Term
| Functional Behavioral Assessment (FBA) |
|
Definition
| An evaluation consisting of finding out what purpose a particular behavior serves, what triggers the behavior, and what features of a setting maintains the behavior. The FBA provides information to guide educators in planning appropriate strategies and interventions to address inappropriate student behavior. |
|
|
Term
| Individualized Education Program (IEP) |
|
Definition
The federal special education law (IDEA) requires that a team develop an IEP for each student receiving special education services. The IEP must contain a statement of the student’s present levels of educational performance, annual goals related to areas of deficit, short-term objective describing the intermediate steps to the annual goals, criteria and procedures for determining the achievement of the objectives, and educational services to be provided to the student. Any changes to a student’s IEP must be agreed upon by the entire IEP team. Changes cannot be made unilaterally by one individual.
|
|
|
Term
| Individualized Family Service Plan (IFSP) |
|
Definition
| A plan, similar to an IEP, but designed for young children (under 3 years of age) and their families. This is somewhat broader than an IEP in that it also specifies services and resources to be provided to the entire family in support of the child with disabilities. |
|
|
Term
| consultation/collaborative teaching |
|
Definition
| General education and special education teachers working together to meet the needs of the special needs student. |
|
|
Term
|
Definition
| A graduated range of educational services, each level of service leading directly to the next one. |
|
|
Term
|
Definition
| General education and special education teachers teaching together in the same classroom for the entire school day. |
|
|
Term
| cross-cultural dissonance |
|
Definition
| When the home and school cultures are in conflict. |
|
|
Term
|
Definition
| All cultural groups are valued components of the society, and the language and traditions of each group are maintained. |
|
|
Term
|
Definition
| the principle that taking ordinary risks and chances is part of growing up and is essentially human. |
|
|
Term
|
Definition
| An interpretation that states that the least restrictive environment for all children with disabilities is the general education classroom. |
|
|
Term
|
Definition
| using life skills as the means to teach academic tasks. |
|
|
Term
| functionally equivalent behaviors |
|
Definition
| Appropriate behaviors that can replace inappropriate behaviors because they serve similar purposes. |
|
|
Term
| Individualized Education Program (IEP) |
|
Definition
A management tool used to identify and organize individualized educational and related services for preschoolers and schoolchildren
IEP Team - consists of the School Admin, Teacher and Parent |
|
|
Term
| Individualized Transition Plan (ITP) |
|
Definition
| a statement of transition services required for coordination and delivery of services as the student moves to adulthood. |
|
|
Term
| interim alternative setting |
|
Definition
| A temporary (no more than 45 days) educational placement for a student with disabilities who is violent, brings a gun to school, or is involved with drugs, not considered a change in educational placement, and a new IEP is not required for this action. |
|
|
Term
|
Definition
| Those skills used to manage a home, cook, shop, and organize personal living environments. |
|
|
Term
| manifestation determination |
|
Definition
| The result of a process that determines whether or not a student's disciplinary problems are a result of the student's disability. |
|
|
Term
| self-management technique |
|
Definition
| A set of instructional procedures whereby the individual uses self-instruction, self monitoring, or self-reinforcement to change behavior. |
|
|
Term
|
Definition
| different special education services and placements sometimes described as a continuum and other times as an array |
|
|
Term
|
Definition
| Rather than having students with disabilities leave general education classes from special ed. they deliver them to the gen. ed classes |
|
|
Term
|
Definition
| A subjective and individual-specific concept dependent on a number of life-dimensions, including social relationships, personal satification, employment, choice, leisure, community adjustment, and other factors. |
|
|
Term
|
Definition
| Performance of everyday life skills expected of adults |
|
|
Term
|
Definition
| Targets of instruction that focus on the ability to an individual to function in a typical environment and on successful adult outcomes (independent living, employment, and community participation) |
|
|
Term
|
Definition
| any equipment or technology that facilitates people's work, communication, mobility, or any aspect of daily life. |
|
|
Term
| assistive listening devices |
|
Definition
| Equipment such as hearing aids that help deaf and hard of hearing individuals use their residual hearing. |
|
|
Term
|
Definition
| Devices that help students with disabilities in ther daily lives; they include hearing aids, wheelchairs, computer that offer augmentative commuication, and a wide array of equipment that helps compensate for an individual's disabilities |
|
|
Term
| Behavioral Intervention Plan |
|
Definition
| The plan developed for any student with disabilities that includes a functional behavioral assessment and describes procedures to use to prevent and intervene if the student is violent, brings weapons to school, or is involved in drugs; the result of disciplinary action. |
|
|
Term
|
Definition
| Indicators of accomplishments for IEP goals and objectives |
|
|
Term
|
Definition
| This educations program is comprehensive, specific, sequential, realistic/appropriate, understandable, mutually developed |
|
|
Term
| Individual Education Program (IEP) |
|
Definition
| this program must be developed for each sped student with in 30 calendar days after eligibility is determined |
|
|
Term
|
Definition
| The IEP must be reviewed how often, but can be requested to be reviewed more frequently but a parent or teacher. |
|
|
Term
|
Definition
| Transition services must be addressed on the IEP's of students of the age of __ or older |
|
|
Term
| Present Level of Educational Performance |
|
Definition
| this is a written statement which describes the students strengths, weaknesses and learning styles in: Academic, vocational, Social, Behavioral, Perceptual, Physical, Communication, Life skills |
|
|
Term
|
Definition
| These are a statement of what a student with disability can reasonably be expected to accomplish in a years time in a specific area, written in the area of weaknesses identified in the Present Level of Educational Performance. There must be a direct correlation between these and the present level of educational performance. |
|
|
Term
|
Definition
| These are *stated in terms of measurable, objective behaviors, *Inclusive of major deficit areas identified in the present level of educational performance-communication, behavior, academics, socialization, self help,perceptual motor, gross motor, vocational, related services, and transitional services *answers to all questions - Who will acheive, What skill or behavior, How in what manner or at what level, Where in what setting or under what condition |
|
|
Term
|
Definition
| Objectives will be assessed daily, weekly, monthly or by a specific date and based on *the nature of the specific objective *the developmental level of the student *student's anticipated rate of growth |
|
|
Term
|
Definition
| how will you assess - specific tests, teacher-made tests, curriculum materials, interviews, anecdotal records, observations, student portfolios. |
|
|
Term
| Least Restrictive Environment considerations |
|
Definition
| *participate with non-disable people *in a setting as close to what they would be in if they did not have a disability *time of transportation is considered *only removed from gen ed if disability can not be accommodated. *consider effects placement may have on student *placement provides quality of services *program/services in IEP are appropriate |
|
|
Term
|
Definition
| Who must be given a copy of the IEP at no cost with a copy of the procedural safeguards |
|
|
Term
| Individualized Family Service Plan (IFSP) |
|
Definition
| IDEA states this must be included in what * child's present level of development across the board *family's resources, priorities and concerns *outcomes for child and family-including criteria, procedures, timelines, and if modifications will be necessary. *specific early intervention services necessary *the natural environment of services *dates of services *Name of who will service *steps of support of transition |
|
|
Term
|
Definition
| IFSP differs from what in these ways *Includes outcomes for family not just child *It includes community integration, rather then format enviroments *includes working with multiple agencies *It names a service coordinator |
|
|
Term
|
Definition
| Part C of IDEA requires that the ___ be evaluated and revised annually and that periodic reviews be conducted at least every six months. |
|
|
Term
| "zone of proximal development" (ZPD). |
|
Definition
| Vygotsky (1978) maintained the child follows the adult's example and gradually develops the ability to do certain tasks without help or assistance. He called the difference between what a child can do with help and what he or she can do without guidance the |
|
|
Term
|
Definition
| stands for Admission, Review and Dismissal. This exists for each student receiving special education services. This is responsible for determining if a student is eligible for special education and for developing an appropriate educational program for the student. The ARD committee has sole authority to review and change a special education student’s eligibility for services, educational placement or IEP. |
|
|
Term
|
Definition
| Refers to motivation of an individual. A person who has this believes that he or she controls his or her own fate. In other words, their effort has a direct impact on their success. Those with an external locus of control believe that they have no control over what happens to them. It is all the result of external forces they cannot control, such as fate, other people, luck, etc. As a result, someone with an external locus of control does not see any connection between their effort and how successful they are. |
|
|
Term
|
Definition
| A collection of work samples, test results, checklists or other information used to evaluate a student’s performance. |
|
|
Term
|
Definition
| A method of integrating people with disabilities who cannot work independently into competitive employment. Includes the use of a job coach who helps the person with disabilities train for and succeed on the job. |
|
|
Term
|
Definition
| when a school has a systematic process of assisting the classroom teacher with students who are having problems in the regular classroom. It involves collecting existing information of the child and assisting with the development of strategies and interventions to help the child to be successful. Research has shown that when the process is down well it reduces the number of students referred for special education because their problems are solved without special education being necessary. |
|
|
Term
|
Definition
A special education teacher who visits several different schools to provide instruction for students with disabilities. This model is often used for students with low-incidence disabilities such as visual impairments.
|
|
|
Term
|
Definition
is an approach to diagnosing Learning Disabilities in students. In RtI, a student who is struggling academically is given one or more research-based interventions. The student's academic progress is monitored and documented on a regular basis to determine if the interventions are assisting the student in improving academically. If the student fails to show significant academic improvement, even with the use of well-designed and research-validated interventions, this failure to respond to intervention may be considered as evidence of an underlying learning disability.
A lot of research indicates that the ability-achievement discrepancy approach to identifying students as having a learning disability and which has been the most common approach for many years causes students to fail or fall behind academically for a significant amount of time before they are eligible for help. This requirement for an “accumulation of failure” keeps schools from providing early help to struggling students. The RtI process can limit the amount of academic failure that any student experiences and increase the accuracy of the special education identification process. It can also reduce the number of students inappropriately and inaccurately identified as having a learning disability when their academic struggles are primarily the result of cultural differences or lack of ineffective and inappropriate instruction. |
|
|
Term
|
Definition
| are places of employment for individuals that are usually segregated from the general, or nondisabled, public. individuals with developmental disabilities work at jobs where they are supervised and supported by individuals without disabilities. The nondisabled employees will work with businesses to obtain contract jobs for the Workshop employees. also often receive funds and other subsidies for local or state governments. Work hours, pay and other conditions are often different from those in the competitive employment arena. |
|
|
Term
|
Definition
| refers to employment where everyone competes with everyone else on the same playing field for jobs and no one receives any additional support or services than anyone else in the same job. A person with disabilities working in competitive employment would meet the same job qualifications and have the same responsibilities and job requirements as co-workers without disabilities. |
|
|
Term
| informally assessing learning |
|
Definition
| non-confrontational conversations, diaries, incidental encounters, one on ones, social gatherings, etc |
|
|
Term
| formal assessing learning |
|
Definition
| simple questionnaire, group therapy, discussion support groups, counseling sessions, instructional activities, games, simulations. |
|
|
Term
|
Definition
| Adaptive behaviors are learned. They involve the ability to adapt to and manage ones surrounding to effectively function and meet social or community expectations. |
|
|
Term
|
Definition
Mild Mental Retardation - 50-55 to 70
Moderate - 35-40 to 50-55
Severe 20-25 to 35-40
Profound below 20-25 |
|
|
Term
| Behavior Disorders characteristics |
|
Definition
* initiation of aggressive behavior and reacting aggressively toward others.
*bullying, threatening, or intimidating behavior
*physically abusive
*deliberate destruction of others property
*little empathy
*callous behavior, lack of remorse
* tattles or blamers |
|
|
Term
| the objectives of the IEP should match the TEKS as closely as possible. |
|
Definition
The Individualized Education Program (IEP) committee at Scarborough Elementary is meeting to develop the IEP for James, a fourth grader with mild learning problems. In regard to the Texas Essential Knowledge and Skills (TEKS), the IEP team should try to ensure that …
The objectives of the IEP should match the TEKS as closely as possible. Since special education students need to take and pass tests based on the TEKS, their curriculum should match the TEKS as much as possible. In addition, by working on the same objectives as their typical peers, their inclusion in the general classroom will be greatly facilitated. While it is not always possible, every effort should be made to align a student's IEP objectives with the TEKS
|
|
|
Term
| Talk to Robert's parents about her concerns regarding his problems. |
|
Definition
| Robert is having trouble with reading. His fourth-grade teacher is thinking about making a referral for possible special education services for him. Which of the following describes the first step Robert's teacher should take before taking such a measure? |
|
|
Term
|
Definition
| How much of the US are living with development disabilities? |
|
|
Term
| MR, CP, Autism, epilepsy and Downs |
|
Definition
| Most common forms of developmental dis. |
|
|
Term
|
Definition
| In 2000 - 2001 the state reports to the US Department of Ed that they were providing services to this many students with multiple disabilities. |
|
|
Term
| Multiple Disabilities traits |
|
Definition
1. limited speech or communication
2. difficulty in basic physical mobility
3. Tendency to forget skills through disuse
4. Trouble generalizing skills from one situation to another
5. A need for support in major life activities |
|
|
Term
|
Definition
| is diagnosing a "defect or disease" and then intervening to remove it surgically or medicate it away chemically. |
|
|
Term
| psychodynamic perspectives |
|
Definition
| The interaction of various conscious and unconscious mental or emotional processes, especially as they influence personality, behavior, and attitudes. |
|
|
Term
|
Definition
| The number of occurrences of a behavior within a given time |
|
|
Term
|
Definition
| A period or existence or persistence of a behavior |
|
|
Term
|
Definition
| the amount of engery transmitted, the quality or state of being intense. |
|
|
Term
|
Definition
| Teh state or quality of being severe, the degree of something undesirable |
|
|
Term
|
Definition
| the fact that learning disabilities tend to run in families indicates that there may be a genetic link |
|
|
Term
|
Definition
| The act of accomondating or the state of being accomodated; adjustment |
|
|
Term
|
Definition
| A linear and sequential model used to describe educational environments form the most to the least restrictive. |
|
|
Term
|
Definition
| A function or office in each state's department of education that helps refer and identify children with disabilities. |
|
|
