Special Education Praxis II test (0543)
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| The teacher provides the information and content to support the learning process. | show 🗑
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| show | Implicit Instruction
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| show | Ability Grouping
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| show | Accommodations
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| A measure of the engagement of the learner in tasks and activities. | show 🗑
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| A change made to the environment or curriculum. | show 🗑
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| show | Authentic Learning
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| The breaking down of a task into component parts so a student finishes the task by starting with the first step in the sequence and performing each component progressively until the task is completed. | show 🗑
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| show | Chaining
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| Oral response of students (in unison) to a question or problem presented by the teacher. | show 🗑
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| A strategy that allows a student to remember and organize large amounts of information. | show 🗑
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| The use of semantic and syntactic clues to aid in completing sentences. | show 🗑
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| show | Concept Generalization
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| Techniques used to aid in the organization and delivery of curriculum such as guided notes, graphic organizers, mnemonics, and visual displays. | show 🗑
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| show | Contingent Teaching
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| Classroom is divided into groups to work together to complete a task or participate in an activity. | show 🗑
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| Provides assistance to ensure adequate support of instruction | show 🗑
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| show | Diagnostic-prescriptive method
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| To address the varying abilities, strengths, and needs of learners and their styles of learning by imposing a choice of learning activity, tasks that suit the learning styles, student groupings, authentic lessons, and problem based activities. | show 🗑
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| A systematic approach of teaching with specific goals, active learner engagement, and positive reinforcement for student performance (synonymous with explicit instructions) | show 🗑
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| Checking on student achievement during a period for a specific opportunity to perform and recording the response. | show 🗑
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| Students engage in active learning with lessons designed and overseen by the teacher but managed by students. | show 🗑
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| show | Fluency building
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| The ability to use skills learned across various settings. | show 🗑
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| A visual-spatial organization of information to help students understand presented concepts. | show 🗑
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| providing opportunities to gain knowledge by offering cues, prompts, or added sequential information. | show 🗑
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| show | learning centers
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| show | learning strategy
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| a procedure that provides cues and prompts, while gradually removing them so students can perform and respond independently. | show 🗑
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| show | mnemonics
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| show | modeling
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| show | modification
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| show | multiple intelligence strategies
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| show | naturalistic teaching
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| under the guidance of a teacher, a non-disabled student with competencies in a particular area works with a student with a disability who needs assistance to enhance an area of study. | show 🗑
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| show | precision teaching
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| show | prompting
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| show | remediation
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| continual work on a specific skill or content concept to help build rote memory skills | show 🗑
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| show | response cards
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| applying stages to learning content and tasks by first observing the student to see what she can do and then helping her understand the how and why until she can perform herself (direct instruction, tutoring, modeling, independence) | show 🗑
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| repetition and practice of new skills until the learner performs without cues and prompts | show 🗑
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| a planned, sequential instruction to show similarities and differences between acquired and new knowledge. | show 🗑
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| providing positive reinforcement and confirmation to improve learning. | show 🗑
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| A strategy in which the goals are broken into smaller steps and sequences while keeping the learner's pace in focus. | show 🗑
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| show | time trial
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| show | transfer of stimulus control
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| show | Universal Design.
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| Recommended for students who are gifted or talented is a ___________ curriculum that is responsive to the needs of these students, based on their individual strengths, and allows them opportunity to use their exceptional abilities. | show 🗑
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| Strategies for acceleration for GT students: | show 🗑
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| Two distinct methods of providing instruction to diverse students and these are used for various student groups depending on the functioning level and the subject area: | show 🗑
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| Students should be assessed in study skill areas so the most appropriate strategies for study skills instruction are implemented. Topics for study skills instruction include: | show 🗑
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| show | maintaining a schedule, learning to ask questions, skimming for information, outlining a chapter, using mnemonics, and paraphrasing.
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| show | autism, emotional disabilities, gifted-talented, hearing and vision impairments, learning disabilities, and mental retardation.
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| show | Self-management
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| show | Small group instruction
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| show | functional skills
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| focuses on basic educational concepts that may be useful in daily life, such as basic reading using survival sight words, basic math involving money and time, basic writing like name, address and phone number. | show 🗑
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| show | functional curriculum
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| the skills used to make a basic need or desire known. | show 🗑
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| the level of communication and language that a person needs to live independently in the community. | show 🗑
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| Steps in the assessment process | show 🗑
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| show | paraprofessionals
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| show | flexibility, dependability, motivation, tolerance, patience, cooperativeness, resourcefulness, and positiveness.
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| Special education teacher role: | show 🗑
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| General education teacher role: | show 🗑
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| Specific duties of a special education teacher: | show 🗑
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| show | Train staff&students in advocacy, communicate w/parents, facilitate programs&activities, supervise paraprofessionals, manage behavior assessments&plans, participate in staff development&workshops, join prof.org.&attend conferences,keep current on research
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| show | Behavior Management Strategies
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| show | Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP)
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| Strategies to help individualize behavior management techniques: | show 🗑
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| show | acting out behavior
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| method of behavior scrutiny to determine how and why a student responds to certain events, situations, or the environment and allows for a training component of rewards and reinforcements to help the student learn the target behavior. | show 🗑
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| show | alternative school placement
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| show | antecedent
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| strategies or actions used to extinguish, change, or redirect an inappropriate behavior, three types are positive reinforcement, negative reinforcement, and aversive reinforcement. | show 🗑
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| an evaluation tool that lists specific observable behaviors to assess the severity, frequency, and types of exhibited behaviors completed by staff, parents, or student. | show 🗑
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| stimulus that follows a behavior action used in behavior management or behavior modifications to increase or decrease the behavior. | show 🗑
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| show | contingency contract
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| strategy in which the function or task is broken down into steps that are rewarded immediately in trial by trial basis. | show 🗑
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| show | manifestation determination
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| use of imitation to set in place the desired behaviors. | show 🗑
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| show | negative reinforcement
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| when a behavior continues repeatedly beyond the typical endpoint and the student demonstrates difficulty switching tasks. | show 🗑
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| show | positive reinforcement
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| show | response generalization
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| the behavior for intervention, most often to be extinguished or changed, although it may be a positive behavior that should be used in other school activities. | show 🗑
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| 12 disability categories suggested in federal law for students 6-21 years of age | show 🗑
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| show | Language
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| Ability to understand and comprehend information that is presented. | show 🗑
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| Ability to communicate thoughts, feelings, and ideas through words, gestures, sign systems, assistive devices, and so on. | show 🗑
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| show | Articulation
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| Knowledge of successful and appropriate language use, such as in conversation. | show 🗑
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| The meaning that language communicates; it governs vocabulary development. | show 🗑
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| A system of combining words into sentences with rules that govern how words work together in phrases, clauses, and sentences. | show 🗑
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| show | ensure kids w/disabilities guarantee a FAPE;assist states in establish early interv.srvs 4infants&toddlers w/disabilities; ensure educators&parents have the tools to improve ed. 4all kids w/disabilities;assess the effective of ed.4kids w/disabilities.
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| show | 0 reject; protection in the evaluation process; FAPE; LRE; Due process procedures (procedural safeguards); Parent & student participation (shared decision making)
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| When IDEA-1997 was reauthorized to IDEIA-2004, all major provisions and components were still in tact but some changes were added that include the following: | show 🗑
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| IDEIA Part B focuses on the following: | show 🗑
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| show | students w/dis. birth-3 yrs; family&child srvcs in natural environ (home);srvc or case manager to coordinate srvcs; evals 2x per yr w/reg reviews; participation in the transition srvcs to part B; IFSP to describe the childs&families needs.
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| show | Gifted and Talented students
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| Based on the segregation of students according to race, it was tried at the Supreme Court who ordered that education must be on equal terms for all children. | show 🗑
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| Determined the tracking system for reg. & special ed. students based on intelligence scores was discriminatorily unconstitutional for some populations of students and could not be used. | show 🗑
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| Determined that financial problems cannot be a reason for the lack of appropriate programs to children with disabilities. | show 🗑
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| Established the right for all children with mental retardation to a free public education. | show 🗑
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| Ordered schools to provide extended school year services for students with disabilities who may regress over long periods without attending formal school programs. | show 🗑
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| show | Larry P. Vs. Riles 1979
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| show | Board of Education of the Hudson School District Vs. Rowley 1982
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| Ruled that the training and education for a student with multiple disabilities required in private residential placement would be supported through district funds. | show 🗑
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| Ruled homebound instruction for a student with multiple health problems did not comply with the LRE and required the student be placed in a class with non-disabled children & receive the necessary related medical services. | show 🗑
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| Forced the school to provide non-physician required medical services to allow a physically impaired student to attend school. | show 🗑
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| Ruled that students with disabilities may not be excluded for misbehavior that is disability related, but services could cease if the behavior was not related to the disability. | show 🗑
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| Upheld that all children with disabilities must be provided a free and appropriate public education without exception. | show 🗑
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| show | Zobrest Vs. Catalina School District 1993
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| Ruled to support a family preference to educate a child with mental retardation in the general education classroom. | show 🗑
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| show | Foley Vs. Special School District of St. Louis County 1998
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| show | Cedar Rapids Vs. Garrett F. 1999
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| A philosophy that surmises students with exceptional needs should be placed in classrooms along with students who are non-disabled so they receive the general education curriculum instruction with supportive services. | show 🗑
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| show | Collaborative teaming
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| One part of the collaborative teaming that includes cmcn&coop. so student srvs are ensured delivery.Professionals may not directly share their expertise, information, or ideas with one another, but they do provide updates on the progress of the student. | show 🗑
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| show | Consultation
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| show | Co-teaching
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| 3 team models in schools that are critical to the effectiveness and implementation of the special education process | show 🗑
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| show | Multidisciplinary team
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| show | Interdisciplinary team
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| show | Transdisciplinary team
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