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Praxis II 0543 Prep
Facts and questions about Mild-Moderate Special Educaiton
| Question | Answer |
|---|---|
| Advocacy | Efforts by parents and professionals to establish or to improve services for children and students with exceptional needs. Self-advocacy describes efforts made by the individual who will benefit from the results of the advocacy. |
| Autism | developmental delays, verbal and nonverbal communication, social interaction, and educational performance. Characteristics often associated with autism include repetitive activities and resistance to environmental or daily routine changes |
| Continuation of Services | A range of placement options and related services provided to students with disabilities that range from the most to least segregated educational settings |
| Disability | A functional limitation resulting from a condition. A disability may result in medical, social, or learning difficulties, which significantly interferes with an individual's growth or development. |
| Disabled | An individual who has a condition that is functionally limiting. The definition of who is considered disabled varies with different legislation. |
| Education Of All Handicapped Children Act of 1975 | (also P.L. 94-142 : Public Law 94-142): First compulsory education law, which mandated a free appropriate public education for all students with disabilities between the ages of 3 and 21. |
| Emotional Disturbance | A disability category within the Individuals with Disabilities Education Act for students whose inability to control their emotions adversely affects their learning and social interactions with others. |
| Exceptional Learning Needs | Current term used to describe students who require special education because of intellectual, physical, behavioral, or sensory reasons. The term is also used to describe children who are gifted and talented. |
| FAPE | Requirement under P.L. 108-446 to provide special education and related services to students with disabilities at public expense and in conformity with the student's individualized education program (IEP). |
| Handicapped | The consequences of a disability when it causes an individual to function measurably lower intellectually, physically, or emotionally than individuals without disabilities. Usage of this term may have negative connotations. |
| Hearing Impairment | A loss in the ability to hear that adversely affects a student's educational performance. The loss may range from a mild loss to a total lack of hearing ability (deafness). It is also a disability category within IDEA. |
| IEP | P.L. 108-446 for students with disabilities (ages 3-21) that includes student's current level of functioning, annual goals, short-term instructional goals and objectives, services to be provided, and evaluation procedures and criteria. |
| IFSP | 99-457infants/toddlers with disabilities 0-2.includes child's levelofdevelopment,family's needs related for child's development, services providedtochild/family,evaluation procedures, transition procedures fromearlyinterventionprogram into a preschool |
| IDEA | Requires that all students have access to a free and appropriate education. Provides funding for special education services. |
| Itinerant Teachers | Personnel who are trained to provide direct services to students with disabilities and provide consultation to the general education classroom teachers. |
| LRE | One of the key principles in P.L. 94-142 which encourages students with disabilities to be educated in the general education setting (with peers who are not disabled) to the maximum extent appropriate. |
| Mainstreaming | The practice of providing instructional and related services to students with disabilities in the general education setting. |
| Mental Retardation | significantly subaverage general intellectual functioning (IQ of 70 or less), which is manifested during the developmental period and also coexists with impairments in adaptive behavior. It is also a disability category within IDEA. |
| Multiple Disabilities | concomitant (combination) of impairments, which result in such severe educational problems that they cannot be accommodated in special education programs designed only for one of the impairments. It is also a disability category within IDEA. |
| Normalization | This principle addresses the provision of ensuring that individuals with disabilities (especially individuals with mental retardation) have life patterns resembling members in the general community as much as possible. |
| Pull out services | an instructional alternative for students with mild disabilities. Students with mild disabilities are placed in the general education or special class and "pulled out" for part-time intensive/remedial instruction. |
| Related services | services provided to students with disabilities by trained personnel to give them access to their instructional programs. These services include but are not limited to physical and occupational therapy, speech therapy, counseling, and transportation. |
| Resource room | student is placed in a general education classroom but goes to a separate room (i.e., resource room) for part of the school day to receive remedial or supplemental instruction from the resource room teacher. |
| Separate school facility | receive special education and related services in a special day school for students with disabilities (private or public) for greater than 50 percent of the school day. This is considered to be significantly more restrictive than the special class |
| Special class | An educational setting outside of the general education classroom where students with similar exceptional learning needs receive special education and related services from a trained special education teacher. |
| specific learning disabilities | disorder in one or more of the basic psychological processes involved in understanding or using language; may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. |
| Transition services | Coordination of activities for a child with a disability to ensure a smooth transition from one school to another and for post school activities such as work and post-secondary schooling. |
| No Child Left Behind Act of 2001: | This federal act (P.L. 107-110) requires states to test all third- through eighth-grade students (including students with disabilities) annually in math and reading as well as the English proficiency of students with limited English skills. |
| Mills v. D.C. Board of Education (1972): | unconstitutional to exclude students from school programs who were identified as having behavior problems, emotional disturbance, hyperactivity, or mental retardation. Regardless of the degree of their disabilities, right to an appropriate education. |
| High stakes testing | An accountability system of testing in which decisions for graduation or grade-level promotion are made on the basis of a single indicator such as the student´s performance on a statewide assessment. |
| Due process | In special education this refers to procedures and policies that were established in P.L. 94-142 to ensure equal educational opportunities for all children, including children with disabilities. |
| Benefit standard | appropriate education for a student with a disability. In the Board Of Education v. Rowley (1982) case, the court ruled that a student is receiving an appropriate education as long as he/she is progressing and benefiting from the instructional program. |
| Accomodations | changes in the testing procedures without changing the construct of what is being measured. States allow students with disabilities to take assessments with certain accommodations in order to increase the number level of participation. |
| Categorical standard | This is first standard or criteria that the student must meet in order to be eligible for special education services under IDEA. To meet this standard, the student must have a disability within one of the disability categories included in IDEA. |
| Entitlements | Benefits that a person can receive if he/she meets certain eligibility criteria. The Individuals with Disabilities Education Act is an example of an entitlement program for children with disabilities. |
| Equal Educational Opportunity: | Under IDEA, students with disabilities are entitled to the full educational opportunities as those given to students who do not have disabilities (at no cost to the parents). |
| Evaluation Team/ School-wide Student Study Team | prereferral stage. Members of the team may include the student's general education teacher, parents, school psychologist, special education teacher, school counselor, and related services personnel. |
| Family Educational Rights And Privacy Act (also FERPA): | This act gives parents the right to access or challenge the content of their child's school records and the right to object to the release of certain information about their child in order to protect family privacy. |
| Functional standard | in order to be eligible for special education services under IDEA. If it has already been determined that the student has a disability, the student meets the functional standard if he/she requires special education services because of the disability. |
| Informed Consent | the act of parents giving their consent for procedures or decisions related to their child after being presented with information that they understand. Schools must obtain the parent's informed consent before any student is initially placed in SPED. |
| P.L. 99-457: | In 1986, Congress passed P.L. 99-457 and extended IDEA early intervention benefits to infants and toddlers with disabilities aged birth to 3. |
| Nondiscriminatory Evaluation: | A key principle in IDEA. This refers to assessing the abilities and needs of the individual student in a fair and unbiased manner to plan for an appropriate education based on the student's strengths, weaknesses, and exceptional learning needs. |
| Congenital disability | Describes the presence of limiting characteristics or conditions of an individual that exist at birth. Examples are congenital deafness or blindness. |
| Criterion-Referenced Test: | A measure to ascertain a student's performance compared to a set criterion. This type of test determines whether or not a student has mastered a particular skill in an area. Examples include the Metropolitan Achievement Test |
| Eligibility and implementation | After the assessment evaluations are conducted, the evaluation team must decide whether the student has a disability and need special education services. If so, the evaluation team plans a separate conference to develop an IEP for the student. |
| Evaluation | An evaluation must be conducted at least once a year and more often if requested by the student's teacher or parent. A formal reevaluation must be conducted every three years to determine if the student is still eligible for special education. |
| Norm Referenced test | A type of measurement in which the student's performance is compared to a sample group of students who are considered a peer group or students at the same grade level. The Wechsler Intelligence Scale For Children |
| Portfolio assessment | It has the advantage of allowing the team to examine examples of the student's schoolwork from different subjects as well as over time. Recommended for usage with students from culturally and linguistically diverse backgrounds. |
| Prereferal interventions | The primary intent of implementing prereferral interventions is to make sure that the teacher and school staff have tried all possible alternatives for the student in the general education classroom before making a formal referral for special education. |
| school psychologist | responsible for administering appropriate evaluation instruments and compiling relevant information from appropriate sources. Once the data is collected and analyzed, he/she formulates recommendations based on the student's performance and shares w/ team |
| Screening | Formally planned procedures that every student goes through such as vision/hearing tests. Screening is typically given student's general education classroom teacher through informal tests, skills inventories, criterion measures, day-to-day observations. |
| Cooperative teaching | This type of teaching involves two or more teachers (general and special education) who share the responsibilities of planning, managing, delivering, and evaluating instruction for students with and without disabilities. |
| Feedback: | in class,students need multiple opportunities to practice what they havejust learned and receive written or verbal response to their performance. The feedback or response should be immediate, frequent, specific, and individually tailored to each student. |
| Token economy system | A classroom management/behavior modification strategy in which appropriate behavior is rewarded extrinsically with tangible goods. |
| Summative Evaluation: | This type of evaluation is conducted after the instruction is completed. The teacher administers a test, quiz, or another cumulative activity to determine whether the students are benefiting from the instruction or have met the instructional objective |
| Model of effective instruction | The critical principles for effective instruction can be grouped into four broad categories: planning instruction, managing instruction, delivering instruction, and evaluating instruction. |
| Transitioning Out Of School: | Part B of IDEA includes provisions to start planning process for the student's transition from high school to postschool environments. This may include counseling for postsecondary educational opportunities, or vocational training for employment settings |
| Adaptability: | This refers to the family's ability to change in response to a stressful situation. In the context of special education, parents and families may need to adapt to the demands of caring for a child with a disability. |
| Direct services | Special education services that are provided to the child. Examples of personnel for direct services for young children with disabilities include physical therapists, occupational therapists, speech therapists, and vision and hearing specialists. |
| Dropout Rates: | The proportion of students with disabilities who terminate their school careers by leaving school. In1998-1999, the dropout rate of students with disabilities was 28.9 percent, and students with emotional disturbance had the highest dropout rate. |
| External Coping Strategy: | Manner in which families cope with having a child with a disability. With this coping style, families may rely on outside sources such as social supports, spiritual supports, and formal supports. |
| Family Systems: | In the context of special education, the presence of a child with a disability will affect all members of the family. |
| Head Start | The program was designed to help preschool children from families who are economically disadvantaged. Although children who participate in Head Start show significant short-term gains, they are still generally behind their peers in cognitive levels. |
| Home-Based Programs: | In this type of early intervention program, trained personnel visit the child with a disability's home on a regular basis either to provide direct or indirect services. |
| Indirect Services: | When services are provided to another person, such as a parent or a primary caretaker who in turn serves the child, they are called indirect services. |
| Internal Coping Strategy: | Manner in which families cope with having a child with a disability. With this coping style, families do not rely on outside sources but rather make adjustments within the family itself. |
| Sheltered Language Environment | limited English proficiency (LEP) taught English using instructional supports and techniques. teachers could provide students with visual cues, speak clearly and slowly, repeat important information in smaller chunks, and model appropriate language. |
| Wrap around programs/services | Wrap-around Programs: The wrap-around approach provides comprehensive and coordinated services from multiple agencies to students with disabilities and their families that are tailored to fit their specific needs. |
| Auditory Processing Difficulties | Auditory processing difficulties: The inability to recognize a difference between phoneme sounds; also the difficulty in identifying words that are the same and words that are different when the difference is a single phoneme element (big - pig). |
| Dyscalculia: | A term indicating lack of ability to perform mathematical functions. The condition is associated with neurological dysfunction. |
| Dysgraphia | Often associated with poor sgraphia: handwriting or the inability to perform the motor movements required for handwriting. |
| Dyslexia: | A severe reading disorder where the individual has difficulty or is not able to learn to read or does not acquire fluent and efficient reading skills. |
| Information-processing deficits: | A disorder in the flow of information, the memory system, and the interrelationships among the elements of cognitive processing. |
| Chromosomal disorder: | A defect due not to a single gene, but to an excess or deficiency of the genes contained in a whole chromosome or chromosome segment. Down's syndrome is the most common chromosomal disorder.individuals have an extra chromosome 21. |
| Down syndrome: Or Down's syndrome | most common and readily identifiable chromosomal condition associated with intellectual disabilities. It is caused by a chromosomal abnormality: for some unexplained reason, an accident in cell development results in 47 instead of the usual 46 chromosomes |
| Fragile X syndrone | The spectrum of Fragile X syndrome ranges from normal development to developmental delay, learning disabilities, mild to severe intellectual disability, autistic-like behavior and attention problems. |
| Mild intellectual disabilities: | Often referred to individuals with intellectual disabilities whose IQ falls between 50 and 75. |
| Moderate intellectual disabilities: | Often referred to individuals with intellectual disabilities whose IQ falls between 40 and 55 |
| Phenylketonuria (also PKU): | A genetic condition that prevents the metabolism of the amino acid phenylalanine. |
| Profound intellectual disabilities: | Often referred to individuals with intellectual disabilities whose IQ falls between 25 and 40. |
| Pull-out programs: | Educational program in the K-12 school environment where students with disabilities are separated from the general education setting and served in a separate classroom for specific educational and related service programs. |
| Williams syndrome: | A genetic disorder characterized by mild intellectual disabilities, distinctive facial appearance, problems with calcium balance, and blood vessel disease. |
| Eligibility determinations: | The processes used by school personnel to determine whether a child has a disability and whether the academic, social and/or behavioral problems associated with this disability require the need of specialized services. |
| Oppositional defiant disorder: | A pattern of behavior characterized by active noncompliance and other forms of hostile responses to requests by teachers and parents. |
| Accommodations: | The process of handling new information by altering existing schema to incorporate new and contradictory information and experiences. |
| Asperger Syndrome: | A developmental disability in which language and cognitive development are normal but the child may show a lag in motor development and impairment in emotional and social development. |
| Attention deficit hyperactivity disorder: | A condition characterized by severe problems of inattention, hyperactivity, and/or impulsivity; often found in persons with learning disabilities. |
| Autism: | A childhood disorder with onset prior to 36 months of age. It is characterized by extreme withdrawal, self-stimulation, intellectual deficits, and language disorders. |
| Pervasive developmental disorders: | A severe developmental disorder characterized by abnormal social relations, including bizarre mannerisms, inappropriate social behavior, and unusual or delayed speech and language. |
| Diabetic retinopathy: | A condition resulting from interference with the blood supply to the retina. It is the fastest growing cause of blindness. |
| Hyperopia (also Farsightedness): | Vision of near objects is affected, usually results when the eyeball is too short. |
| Mytopia (also Nearsightedness): | Vision of distant objects is affected, usually results when the eyeball is too long. |
| Anoxia: | Results when a person loses oxygen to the brain from an illness or an accident such as stroke, choking, or drowning. |
| Muscular dystrophy: | Refers to a group of nine hereditary muscle-destroying disorders that vary in their inheritance pattern, their age of onset, the muscles initially attacked, and their rate of progression |
| Spina bifida cystica: | A malformation of the spinal column in which a tumor-like sac herniates through an opening or cleft on the infant's back. |
| Generalization: | The use of previously learned knowledge or skill under conditions other than those under which it was originally learned. |
| Abstract level instruction: | A level of instruction where students manipulate symbols without the help of concrete objects or representational pictures or tallies. |
| Attribution theory: | Refers to the reasons given by individuals for their success or failures. |
| Concrete instruction: | A method of teaching in which the child manipulates real objects of learning. |
| Context clues: | Clues that help readers recognize words through the meaning or context of the sentence or paragraph in which the words appear. |
| Grapheme: | The written representation of a phoneme sound. |
| Phonics: | The word-recognition strategy in which the reader matches a sound to a written letter or letter combinations. |
| Semiconcrete-level instruction: | A level of instruction where graphic representations are substituted for actual objects. |
| Word recognition: | Word recognition enables the readers to recognize words and to learn ways to figure out, or unlock, unknown words by decoding printed words, matching letters, and words with sounds. |
| Undersocialized aggressive conduct disorder: | Antisocial externalizing behaviors that are aggressive, disruptive and noncompliant. |
| Socialized aggressive conduct disorder: | Antisocial externalized behaviors that include involvement with peers in illegal acts or behaviors that violate normative expectations. |
| Social perception: | The ability to understand social situations, as well as sensitivity to the feelings of others. |
| Social competence: | Several components innate to individuals, all of which are important to being liked, accepted, and self-confident |
| Pictorial icons: | Pictures that represent the action or object the teacher wants to communicate to the child. |
| Aphasia: | An injury to certain areas of the brain that results in problems with speaking or total loss of speech. Possible causes are traumatic brain injury, lack of oxygen, stroke, or an illness that causes brain swelling. |
| Alternative Assessment: | An assessment type for students with disabilities who cannot perform on the general assessment because of their disabilities. |
| Formative Assessment | measure the effectiveness of their instructional approach. Results from formative assessments can be used to help a modify his or her approach to increase student outcomes. Formative assessment deals with qualitative rather than quantitative data. |
| Instructional Alignment: | The end result of classroom instruction being aligned with national or state standards. |
| Summative Assessments | after the instruction is completed. The teacher administers a test, quiz, or another cumulative activity to determine whether the students are benefiting from the instruction or have met the instructional objective. |
| Content Knowledge: | A broad term for the facts, information, and skills that teachers will be passing onto their students. |
| Construct Validity: | The capacity of an instrument to measure psychological constructs such as memory, attention, etc. |
| Content Validity: | Occurs when the items contained within the test accurately represent the content being measured. |
| Continuous Assessment: | A process whereby student progress is monitored over time on critical skills or behaviors. The data collected through a process of continuous assessment is used to adjust instruction to better meet needs of learners. |
| Continuous Progress Monitoring: | A process of checking the performance level of students on a regular, ongoing basis to determine their responsiveness to an instructional program. |
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kniffy83