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FTCE -ESE
| Question | Answer |
|---|---|
| what is the purpose of a nondiscriminatory evaluation | to determine whether a students has a disability & if the student needs special education and/or related services |
| children with congenital disabilities | generally enter school having already been identified with exceptional learning needs through an early intervention program |
| when are most children identified with a LD? | not until after they enter school and the process for identification and evaluation typically begins in the gen ed classroom |
| what is the first step in a non discriminatory evaluation? | screening |
| who typically does the screening of students? | they are usually done by the gen ed teacher b/c they are the most informed person with regard to the students needs and abilities |
| what is the second step in a non discriminatory evaluation? | pre-referral process |
| who are the members of the intervention team(school wide student study team)? | gen ed & special ed teacher,school psychologist,student counselor,reading specialist and related services personnel |
| what is the intent of the pre-referral interventions? | to ensure that the school staff has tried all possible alternatives for the student in the gen ed classroom before making a formal referral to spec ed (RTI) |
| what happens if all interventions do not help the student? | the teacher then makes a formal referral for an evaluation for special education |
| what is the next step after the formal referral? | assessment of the students needs and abilities |
| After the evaluation the team make what 2 decisions? | does the student have a disbaility as defined by IDEA and if so does he/she need special education services because of the disability |
| what is the purpose of giving parents due process rights? | to allow them input in their child's education,to help them understand & question what the schools are doing with their child & to give them the opportunity to challenge the actions of the school |
| whenever a there is a proposed change to a students identification,evaluation or placement of a students the parents must receive what? | prior written notice |
| what is the purpose of the mediation process? | to resolve the issues and concerns of both parties before going to trial or a due process hearing |
| what are the critical principles for effective instruction? They can be grouped into what four categories? | planning instruction,managing instruction,delivering instruction and evaluating instruction |
| planning instruction | consists of assessing students needs and ability levels,selecting content & materials,deciding how info should be delivered & determining how to evaluate students |
| the classrrom environment should have... | a predictable structure,set rules,& routines to follow,clear & consistant consequences for not following rules,productive & efficient use of time & a positive climate |
| learning will be facilitated if the classroom is.. | well managed & the bulk of the teacher's time is spent on teaching rather than dealing with behavioral issues |
| before new info is taught | the students' background knowledge should be activated & classroom instruction should be interesting & adjusted for the students individual needs & experiences |
| formative evaluation | when the teacher collects data during instruction & uses the data to make changes to the instruction |
| summtive evaluation | occurs at the end of the instruction when the teacher adminsters a test,quiz or other cummulative activity to determine whether the student is benefiting from the instruction or has met the instructional objectives |
| collaboration | refers to the sharing of expertise,interests and strengths of everyone involved in the educational process |
| cooperative teaching | between 2 or more teachers(gen & special ed) who share the responsibilities of planning,managing,delivering & evaluating instruction for students |
| what are three types of AD/HD? | inattentive type, can't seem to get focused or stay focused on a task or activity;hyperactive-impulsive type where the person is very active and often acts without thinking; and combined type, where the person is inattentive, impulsive, and too active |
| AD/HD | Attention-Deficit/Hyperactivity Disorder is a condition that can make it hard for a person to sit still, control behavior, and pay attention. These difficulties usually begin before the age of seven, but often may not be noticed until the child is older. |
| what is the assessment and evaluation process for student suspected of having an OHI? | medical evaluation within 1 yr, a diagnosis of a medical condition & supporting evidence that significantly affects learning experience a comp dev or educational assessment must be conducted to indicate the effects on the student educational performance |
| Diabetes: | a disease in which the body does not produce or properly use insulin, the hormone that is needed to convert sugar, starches and other food into energy needed for daily life. |
| Epilepsy: | a physical condition that occurs when there is a sudden, brief change in how the brain works. Improperly functioning brain cells can cause epileptic seizures marked by alterations in a person's consciousness, movement, or actions for a short time. |
| Intellectual Disability | means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period,that adversely affects a child’s educational |
| Other Health Impairment... | means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment. |
| Other Health Impairment... | chronic or acute health problems, asthma, ADD,ADHD,diabetes, epilepsy, a heart condition,hemophilia, lead poisoning, leukemia,nephritis, rheumatic fever, sickle cell anemia Tourette syndrome;adversely affects a child’s educational performance. |
| Specific Learning Disability | means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen,think, speak, read, write, spell, or to do math |
| Specific Learning Disability | The term includes such conditions as perceptual disabilities, brain injury minimal brain dysfunction, dyslexia, & developmental aphasia |
| Specific Learning Disability does not include | learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage |
| Auditory Processing Disorders: | This is one of the most common learning disabilities listed on an IEP. It appears under the category of Specific Learning Disability. |
| Auditory Processing Disorders | difficulty understanding sounds. A child with this problem has trouble understanding spoken directions from a parent or teacher or following a conversation are also easily distracted by noise |
| Aphasia: | a condition that results in the limited ability to use or comprehend words. Those with mild aphasia might have difficulty remembering the names of objects or people while severe forms can impair the ability to speak |
| Dysgraphia: | involves problems with handwriting. This can include illegible writing, awkward pencil grip, inappropriately sized or spaced letters or spelling problems. Students with this problem sometimes use a laptop computer at school as an accommodation |
| Dyspraxia: | Children with this problem have difficulties with motor tasks including either large movements or small movements. These can range from walking and balance problems to difficulty with picking up a pencil |
| Short and Long Term Memory Problems: | These children have a problem with creating or retrieving memories. Students have trouble remembering facts, numbers and assignments. They also have difficulty following instructions |
| Sensory Processing Disorder: | a neurological disorder that causes difficulties with processing information from one or several of the five senses |
| a child with Sensory Processing Disorder: | The child perceives things abnormally which causes stress and confusion. These children may incorrectly process information which results in inattentiveness, disorganization and poor school performance. |
| Sensory Processing Disorder specific behaviors | can include a hypersensitivity to clothes rubbing against the skin, the inability to tolerate normal lighting, a dislike of being touched and being uncomfortable with eye contact |
Created by:
jcarden73