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Chapter 2
Chapter 2 Terms
| Term | Definition |
|---|---|
| Prereferral | To ensure that students receive evidence-based instruction before they are evaluated for special education |
| Multidisciplinary team | Reviews information about the student and develops a plan for prereferral interventions |
| Response to intervention (RTI) | A student's change (or lack of change) in academic performance or behavior as a result of instruction |
| Screening instruments | Help you identify those students who may be at increased risk of school failure |
| Progress monitoring | To determine whether current instructional practices are appropriate for individual students and to identify instructional needs |
| Curriculum-based measurement (CBM) | To determine students' responsiveness to RTI |
| Early intervening services | Interagency financing structures, for students in kindergarten- 12th grade, who are not currently identified as needing special education or related services |
| Individualized education program (IEP) | Legally binding document that outlines a personalized plan of special education and supports for students with disabilities |
| Individualized family service plan (IFSP) | Describes the services that the child will receive |
| Least restrictive environment (LRE) | The student should be separated from nondisabled classmates and from home, family, and community as little as possible |
| Collaborative consultation | The special education teachers or psychologist acts as an expert who provides advice to the general education teacher |
| Co-teaching | Involves general and special education teachers working together in the general education classroom to address the educational needs of both students with and without disabilities |
| Cooperative learning | An instructional strategy that many proponents of inclusion believe is an effective way to integrate students with disabilities into groups of nondisabled peers |
| Peer-mediated instruction | Evidence-based educational strategy where peers without disabilities are trained to help classmates with diverse learning needs |
| Peer tutoring | Peers manage behavior problems or any other arrangement in which teachers deliberately recruit and train peers to help teach an academic or social skill to a classmate |
| Peer confederates | Peers manage behavior problems or any other arrangement in which teachers deliberately recruit and train peers to help teach an academic or social skill to a classmate |
| Classwide peer tutoring (CWPT) | All students in the general education classroom routinely engage in peer tutoring for a particular subject matter |
| Partial participation | Having students with disabilities participate, on a reduced basis, in virtually all activities experienced by all students in the general classroom |
| Modifications | Amended materials or assignments and differ from changes in curricula or instructional strategies |
| Accommodations | Changes in instruction that don't significantly change the content or conceptual difficulty level of the curriculum |
| Adaptations | Involve mor significant modifications of instruction than accommodations |
| Tiered assignments | Teachers provide choices of varying difficulty for assignments on a single topic (example of adaptation) |
| Universal design, universal design for learning (UDL) | Serves the general purpose of making learning accessible to more students in inclusionary programs |
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