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EDUC 310 Midterm

Midterm information

QuestionAnswer
Individuals with Disabilities Education Improvement (IDEIA) - 2004 • Highly qualified teachers = fully licensed in SPED and competent in curriculum • Must meet st. standards for highly qualified personnel
Section 504 • For students who do not require support for learning, but other accommodations (ADHD or wheelchair) • Prohibits agencies from discriminating against persons with physical and mental impairments
Americans with Disabilities Act of 1990 (ADA) • Prohibits discrimination on basis of disability in employment, state & local gov't, public accommodations, commercial facilities, transportation and telecommunications • Required to give disabled persons equal opportunities to benefit from services
No Child Left Behind Act • Requires schools to bring ALL students to proficiency in READING and MATH by 2013-2014 school year • Failure to meet AYP will be deemed a FAILED school • All teachers = "highly qualified" by end of 2005-2006 (extended to 2007)
Jacob K. Javits G/T Students Education Act • Provided federal grant funding to enhance the ability of ELEM and SEC schools to meet special educational needs (to reduce achievement gap of underrepresented students)
McKinney-Vento Act of 2001 Purpose - to ensure that children who are homeless can continue their education.
Definition of Disability An inability to do something specific, such as see, hear, speak, move or learn in a typical manner.
Definition of Intellectual Disability (ID) An individual with a sub-average intelligence (two or more standard deviations from the mean of an individualized intelligence).
5 Characteristics of ID • Slow paced learning (can learn, but may take more time and effort) • Difficulty w/ short term memory recall • Problems solving problems/thinking logically • Trouble seeking consequences of actions • Trouble understanding social rules
5 Implications for learning of ID • More time to finish assignments • Problems w/ comprehending material b/c of lack of memory • Trouble making connections w/plot • May not recognize that not following rules -> misunderstandings • May be distracting to others during quiet time
Definition of Autism A pervasive developmental disability characterized by extreme withdrawal, cognitive deficits, language disorders, self-simulation, and onset before the age of 30 months.
5 Characteristics of Autism • Impaired cognition • Unusual responses to sensory experiences • Repetitive behaviors • Extreme social withdrawal • Impairment in communication
5 Implications for Learning of Autism • Lack of ability to comprehend and store info • Difficulty in group reading (unable to sit for long) • Repetitive movements - distractible • Lacks ability to participate in groups (reciprocity deficits) • May not verbalize what was read
Definition of Specific Learning Disorders (LD) A disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain.
5 Characteristics of LD • Reverses letter sequence (left/felt) • Trouble summarizing • Inattentive v. Over-attentive • Easily distracted • Slow to learn new things
5 Implications for Learning for LD • Trouble understanding what is read and often mixes words up • May not comprehend entire stories (only sections) • May focus on NOTHING or EVERYTHING • Focus broken by distraction • 'Below average' reading comprehension b/c time required to learn ski
Definition of Emotional & Behavior Disorders Behavioral and emotional responses that adversely affect an individual's ability to learn; more than a temporary response for it must be consistently exhibited and unresponsive to direct intervention.
5 Characteristics of Emotional & Behavior Disorders • Inability to learn (unexplained by health/intellectual factors) • Inappropriate behaviors under normal circumstances • Withdrawal • Hyperactivity • Fears associated w/ personal/school connections
5 Implications for Learning of Emotional & Behavior Disorders • Difficulty w/ reading comp, letter/word identification, reading aloud • Negative behavior during reading time -> lack of success • May not try to read b/c fear of failure (delay reading rate) • Easily distracted/trouble staying on task • Fear of fai
Definition of Communication Disorders Deficits in the ability to exchange information (such as language, speech and/or hearing); includes verbal deficits as well as reading/writing.
5 Characteristics of Communication Disorders • Difficulty following directions • Misunderstood b/c of stutter/speech deficit • Lack of ability to learn new voc/recall info • Impaired receptive/expressive abilities • Difficulty organizing thoughts
5 Implications for Learning of Communication Disorders • May not be able to focus long to read inst/follow them • Will not want to participate reading aloud • May hinder reading level if cannot gain new voc • Difficulty acquiring basic reading skills • May only understand parts of stories rather than whol
Definition of Attention Deficit Hyperactivity Disorder • Predominantly Hyperactive (impulsive) • Predominantly Inattentive • Combined (hyperactive and inattentive)
5 Characteristics of ADHD • Blurts answers/comes to conclusions too quickly • Trouble participating in "leisure" activities quietly • Little attention to detail/careless mistakes • Trouble staying focused on tasks • Avoids/dislikes tasks that require excessive mental work
5 Implications for Learning of ADHD • Does not take full time to read and/or answer • Difficulty staying focused on quiet personal time • Reading mistakes (lack of attention to material) • Distractions -> adverse affect on comprehending • Lack of effort b/c frustration of staying focuse
Definition of Students at-risk for school failure or live in poverty Individuals who are more likely to fail due to external situations (at home, poverty stricken, etc)
5 Characteristics of At-risk students • Learn at slower rate than "typical" peers • Require extra assistance (lack of this at home)
Basic Skills - Attention • Mental energy • Processing • Paying attention
Difficulties - Attention • Has difficulty concentrating • Easily distracted by irrelevant sights/sounds • Rarely following instructions carefully/completely • Difficulty connecting new info w/ info already known
Basic skills - Reading Must master components of: • Decoding • Comprehension • Retention
Difficulties - Reading • Confusion between letters & the sounds they represent • Read w/o expression • Inability to connect ideas • Difficulty connecting to prior knowledge • Omission of, or glossing over, detail
Basic Skills - Writing • Need to go back to grab the skills • Build one set of skills on skills acquired earlier • Demands mental energy and focus
Difficulties - Writing • Experience mental fatigue while writing • Make careless mistakes • Poorly planned/unorganized • May be easily distracted during writing tasks
Basic Skills - Math • Need to go back to grab the skills • Requires memory recall • Utilize higher-order cognition
Difficulties - Math • May be unable to recall basic math facts, procedures, rules or formulas • Difficulty remembering patterns • Cannot manage all demands of a complex problem • May be slow to retrieve facts
Created by: 1161427880