Term
what are the provisions of no child left behind based on? |
|
Definition
Accountability for student learning and the use of scientifically based programs of instruction |
|
|
Term
Requiring that all students with disabilities participate in state-wide assessments and that all students make adequate progress are components of |
|
Definition
|
|
Term
No Child Left Behind allows students with what to participate in alternative assessments. |
|
Definition
|
|
Term
The principle of IDEA that states that all children with disabilities, regardless of the nature or severity of the disability shall receive a free public education is |
|
Definition
free appropriate public education |
|
|
Term
The federal law that extends civil rights to people with disabilities is |
|
Definition
Section 504 of the Rehabilitation Act of 1973. |
|
|
Term
what extends civil rights protection of persons with disabilities to private-sector employment, all public services, public accommodation, transportation, and telecommunications. |
|
Definition
americans with disabilities act |
|
|
Term
what is required for students to be eligible for special education services. |
|
Definition
classification in a disability category |
|
|
Term
what is a complex issue involving emotional, political, and ethical considerations in addition to scientific, fiscal, and educational interests. |
|
Definition
|
|
Term
what is more restrictive than exceptional children because it does not include children who are intellectually gifted. |
|
Definition
students with disabilities |
|
|
Term
the term handicap refers to |
|
Definition
a disability that leads to educational, personal, social, vocational, or other problems. |
|
|
Term
the term at risk refers to children who |
|
Definition
although not currently identified as having a disability, are considered to have a greater-than-usual chance of developing one. |
|
|
Term
Preventive intervention is designed to |
|
Definition
prevent, eliminate, and/or overcome the obstacles that might keep a child with disabilities from learning. |
|
|
Term
what intervention involves teaching a substitute skill that enables a person to perform a task in spite of a disability. |
|
Definition
|
|
Term
what intervention is designed to eliminate specific effects of a disability. |
|
Definition
|
|
Term
The belief that the general education classroom does not offer the intense, individualized education for a child with disabilities is the reason why inclusion is rejected by who |
|
Definition
some parents of students with disabilities |
|
|
Term
who contested the educational placement of the child in favor of a more restrictive environment. |
|
Definition
parents of a child with disabilities |
|
|
Term
The presence of students with disabilities impairing the academic skills of students without disabilities in an inclusive classroom is a concern of |
|
Definition
|
|
Term
which part of an IEP should include how the child's disability affects the child's involvement and progress in the general curriculum. |
|
Definition
a statement of the child's present levels of academic achievement and functional performance |
|
|
Term
what should also include a statement of program modifications or supports for school personnel that will be provided for the child. |
|
Definition
A statement of the special education and related services |
|
|
Term
Educating students with disabilities with children who are not disabled to the maximum extent possible is called |
|
Definition
the least restrictive environment |
|
|
Term
Collaboration, consultation, and teaming are three ways for team members to |
|
Definition
|
|
Term
Coordination is the simplest form of collaboration and requires |
|
Definition
ongoing communication and cooperation. |
|
|
Term
|
Definition
team members providing information and expertise to one another. |
|
|
Term
who is the most likely person to raise concerns about a child's learning, behavior, or developmental differences. |
|
Definition
|
|
Term
what is most often conducted by a building-based early intervening team. |
|
Definition
|
|
Term
Responsiveness to intervention provides |
|
Definition
early intervention in the form of scientifically validated instruction to all children in the school who are at risk for failure. |
|
|
Term
Written communication involves |
|
Definition
happy grams, parent appreciation letters, and special accomplishment charts. |
|
|
Term
one-time information sessions, make-it-and-take-it workshops, and multiple-session programs on IEP/IFSP planning or behavior support strategies. |
|
Definition
parent education and support groups |
|
|
Term
Accepting parents' statements means |
|
Definition
conveying through verbal and nonverbal means that parent input is valued. |
|
|
Term
Deficits in self-care skills and social relationships are two areas of |
|
Definition
adaptive behavior skills. |
|
|
Term
Children with mild intellectual disabilities were traditionally educated in |
|
Definition
self-contained classrooms in the public schools. |
|
|
Term
According to today's special education teachers, what prohibit students from obtaining an education in the least restrictive environment. |
|
Definition
|
|
Term
what will provide meaningful access to academic and social life of the classroom. |
|
Definition
Adapting instruction so that every student can participate frequently and successfully in the curriculum |
|
|
Term
uided notes, graphic organizers, and mnemonic strategies are what |
|
Definition
types of content enhancements. |
|
|
Term
Brain damage, heredity, biochemical imbalance, and environmental factors are all possible causes of |
|
Definition
|
|
Term
There is growing evidence that genetics may account for at least some family links with what |
|
Definition
|
|
Term
Reports show a what degree of comorbidity between learning disabilities and ADHD. |
|
Definition
|
|
Term
The federal definition of learning disabilities includes the what that states that learning disabilities cannot occur along with other disabilities. |
|
Definition
|
|
Term
Functional analysis involves |
|
Definition
the experimental manipulation of several antecedent or consequential events surrounding a target behavior in an attempt to hypothesize functions of the behavior. |
|
|
Term
Most students with emotional and behavioral disorders make excellent progress when provided with |
|
Definition
explicit, systematic instruction. |
|
|
Term
A functional behavioral assessment is |
|
Definition
a systematic process for gathering information to understand why a student may be engaging in challenging behavior. |
|
|
Term
Asking teachers, parents, and others who know the child well about the circumstances that typically surround the occurrence and nonoccurrence of a problem behavior is called |
|
Definition
indirect functional behavior assessment. |
|
|
Term
Two traits that help to foster strong teacher–student relationships are differential acceptance and |
|
Definition
having empathetic relationships. |
|
|
Term
A teacher of students with emotional or behavioral disorders must exhibit |
|
Definition
mature actions, attitudes, and self-control. |
|
|
Term
Using naturalistic teaching procedures and different cues and prompts to ensure that each child receives adequate support are two ways of |
|
Definition
using instructional strategies that maintain the child's natural flow. |
|
|
Term
Using activities that will engage children with a large range of abilities and allowing every child to have a turn to play a role are ways to promote |
|
Definition
generalization and maintenance of skills. |
|
|
Term
Applied behavior analysis is |
|
Definition
a scientific approach to designing, conducting, and evaluating instruction based on empirically verified principles describing functional relationships between events in the environment and learning. |
|
|
Term
Discrete trial training is |
|
Definition
one-on-one sessions during which a routinized sequence of contrived learning trials is presented as the teacher and child sit at a table. |
|
|
Term
Characteristics of autism spectrum disorders may include impaired social relationships, communication and language deficits, intellectual functioning, and |
|
Definition
unusual responsiveness to sensory stimuli. |
|
|
Term
Autistic disorder is marked by three defining features with onset before age three: a qualitative impairment of social interaction, a qualitative impairment of communication, and |
|
Definition
restricted, repetitive, and stereotyped patterns of behavior. |
|
|
Term
what has strongly influenced the treatment of fluency disorders. |
|
Definition
The application of behavioral principles |
|
|
Term
Distortions, substitutions, omissions, and additions are types of |
|
Definition
|
|
Term
Articulation disorders are exhibited by a child who |
|
Definition
is not able to produce a given sound (i.e., who does not have the sound in his or her repertoire of sounds). |
|
|
Term
When a child produces a given sound correctly in one situation but not in others, he or she is exhibiting a |
|
Definition
|
|
Term
Paralinguistic and nonlinguistic behaviors are |
|
Definition
cues that play major roles in human communication. |
|
|
Term
The skill level of the who plays a critical role in the success and appropriateness of a general education classroom placement for students who are deaf. |
|
Definition
|
|
Term
Speech-to-text translation does what |
|
Definition
increases access by deaf students to live presentations, such as public or classroom lectures. |
|
|
Term
what is a hearing impairment so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and adversely affects a child's educational performance. |
|
Definition
|
|
Term
An impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of deafness is a |
|
Definition
|
|
Term
Residual hearing means that |
|
Definition
a deaf person may perceive some sounds. |
|
|
Term
Vision specialists provide supports to |
|
Definition
students with visual impairments in the regular classroom. |
|
|
Term
Orientation and mobility, listening skills, and functional life skills are |
|
Definition
expanded curriculum priorities for students with visual impairments. |
|
|
Term
Cane skills, guide dogs, and sighted guides are types of |
|
Definition
orientation and mobility aids. |
|
|
Term
Interacting less during free time and often having delays in the development of social skills are characteristics of |
|
Definition
students with visual impairments. |
|
|
Term
Visual acuity and field of vision are the basis of |
|
Definition
the legal definition of blindness |
|
|
Term
The ability to clearly distinguish forms and discriminate among details is |
|
Definition
|
|
Term
what is a disorder of voluntary movement and posture, and it is the most prevalent physical disability in school-age children. |
|
Definition
|
|
Term
what involves the skeletal system—bones, joints, limbs, and associated muscles. |
|
Definition
|
|
Term
A neuromotor impairment involves |
|
Definition
the central nervous system affecting the ability to move, use, feel, or control certain parts of the body. |
|
|
Term
As a group, students with physical and health impairments achieve at what level |
|
Definition
below grade level academically. |
|
|
Term
As a group, students with physical disabilities and health impairments perform at what level on measures of social-behavioral skills. |
|
Definition
|
|
Term
Curriculum for students with severe disabilities should take into account |
|
Definition
functionality, age-appropriateness, allowing them to make choices, and communication skills. |
|
|
Term
what is a brief or momentary loss of consciousness without any subsequent complications or damage. |
|
Definition
|
|
Term
Significant and obvious defects in multiple life-skills or developmental areas are characteristics of |
|
Definition
|
|
Term
|
Definition
Students who exhibit profound developmental disabilities in all five of the following behavioral-content areas of cognition, communication, social skills development, motor-mobility, and activities of daily living are considered to have profound disabilities. |
|
|
Term
The definition of deaf-blindness is |
|
Definition
concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. |
|
|
Term
what provides different extensions of the same basic lesson for groups of students of differing abilities. |
|
Definition
|
|
Term
The two types of documented risks of infants and toddlers to be eligible for early intervention services are |
|
Definition
biological and environmental. |
|
|
Term
An individualized family service plan includes |
|
Definition
the family system, services for the family, focus on the natural environment, and intervention services provided by a variety of health and human service agencies. |
|
|