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Sped 100 Final
| Question | Answer |
|---|---|
| Name of the federal law that established the special education procedures? | Individuals with disabilities act (IDEA) |
| What are categories of disabilites listed in IDEA? | Developmental delay, autism, emotional disturbance, speech or language impairment |
| List or briefly describe at least 2 historical events | 1954 Brown v Board, separate not equal 2002 No child left behind-- implemented standards for each grade despite any disabilities |
| Person first language? | Emphasizes the individual before their disability, promoting dignity and respect |
| Physical therapist | Provides gross motor related services to work on a muscle strength/flexibility, mobility, posture, and positioning |
| Order the following events from the evaluation process | referrall, evaluation, eligibility determination, IEP development, |
| Which RtI or MTSS tier provides the most intensive interventions? | Tier 3 |
| Why must we consider the impacts and implications of students cultural backgrounds when evaluating for special education? | Cultural differences may influence communication styles, behavior, and learning experiences. considering culture makes evaluations more fair + accurate |
| Why are parents/families such valued members of the special education team ? (MC) | Provide unique perspectives |
| Why is collaboration important in special education? | Collaboration is important in making sure that staff are all on the same page and teach consistently? |
| What type of impacts does a specific learning disabilty have on students? | Educational, social , emotional |
| Accommodations? | Changes HOW the student learns... making large print, allowing additional time on the test |
| Modifications | Changes WHAT the student learns allowing fewer questions, shortened assignments |
| What two key factors should teachers consider when selecting appropriate accomodations and modifiactions? | Specific needs of student Assignment/task being assigned |
| Identify at 3-5 key characters that are associated with ADD/ADHD | hyperactive, impulsive, distractible, emotional, difficulty sleeping |
| main cause of adhd | no known cause |
| what formal term is used in the IDEA definition to describe emotional and behavioral disorders? | emotional disturabance |
| what is the purpose of a functional behavior assessment? | determine the cause of a students behavior and identify possible intervention |
| what are the three main requirements for a child to qualify with an intellectual disability | 1) IQ below 70 2) deficits in adaptive behavior 3) existence before 18 |
| list 4 skills that are considersed 'adaptive behaviors' | telling time, brushing teeth, counting money, reading signs, cleaning |
| speech and language impairments can create an increased risk for delays in the area of... | reading delays |
| please describe what an AAC device is and how it can be used to support students with disabilities | Augmentative alternative communication allows students alternative method of communications )EX a board w/ communicative pictures on it, or ipad) |
| list 3 characteristics commonly associated with autism spectrum disorder | -needing additional help for social awareness/social skills needing some work -sensory issues -special interests |
| what term describes members of the deaf community being deaf and using ASL as a primary means of communicating? | deaf culture |
| if you have a student working with an ASL interpretaor, how can you support the students participation in class and discussions | ensure thatt peers face sheila when talking and raise their hands to give sheila a visual cue so she knows when |
| describe 3 strategies or accomodations that may be used to help support students who are blind or visually impaired | magnifier, large print, braille |
| physical disabilites that impact a person's motor abilities (ability to move) are considered part of which IDEA category? | orthopedic impairments? |
| what illnesses can fall under the cateorgy of other health impairments? | ADHD, asthma, leukemia |
| name used for students who suffer an external blow to their head resulting in lasting cognitive impacts | traumatic brain injury |
| identify strategies that can be used to include and support students with extensive needs | 1) use modelling 2) rewarding correct responses 3) breaking down large tasks into smaller steps |
| are gifted students always the highest achievers in a class? | false |
| how can we differentiate and create enrichment activitesi for gifted students? | -activiites that focus on the top tiers of bloom's taxonomy |
Created by:
ab4677