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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 special education evaluation or whether adjustments in teaching should be tried first to see if the stude |
| 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 look for improvement. |
| 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, they are have a learning disability or referred to special ed. 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. |
| Curriculum-based measurement (CBM) | A formative evaluation to to check performance in the curriculum to which students are exposed; CBM is preferable to comparing students with national norms or using tested that do not reflect the curriculum content learned by the students |
| Early Intervening Services | IDEA allows for academic or behavioral supports or related services for students in 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 gen ed curriculum. |
| Individualized education program (IEP) | IDEA requires an IEP created by the educational team for each exceptional child, includes a statement of present educational performance, instructional goals, educational services to be provided, and criteria for determining that the objectives are met |
| Individualized family service plan (IFSP) | A plan mandated by PL 99-457 to provide services for young children with disabilities (3 or younger) 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. IDEA requires the the IEP include a 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 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. The relationship between the two professionals 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 | An approach in which general educators and special educators teach together in the general classroom; it helps the special educator know the context of the general education classroom better. |
| 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. The role of learner or teacher may be assigned to either the student with or without a disability |
| 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 where students with disabilities in a gen ed class, 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 as much as possible. |
| 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 curricular content or conceptual difficulty or changes in instructional objectives and methods. |
| tiered assignments | assignments varying in difficulty bit on a single topic. |
| Universal design for learning (UDL) | Designing lessons that are appropriate for all learners |
| cochlear implantations | A procedure that allows deaf people to hear some environmental sounds; an external coil on the skin by the ear picks up sound from a worn microphone and transmits it to an implanted coil behind the ear, which carries it to an electrode in the cochlea. |
Created by:
mrutledge197