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Tyler Pollock Ch.2
Chapter 2
| Term | Definition |
|---|---|
| prereferral | referring a child suspected of having a disability to a multidisciplinary team that decides whether the student should be referred for special education evaluation or whether adjustments in teaching should be tried first to see if the student improves. |
| multidisciplinary team | A team of individuals from different disciplines that typically decides whether a struggling student should be referred for special education evaluation or whether and what interventions should be tried to see if the student improves. |
| response to intervention (RTI) | 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 or is referred for special education evaluation. |
| 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, behavioral supports, or related services for students in grades K-12 to be provided for students who have not yet been identified as having a disability but need these supports to be successful in the general education curriculum |
| individualized education program (IEP) | must include a statement of present educational performance, instructional goals, educational services to be provided, & criteria & procedures for determining that the instructional objectives are being met. |
| individualized family service plan (IFSP) | to provide services for young children with disabilities & their families; drawn up by professionals & parents; similar to an IEP for older children |
| transition plans | a plan defined in a studnet's IEP that specifies the student's goals & services related to transitioning from high school to post-high school experiences. |
| supported employment | A method of integrating people with disablilites who cannot work independently into competitive employment; includes use of an emplyoyment 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 disabilites. |
| 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 | An approach in which the teacher places students with heterogeneous abilities (for example, some might have disabilities) together to work on assignments. |
| peer-medicated instruction | The deliberate use of a student's classroom peer(s) to assist in teaching an academic or social skill. |
| 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 skill as directed by their teacher. |
| partial participation | an approach in which students woth disabilities, while in the general education classroom, engage in the same activities as students without disabilites but on a reduced basis |
| 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 difficultly of the curriculum. |
| adaptations | Changes in curricular content or conceptual difficulty or changes in instructional objectives and methods. |
| tiered assignments | Assignments varying in difficultly but on a single topic. |
| universal design | The design of new buildings, tool, and instructional programs to make them unusable by the widest possible population of potential users. |
| universal design for learning (UDL) | Designing lessons that are appropriate for all learners. |
| cochlear implantations | 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 in the bone behind the ear, which carries it to an electrode implanted in the cochlea of the inner ear |
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