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Chapter 2
Current Practices for meeting the needs of exceptional learners
| Term | Definition |
|---|---|
| Prereferral | The process of referring a child suspected of having a disability to a multidisciplinary team that describes whether the student should be referred for special education or whether adjustments in teaching should be made. |
| Multidisciplinary team | A team of individuals from different disciplines, e.g, general education, special education, school psychology, speech /language pathology, that typically decides whether a struggling student should be referred for special education evaluation & intervent |
| 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, they are determined to have a disability and referred for evalu |
| 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 assessments 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 needs these supports to be successful in gn ed |
| Individual 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 of educational performance, instructional goals, educational services, to be provided, and criteria and procedures. |
| Individualized Family Service Plan (IFSP) | A plan mandated by PL 99-457 to provide services for young children with disabilities (under 3 yrs of age) and their families; drawn up by professionals and parents; similar to an IEP for older children. |
| 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. Required before age 16. |
| Supported employment | A method of integrating people with disabilities who cannot work independently into competitive employment; includes use of an employment specialist, or job coach, who helps the person with disabilities 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. |
| 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 heterogeneous abilities together to work on the same assignment. |
| Peer-mediated Instruction | The deliberate use of a student's classroom peers to assist in teaching an academic or social skill. |
| Peer Tutoring | A method that is 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 | Students with disabilities, while in general education classroom, engage in the same activities as students without disabilities nut on a reduced basis; the teacher adapts the activity to allow each student to participate. |
| Modifications | Changes made in instruction or assessment to make it possible for a student with a disability to respond more normally. |
| 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 a curriculum content or conceptual difficulty or changes in instructional objectives and methods. |
| Tiered assignments | Assignments varying in difficulty but in a single topic. |
| Universal Design | The design of new buildings, tools, and instructional programs to make then usable by the widest possible population of potential users. |
| Universal Design for learning (UDL) | Designing lessons that are appropriate for all learners. |
| Cochlear implantations | A surgical procedure that allows people who are deaf to hear some environmental sounds; an external coil is 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 in the cochlea. |
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