Term
|
Definition
|
|
Term
|
Definition
| Specific language impairment |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| Specific Learning Disability |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| List the criteria for a disability. |
|
Definition
- MR
- Hearing Impairment
- Speech/Language Impariment
- Visual Impairment
- Emotional Disturbance
- Orthopedic Impairment
- Autism
- Traumatic Brain Injury
- Other Health Impairment
- Specific Learning Disability
- Deaf Blindness
- Multiple Disabilities
- Because of one of these requires special education
|
|
|
Term
| What are the ages of children diagnosed as developmentally delayed? |
|
Definition
|
|
Term
|
Definition
| a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance |
|
|
Term
|
Definition
|
significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.
|
|
|
Term
| List the 5 factors of emotional disturbance. |
|
Definition
|
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
|
|
|
Term
| What unique disorder does emotional disturbance include? |
|
Definition
|
|
Term
|
Definition
| 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 mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. |
|
|
Term
| What is not included in the definition of learning disability? |
|
Definition
- Disorders
- learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage
|
|
|
Term
|
Definition
|
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, that—
(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and
(ii) Adversely affects a child's educational performance |
|
|
Term
| Define speech/language impariment. |
|
Definition
|
communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance.
|
|
|
Term
| What are the components of an IEP? |
|
Definition
|
Description of the student – Present Level of Performance (PLoP)
Goals
Accommodations
Testing Participation
Services
Transition
Placement justification (LRE)
Parental approval
|
|
|
Term
| What are 4 cognative assesments? |
|
Definition
|
¡Stanford-Binet 5
¡WISC IV
¡DAS
¡Reynolds Intellectual Assessment ScalesTM (RIASTM)
|
|
|
Term
| When using direct observation, what three things are you looking for? |
|
Definition
- frequency
- duration
- intensity
|
|
|
Term
| What principle is functional behavioral assesment based on? |
|
Definition
| All behavior is to gain or avoid something |
|
|
Term
| Who decides on placement? |
|
Definition
|
|
Term
| Who decides on the Least Restrictive Environment? |
|
Definition
|
|
Term
| What is placement outside the classroom based on? |
|
Definition
| Needs that cannot be met in the general classroom setting. |
|
|
Term
| What 3 things must goals be? |
|
Definition
|
Observable
Measurable
Achievable
|
|
|
Term
| What is included in a family services plan? |
|
Definition
|
—Demographic Information (who is the child)
—Family concerns and priorities
—Child and family strengths
Child’s present level of development
Goals
Services
Transition Plan
|
|
|
Term
| What are the components of a goal in a family services plan? |
|
Definition
|
¡Goal or Outcome
¡Family/child strengths and resources related to the goal
¡What will be done
¡Who is responsible
Review schedule |
|
|
Term
| What decisions must be made about the support system when creating the family services plan? |
|
Definition
| Frequency, location, group or individual, cost (who pays), natural environments, start and stop dates |
|
|
Term
|
Definition
| specific changes made to the way content is presented and the way students respond to instruction |
|
|
Term
|
Definition
| refers to changes made to the content itself |
|
|
Term
|
Definition
| more general term that refers to changes that are made to support students within various educational settings |
|
|
Term
|
Definition
| Aspects of the physical learning environment that teachers can manipulate to enhance the conditions for learning. |
|
|
Term
|
Definition
| Tools for learning that can be described as those specific skills that individuals employ toacquire, record, remember and use info efficiently |
|
|
Term
| What are learning strategies? |
|
Definition
| task specific techniques that students can use in responding to classroom tasks |
|
|
Term
| What are the 4 types of social skills problems? |
|
Definition
total skill deficit (no social skills)
partial skills deficit (critical elements of skill absent)
performance deficits ( person can demonstrate a skill, but does not use it)
control deficits (undesireable social behaviors) |
|
|
Term
|
Definition
| an event that rewards and thus strengthens the behavior it follows |
|
|
Term
|
Definition
| teacher develops contracts with students to state what behaviors students are to complete and what consequences will be provided |
|
|
Term
|
Definition
| all group members share reinforcement if one individual acheives a goal |
|
|
Term
| interdependent contingencies |
|
Definition
| all group members are reinforced if all acheive the stated goal |
|
|
Term
| independent contingencies |
|
Definition
| individuals within a group are reinforced for individual acheivement toward a goal |
|
|
Term
|
Definition
| situation itself provides the contingencies for a certain behavior |
|
|
Term
|
Definition
| logical connection between inappropriate behavior and the consequence that follows |
|
|
Term
| differential reinforcement |
|
Definition
| uses posative reinforcement strategies as a behavior reduction |
|
|
Term
|
Definition
| withholding reinforcement for a negative behavior and reinforcing a posative one so the behavior disappears over time |
|
|
Term
|
Definition
border on punishment, but are unobtrusive
|
|
|
Term
|
Definition
| type of punishment in which an unpleasant condition is presented to the student |
|
|
Term
|
Definition
| loss of something the student values |
|
|
Term
|
Definition
| students observe and record their own behavior |
|
|
Term
| Asylums coincided with what? |
|
Definition
|
|
Term
| What are the pros of labeling? |
|
Definition
o insurance, gives a general overview of what you’re facing, recognize differences, proactive response, helps with professional communication, research is based on labels, disability specific advocacy, visibility with policy makers
|
|
|
Term
| How often must eligibility be reviewed? |
|
Definition
|
|
Term
| Maria Montessori based much of her thinking on who? |
|
Definition
|
|
Term
| What are the cons of labeling? |
|
Definition
focus on disability, stigmatizing, negatively affects self esteem, lowered expectations, labels explain away behaviors, assumption that everyone with the same label is alike, focus on what is wrong, disproportionate, permenance, expense |
|
|
Term
What was Thomas Hopkins Gallaudett associated with?
|
|
Definition
|
|
Term
| How was Alexanger Graham Bell involved with SPED? |
|
Definition
| Wife was deaf, he wanted to find a cure, part of eugenics movement |
|
|
Term
|
Definition
· article about first child ever diagnosed with autism, what he was diagnosed with would now be considered Aspergers; Kanner’s is actually now a term used to refer to people who are severly inhibited by autism
|
|
|
Term
|
Definition
· one of first people to teach in the special education classroom; founded council for exceptional children
|
|
|
