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EXCEPTIONALITIES
| Question | Answer |
|---|---|
| students who have the same ability level in a setting | homogeneous classroom |
| students in a setting who have mixed capabilities and limitations | heterogeneous classroom |
| a condition that was created to identify kids who have an obvious disability such as mental retardation, blindness, or a hearing impairment. created for any student having problems in the regular classroom | learning disabled |
| visual, hearing, or motor disablities mental retardation emotional problems side effects of current medication impoverished previous environment | before diagnosing a child, you must rule out |
| children who have problems with reading, writing, and spelling. diagnosed in kindergarten and 1st grade | developmental reading disorder/ dyslexia |
| students who can not understand math terms and symbols and concepts. diagnosed in 2nd and 3rd grade | developmental arithmetic disorder/ dyscalculia |
| children who have problems writing. they have problems with spelling, grammar, paragraph organization, and punctuation.diagnosed in 4th and 5th grade | disorder of written expression/dysgraphia |
| a ______ does tend to go hand in hand with a _______ but not always | learning disability attention disorder |
| people who are easily distracted by outside stimuli or their own thoughts.They have trouble with focusing.to be diagnosed with this, the child must show symptoms before age 3 for at least 6 months in a row. and they must occur in two different settings | attention disorder |
| these kids tend to be described as sluggish daydreamers who sometimes seem both nervous and shy. they make careless HW mistakes. they have difficulty paying attention when doing assignments` | attention disorder-inattentive type |
| these kids are driven by a motor. their brain naturally produces this energy. some talk really fast, rambling on from one topic to the next. | attention disorder-hyperactive type |
| these kids have not mastered self-control. they can not wait for you to finish your answer, so they interrupt you while you're still talking. can not wait their turn | attention disorder-impulsive type |
| IDD= ? | intellectual developmental disabilities |
| to be diagnosed with this, the child must have both academic and social functioning. to diagnose it, a psychologist administers an IQ test | mental retardation. |
| an iq score of 69 and below classifies a child as | mentally retarded |
| an IQ score of 80 to 70 points classifies a child as | BORDERLINE Mentally Retarded |
| an IQ score of 69-50 points classifies a child as | mild mental retardation |
| actual age of the student | chronological age |
| level of student's ability | mental age |
| an IQ score of 50 or less classifies a student as | severe or profound mental retardation |
| origin of | etiology |
| there is physical brAIN damage | organic etiology |
| means the brain damage problem was present at birth | congenital |
| brain damaged happened after birth | acquired |
| when a baby's brain shifts back and forth, rupturing blood vessels and tearing brain tissue. | shaken baby syndrome |
| a child is mentally retarded cuz of their environment or culture | familial etiology |
| early maturity in mental functions | precocious |
| IQ scores of 131 and above classify a student as | GIFTED |
| this guy pioneered a longitudinal study of 1528 subjects between ages 3 and 28 to invesitgate their emotional development. he wanted to know all about their lives | lewis terman, 1900s |
| a research project that keeps assessing the participants every few years for a "long" time | longitudinal study |
| gifted students had a lot less _____ than average students | problems |
| fear of failure, saying or doing something wrong | imminent failure |
| program that compresses or advances the regular curriculum for the student | accelerated program |
| a program that offers students an experience above and beyond the regular curriculum to learn a subject more in depth | enrichment program |
| kids who have problems on the inside | emotionally disturbed |
| a student who argues with people in authority. they lose their temper when told what to do. they instigate fights cuz they annoy other people. they have issues with their parents that they're displacing on you | ODD(oppositional defiant disorder) |
| a child under 18 who violates the rights of others and doesn't care. they may even break the law doing it | conduct disorder |
| this student has problems with social interaction, communication, and odd behaviors. this disorder affects almost every area of their life. they must show symptoms before age 3. | autism |
| students are being diagnosed with mild forms of this disorder as young as age 1 and this scale is called the | autism spectrum |
| 10% of autistic students show these skills. they are exceptional skills with matha nd other things | splinter skills |
| an exceptional ability to read, spell and write | hyperlexia |
| social: lack of nonverbal behaviors, failure to develop peer relations, do not share stuff with people. lack social give and take communication:delay or lack of spoken language.repetiive,antisocial. bad at conversation restricted behavior. repetition | symptoms of AUTISM |
| autism students who do the same thing over and over again, this behavior is called | restricted behavior |
| disorder similar to autism, but these kids do not have communication problems. big vocabulary. but they have trouble making snetences...there is just something ODD about how they act with other people. they are clumsy | Asperger's disorder |
| a federal law that was passed to make sure each state gets some government money to provide "eligible" disabled students a free education.FIVE BASIC RIGHTS | IDEA-INDIVIDUALS WITH DISABLIITIES EDUCATION ACT |
| -a free and appropriate education -formation of an ARD committee -an individualized education program -parental participation -education in the least restricted environment | 5 basic rights of the IDEA (indivdiuals with disabillities education act) |
| an unbiased team created to ensure that everything is fair for disabled students. they take them into the program, observe them, and get rid of them if they are no longer eligible for it | ARD committee (admission, review, and dismissal) |
| a written program designed to accommodate the student's needs. short term and long term goals, methods to get these goals doen, specialized services and appropriate educational placements | IEP |
Created by:
stephyface2468
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