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
Chapter 2
| Term | Definition |
|---|---|
| Prereferral | The process of referring a child suspected of having a disability to a multidisciplinary team that decides whether the student should be referred for social education evaluation or whether adjustments in teaching should be tried for improvement. |
| Multidisciplinary team | A team of individuals from different disciplines, e.g, general ed, special ed, that typically decides whether a struggling student should be referred for special education evaluation or what interventions should be tried to see if the students improves. |
| Response to intervention (RTI) | A way of determining whether a student has a learning disability; increasingly intensive levels of instructional intervention are delivered, and if the student does not achieve, at some point, he or she is determined to have a learning disability. |
| Screening instruments | Quick measures administered to determine who may need further assessment. |
| Progress monitoring | Assessments are frequent measures that teachers administer at regular intervals and that provide information on whether a student is learning as expected. These may be given to a large number of students in a short period of time. |
| Curriculum-based measurement (CBM) | A formative evaluation method designed to evaluate performance in the curriculum to which students are exposed; usually involves giving students a small sample of items from the curriculum in use in their schools. |
| Early intervening services | IDEA allows for academic or behavioral supports or related services for students in grades K-12- with an emphasis on K-3- to be provided for students who have not yet been identified as having a disability but need these supports to be successful. |
| Individualized education program (IEP) | IDEA requires an IEP to be drawn up by the educational team for each exceptional child; the IEP must include a statement of present educational performance, instructional goals, services to be provided, and criteria and procedures for objectives. |
| Individualized family service plan (IFSP) | A plan mandated by PL 99-457 to provide services for young children with disabilities (under 3 years of age) and their families; drawn up by professionals and parents; similar to an IEP. |
| Transition plans | A plan defined in a student's IEP that specifies the student's goals and services related to transitioning from high school to post-high school experiences. IDEA requires that the IEP include the transition plan before the age of 16. |
| Supported employment | A method of integrating people with disabilities who cannot work independently into competitive employment; includes use of an employment special specialist, or job coach, who helps the person with a disability function on the job. |
| Least restrictive environment (LRE) | A legal term referring to the fact that exceptional children must be educated in as normal an environment as possible. |
| Collaborative consultation | An approach in which a special educator and a general educator collaborate to come up with teaching strategies for a student with disabilities. The relationship between the two is based on the premises of shared responsibility and equal authority. |
| Co-teaching | A special educator working side-by-side with a general educator in a classroom, both teachers providing instruction to the group. |
| Cooperative learning | A teaching approach in which the teacher places students with heterogenous abilities together to work on some assignments. |
| Peer-mediated instruction | The deliberate use of a student's classroom peer(s) to assist in teaching an academic or social skill. |
| Peer tutoring | A method that can be used to integrate students with disabilities into general education classrooms, based on the notion that students can effectively tutor one another. |
| Peer confederates | Peers who assist the teacher. |
| Classwide peer tutoring (CWPT) | An instructional procedure in which all students in the class are involved in tutoring and being tutored by classmates on specific skills as directed by their teacher. |
| Partial participation | An approach in which students with disabilities, while in the general education classroom, engage in the same activities as students without disabilities but on a reduced basis; the teacher adapts the activity to allow each student to participate. |
| Accommodations | Changes in the delivery of instruction, type of student performance, or method of assessment that do not significantly change the content or conceptual difficulty of the curriculum. |
| Adaptations | Changes in curricular content or conceptual difficulty or changes in instructional objectives and methods. |
| Tiered assignments | Assignments varying in difficulty but on a single topic. |
| Cochlear implantations | A surgical procedure that allows people who are deaf to hear some environmental sounds; an external coil fitted on the skin by the ear picks up sound from a microphone worn by the person and transmits it to an internal coil implanted behind the ear. |
| Universal design | The design of new buildings, tools, and instructional programs to make them usable by the widest possible population of potential users. |
| Universal design for learning (UDL) | Designing lessons that are appropriate for all learners. |
Created by:
kileywray714