Praxis test- special education – Flashcards

the educational setting that most closely resembles a regular school program and also meets the child's special education needs. For many students with disabilities, the general education classroom is the LR; however, the LRE is a relative concept and must be determined for each individual student with disabilities

Free Appropriate Public Education - one of the major principles of IDEA - states all children with disabilities, regardless of the type or severity of their disability, shall receive a free appropriate public education provided at public's expense - IEP must be developed to meet each child's unique needs

Regular classroom (full day) Regular classroom with consultation, Regular classroom with supplementary instruction and services, Resource room, Separate classroom, Separate school, Residential school, Homebound or hospital

Present Levels of Educational Performance. You can't know how far you have come if you don't know where you started Describes in language that the parent and all professionals can understand, where the student is functioning so that a year from now the parent and educators can determine if progress has been made.

Diana vs. State Board of Education, Larry P.vs Riles, and Lau vs. Nichols all addressed the issue of non-discriminatory assessment. The assessment must be multi disciplinary and cannot discriminate. Children must be assessed in all areas of suspected disability.

members of an assessment team conduct their own independent assessments of the child's abilities that relate to their own interest areas (e.g. speech-language pathologists evaluate speech and language only, physical therapists evaluate motor abilities only, etc.). In a summary meeting, each member of the team shares their findings and recommends treatment. The emphasis is on the parts of the child rather than the whole child.

1. Child performs at 2.0 standard deviations below the norm. 2. IQ is 70-55 mild 55-40 moderate 40-25 severe 25 and below profound 3. Adaptive behavior is consistent with academic ability. 4. Reduced cognitive ability and adaptive behavior adversely affect educational performance. 5. Exclusion clause, the defect is not caused by visual, auditory or motor defects, behavior or emotions disturbance or a language or learning disability. Determination of continued need for Special Education or related services.

1. Basic psychological processing deficit in one or more areas.(reading skills,reading comprehension, written expression, math calculation, math reasoning, listening comprehension or oral expression) 2. Behavioral characteristics identified in deficit area (s) 3. Behavioral characteristics identified by one of these procedures; behavioral observation, structured clinical task or others 4. LD adversely affects school functioning 5. Discrepancy between achievement and ability or conclusion that discrepancy is present 6. LD not caused y visual, auditory or motor deficit, BD, ED environmental, economic or cultural differences. 7. Determination of need for SE or related services.

1. Screening 2. Alternative Intervention Strategies 3 referral & screening review 4. Develop IEP to include areas to evaluate, at least 1 observation in area of concern, complete within 30 days of referral, notice of evaluation or reevaluation 5. Notice & Consent for Evaluation 6. Evaluation, diagnosis of disability, establish current level of functioning, completed within 45 days of parents consent for evaluation,if no disability recommend continuation of AIS, if disability found, continue with IEP process. 7. Develop IEP must be within 45 days of initial diagnostic staffing 8. LRE considerations 9. Notice of consent for placement before SE services begin. If parents deny, initiate due process

Alternative placement options

Regular Ed- modified (use of para or modification of assignments or parallel curriculum to include same subject but at a different level 2. Resource- removed from regular Ed 21-59% of the day. 3. Self contained - more than 60% of the day not in regular ed 4. Separate school 5. Home/hospital instruction 6. Institution/ residential where SE services are provided.

EdUcational department general administration regulations

Family Educational Rights and Privacy Act

Missouri school improvement program

General educational provisional Act

State plan for part b of IDEA

Communication problems (for example, with the use or comprehension of language); Difficulty relating to people, things, and events; Playing with toys and objects in unusual ways; Difficulty adjusting to changes in routine or to familiar surroundings; and Repetititive body movements or behaviors. (1)

autism; Asperger syndrome; Rett syndrome; childhood disintegrative disorder; and Pervasive Developmental Disorder Not Otherwise Specified (often referred to as PDDNOS). (2)

a disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of others' states of mind

mild autism - high functioning fewer language issues

Neurodevelopmental disorder of childhood characterized by normal early development followed by loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, gait abnormalities, seizures, and mental retardation; affects females almost exclusively; included in autism spectrum disorders.

Pervasive developmental disorder involving severe regression in language, adaptive behavior, and motor skills after a 2- to 4-year period of normal development.

behavioral or emotional responses differ from what is age appropriate and they adversely affect educational performance in such areas as self-care, relationships, adjustment, academic progress, classroom behavior

anxiety disorders; bipolar disorder (sometimes called manic-depression); conduct disorders; eating disorders; obsessive-compulsive disorder (OCD); and psychotic disorders.

a learning disability that results in difficulty in writing

a learning disability that results in difficulty in math

a learning disability that results in difficulty reading and writing

breaking tasks into smaller steps, and giving directions verbally and in writing; giving the student more time to finish schoolwork or take tests; letting the student with reading problems use instructional materials that are accessible to those with print disabilities; letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech. Learn about the different testing modifications that can really help a student with LD show what he or she has learned. Teach organizational skills, study skills, and learning strategies. These help all students but are particularly helpful to those with LD. Work with the student's parents to create an IEP tailored to meet the student's needs. Establish a positive working relationship with the student's parents. Through regular communication, exchange information about the student's progress at school.

condition in which swallowing is difficult or painful

A special educator working side-by-side with a general educator in a classroom, both teachers provide instruction to the group

Both SpEdT and RgEdT share equally in the responsibility for planning, instructing, and evaluating all members of the regular ed. class., The SpEdT still does most of the paper work regarding students with IEPs.

general ed and special ed teachers working together to meet the needs of special needs students

Both teachers deliver the lesson together

Declared a person cannot be excluded on the basis of a handicap alone from any program or activity receiving federal funds

Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching

One teacher works with majority of class Other teacher pulls out individual or small group of students

Incorporated stations or centers in learning, Advantage: individual instruction Don't always split by ability level Vary the groups Split class up: half with special education teacher and half with general education teacher Switch groups-both work with all students-don't always stay with group Don't let them know high vs. low group

a term often used to encompass a variety of disabilities of infants or young children indicating that they are significantly behind the norm for development in one or more areas such as motor, cognitive, or language

Substantial handicap of indefinite duration with onset before the age of 18 years; attributable to mental retardation, autism, cerebral palsy, epilepsy, or other incurable neuropathy

an approach to psychology that emphasizes observable measurable behavior

A theory of learning. The idea is that learning is a conscious, rational process. People learn by making models, maps and frameworks in their mind. ~ is the opposite of behaviorism.

-Lorenz's theory -imprinting -adaptive & survival behaviors -survival of the fittest

how is it all playing out? self-regulation

a goal in which we know how long and exactly when we have completed it