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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 decides whether the student should be referred for special education evaluation or whether adjustments in teaching should be tried first to see if the tsud |
| Multidisciplinary Team | A team of individuals from different disciplines |
| Response to Intervention (RTI) | A way of determining whether a student has a learning disability, increasingly intensive levels if 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 re |
| Screening instruments | Quick measurements 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 excepted. |
| Early intervening services | IDEA allows for academic or behavioral supports or related services for students k-12 with an emphasis on k-3 to be provided for students who have not yet been identified as having a disability bur need those supports to ve successful in the gen. ed curri |
| Curriculum based measurement (CBM) | A formative evaluation method design to evaluate performance in the curriculum to which students are exposed |
| Individualized family service plan (IFSP) | A plan mandated by PL99-457 to provide services for young children with disabilities (under 3) and their families, drawn up by professionals and parents. Similar to an IEP. |
| Transition plan | A plan defined in a students IEP that specifies the student's goals and services related to transition from hogh school to post-high school experences |
| Supported employment | A method of integrating people with disabilities who cannot work independently into competitive employment (employment specialist, job coach) |
| Cooperative learning | A teacing approach in which gen. educators and special educators teach together in gen. classrooms |
| Peer-medicated 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 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 gen. education classrooms, engage in the same activities as students without a disability but not 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 difficulty of the curriculum. |
| Adaptations | Changes in in curricular content or conceptual difficulty or changes in instruction objectives and methods. |
| Tiered assignments | Assessments varying in difficulty but on a single topic |
Created by:
MorganBlakeman