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Study Stack Ch.2
- Price Cooper
| 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, 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 or whether |
| Response-to-intervention (RTI) or response-to-treatment approach | 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, he or she is determined to have a learning disability or is re |
| 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; proponents argue that CBM is preferable t |
| 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 need these supports to be successful in the gen |
| Individualized 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 educational performance, instructional goals, educational services to be provided, and criteria and procedures for determin |
| Individualized family service plan (IFSP) | A plan mandated by PL 99-457 to provide services for young children with disabilities (under 3 years of age) and their families; drawn up by professionals and parents; similar to an IEP for older children. |
| Transition plan | 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. The Individuals with Disabilities Education Act requires that the IEP include the transition plan |
| 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 with disabilities. The relationship between the two professionals is based on the premises of shared responsibility and equal auth |
| 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 (for example, some might have disabilities) together to work on assignments. |
| 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, based on the notion that students can effectively tutor one another. The role of learner or teacher may be assigned to either the student with a disabilit |
| 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 the general education classroom, 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 |
| 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 assignment | Assignments varying in difficulty but on a single topic. |
| Universal design | The design of new buildings, tools, and instructional programs to make them usable by the widest possible population of potential users. |
| Universal design for learning (UDL) | Designing lessons that are appropriate for all learners. |
| Cochlear implantation | A surgical procedure that allows people who are deaf to hear some environmental sounds; 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 th |
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