactions to sounds, textures, light or movement. |
| Adaptive behavior skills | behaviors that people need in order to live independently and function in daily life. |
| Conceptual skills | These skills include the ability to think, reason and pertain to academics- reading, math, communication etc |
| Intellectual Disability | Defined as having significant cognitive deficits to intellectual functioning such as reasoning, problem solving, abstract thinking and comprehension. |
| Mild to Moderate Intellectual Disability | most common intellectual disability, can generally participate in independent living skills, practical life skills and adaptive behaviors |
| Severe Intellectual Disabilities | Students with this disability demonstrate major developmental delays, stuggle with simple routines and life skills, trouble with expressive communication |
| Profound Intellectual Disabilities | Students with this type of intellectual disability cannot live independently, depends on others for care |
| Autism Spectrum Disorder | Early skill delays for students with this disability can include : not responding to name, not pointing at objects of interest, avoiding eye contact, not engaging in pretend play, lack of understanding emotions of self and others, repetitive language, non |
| Low Incidence Disabilities | This accounts for up to 20% of disabilities- include intellectual disabilities and significant developmental delays, multiple disabilities, hearing impairments, autism, deaf-blindness, traumatic brain injuries |
| High Incidence Disabilities | account for up to 80% of disabilities-these students present academic, social and behavior problems. Can often be held to same standard as reg. ed peers. May have deficits in certain academic areas. |
| High Incidence Disabilities | speech/language impairments, learning disabilities, ADHD, Emotional disorders, mild ID, cognitive delays account for 80% of disabilities or |
| Sensory Processing Disorders | problems handling sensory information interpreted by the brain. |
| Adaptive Behavior Skills | These skills are divided into 3 categories: conceptual, social and practical life skills. |
| Conceptual Skills | These skills are related to academics such as reading, counting money, communication skills, etc |
| Social Skills | This set of skills focuses on teaching students to get along, communicate appropriately and maintain proper behaviors inside/outside school environment. |
| Practical Life Skills | skills needed to perform the tasks of daily life |
| social emotional development | These factors- family relationships, play-based learning, nurturing environment and verbal skills impact |
| Least Restrictive Environment - LRE | This principle states a student who qualifies under the IDEA- should be educated in a free, appropriate and public setting along with their disabled peers. |
| Culturally Responsive Teaching is | An approach that recognizes the imporance of incorporating students' cultural backgrounds. |
| Culturally Responsive Teaching shoul be | inclusive, equitable, and empowering for all students. |
Created by:
kchedden