Term
| Differences between home and school can create what |
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Definition
-Culture refers to the attitudes, values, customs, and language that family and friends transmit to children. School culture can be vastly different from a child’s home culture.
-Children from diverse cultural backgrounds are often exposed to conflicting expectations and values in their home and in the school. |
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Term
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Definition
-Provide an individual daily schedule that describes what will happen at each time in the school day
-Provide a consistent physical environment
-Provide assignments in a clear and predictable fashion
-Use direct instruction to teach both social and cognitive concepts. |
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Term
Pitch is what kind of disorder
(voice disorder) |
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Definition
| Characterized by the abnormal production and/or absences or vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual’s age and/or sex. |
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Term
| Information processing model and learning disabilities |
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Definition
The IPM (information processing model) explains how students interact with and respond to the world around them and describes the learning process.
Children within the special education system require modifications so that they may better understand and learn new material. Their information processing system does not operate like that of a student in general education. |
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Term
| Family-focused approach main goal |
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Definition
Purpose (family empowerment) is to help parents become more autonomous and less dependent on professionals and to form their own support networks as appropriate instead of being told by “experts” how to raise their children.
• Changes the power relationship between professionals and family; honors family choice.
• Adopts a strengths orientation to the exceptional individual and abandons the pathology orientation.
• The entire family is the unit of support not just the child with the disability and the mother.
Purpose (family empowerment) is to help parents become more autonomous and less dependent on professionals and to form their own support networks as appropriate instead of being told by “experts” how to raise their children.
• Changes the power relationship between professionals and family; honors family choice.
• Adopts a strengths orientation to the exceptional individual and abandons the pathology orientation.
• The entire family is the unit of support not just the child with the disability and the mother. |
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Term
| Flexible pacing and GT students |
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Definition
•Student acceleration (flexible pacing) that allows for early school admission, skipping grades, telescoping grades, advanced placement, dual enrollment in high school and college, and early college admission.
• Studies show that accelerated students are as well-adjusted as their peers.
• Acceleration limits the amount of time the gifted student must remain in an unproductive role; once they demonstrate mastery, they can move on. |
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Term
| Who coined the term learning disabilities |
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Definition
| Samuel Kirk (1966) – because of the diverse approaches and the problems remained unfocused, the term “learning disabilities” was proposed. |
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Term
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Definition
| ADHD is a condition affecting children and adults that is characterized by problems with inattention or impulsivity and hyperactivity. To be diagnosed, a child must exhibit 6 or more characteristics of either inattention or impulsivity/hyperactivity (or any combination) and for at least 6 months. |
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Term
| Autism spectrum disorders includes what disorders |
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Definition
| Clinical psychologists and doctors of psychiatry will no longer use the terms Autism Disorder, Asperger Syndrome, Disintegrative Disorder, or Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS). Still, it is important to note that the labels will continue to be used in the education field, and therefore, the labels are important to understand and know |
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Term
| Autism & behavior disorders males/females |
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Definition
| Autism is 4 times more common in boys than girls. |
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Term
| Home environment for conduct disordered students |
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Definition
Family risk factors
• Children who are victims of abuse and violence often learn to inflict those behaviors on others.
• Children who grow up in a very restrictive home with power-assertive discipline administered in a hostile manner are likely to manifest conduct disorder.
• Physical abuse passes from generation to generation. |
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Term
| What is usually the natural environment for interventions with very young children |
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Definition
--Services for infants and toddlers are now referred to in IDEA, Part C. Services should be provided, to the maximum extent possible, in natural environments.
---Infants receive most training in-home which is natural for them; however, as the infant and the caregivers advance in their training, they move into the community’s activities and prepare the child toward movement into child-care programs. |
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Term
| Semantics is a disorder of what |
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Definition
Language Disorder
• Content of Language – semantics (the meaning of words and sentences).
• Inability to create sentences with meaningful content. |
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Term
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Definition
***Schools, Governments, Courts
Members of the IEP Multidisciplinary Team
----Parent or guardian
----One regular educator
----A special educator
----A principal or administrator
---Other personnel whose specialized knowledge can be helpful (i.e. school psychologist, social worker, occupational therapist, physical therapist, etc.). |
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Term
| EBD definition places the responsibility for the problem on who |
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Definition
ON THE CHILD
, the school lack resources to help child or student |
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Term
| Most common communication disorder among public school students |
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Definition
***Articulation Disorder **
----a typical production of speech sounds characterized by substitutions, omissions, additions, or distortions that may interfere with intelligibility. Ex: lellow for yellow, wabbit for rabbit, tome for come, pay for play, ka for cat or cap, bru for blue. THIS IS THE MOST COMMON COMMUNICATION DISORDER AMONG PUBLIC SCHOOL CHILDREN. |
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Term
| Characteristics of gifted underachievers |
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Definition
Ability high, performance low, esteem low
• Greater feelings of inferiority
• Less self-confidence
• Less perseverance
• Less of the sense of life goals |
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Term
| Transition services as required by the IEP |
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Definition
--Transition plan must be included in the IEP for students at age 16 or younger if appropriate. Transition services must include instruction, community experiences, development of employment, and other post school adult-living experiences.
---In components of IEP: Transition services to be administered (when 16 years of age |
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Term
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Definition
Language function, or use, addresses language as appropriate communication within a given society and a specific context.
*****address the social context in which the communication occurs (what else a statement might convey beyond the words…Will you feed the dog? Might mean, Feed the dog!); often students who have a problem with pragmatics are not aware that some language may be appropriate in one environment, but not another. |
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Term
| Six principles of sped and the meanings of each |
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Definition
**Zero Reject – All children with disabilities must be provided a free and appropriate public education
***Nondiscriminatory evaluation – Each student must receive a full individual examination before being placed in a sped program, with tests appropriate to the child’s cultural and linguistic background.
****Individualized Education Program – An IEP must be written for every student with a disability who is receiving sped services. The IEP includes current performance and goals, services to be delivered, and the procedures by which outcomes are evaluated.
*****Least Restrictive Environment – As much as possible, children who have disabilities must be educated with children who are not handicapped.
*****Due Process – Legal procedures are ensured for professionals and families.
***Parental participation – Parents are included in the development of the IEP and they have right to access their child’s records |
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Term
| Exceptional children definition |
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Definition
**Exceptionality often defined in terms of individual ability and societal needs. Each culture therefore defines giftedness in its own image. In our culture, giftedness refers to people with advanced intellectual abilities.
• Early definitions were tied to performance on the Stanford Binet intelligence test (130-140+, approx. 1-3% of the population). Superior performance on this test indicated rapid early development. It was not what gifted students could do, but rather when they were doing it that set them apart.
***Over time, the definition has broadened to include more consideration and abilities than those directly related to schoolwork. Current federal definition includes phrases such as “shows the potential for performing…,” “compared to others,” and “from all cultural and economic groups.”
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A child who differs from the average or normal child in:
• Mental characteristics
• Sensory abilities
• Communication abilities
• Behavior and emotional development
• Physical characteristics
These differences must occur to such an extent that the child requires either a modification of school practices or special educational services to develop his/her unique capabilities. |
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Term
| Reading levels for hearing impaired children |
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Definition
*****Children who are deaf normally graduate with a reading level of about 5th grade, significantly behind their same age peers.
*****Learning to read by using ‘whole word learning’ has been found to be less effective than visual phonics.
*******students simply max out on learning new words, through whole word learning, at about the 3rd grade. They simply cannot learn anymore words.
****However, there is a move towards visual phonics. Students learn hand symbols for the 44 sounds in the English language and then can “sound out” words. This is being proven to extend the vocabulary of students who are deaf. |
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Term
| Positive reinforcement and supporting desirable behavior |
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Definition
Positive Behavior Supports (PBS) –
*****Used to reduce or eliminate obnoxious nonadaptive behaviors;
****The teacher does not respond with punitive reaction, but instead seeks the human motivation behind the inappropriate behavior (functional assessment);
*****Environmental factors surrounding the child are modified and positive behavior repertoires are built.
Positive Behavior Supports (Tier II Small Group Intervention)
• Involves the provision of a positive stimulus immediately following a response that we wish to strengthen.
•Teachers must abandon punitive responses to behavior problems.
•Achieved by task analyzing the desired behavior into smaller steps and reinforcing each step to mastery. |
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Term
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Definition
| refers to the range of placements that may constitute the least restrictive environment where the exceptional child learns best. |
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Term
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Definition
Tier I – The inclusive classroom – attention needs to be given to ensure that the key lesson elements have been mastered, and additional practice is needed for children with IDD so they don’t fall behind and become confused or discouraged. A special education consultant could be valuable here.
Tier II – May have to include special lessons for small-group instruction in social skills or in making good choices, conducted by knowledgeable staff. These choices necessitate removing children for a time from the inclusive classroom.
Tier III – Some children may not be able to master the standard curriculum and may have to be given special instruction in a special education setting for at least part of the day or even in a separate setting. |
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Term
| IEP (Individualized Education Plan) |
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Definition
1.Present levels of function/performance
2.Measureable goals
3.Method of measurement defined
4.Services to be rendered
5.Statement of aids, modifications, supports
6.Explanation of non-inclusion if any and why
7.Explanation of alternative testing, if any
8.Projected date to begin and frequency, duration |
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Term
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Definition
•Assistive Technology – designed primarily to allow the child to gain access to information.
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•however, they will need supports in Tier II to address academic, functional and life skills, assistive technology, and counseling needs
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•Common theme of “Why are you always picking on me?” does not work with the computer. The computer cannot interact emotionally
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•Computer-aided instruction as computers focus attention, adapt the speed of delivery to match the student, and create a structure.
•Specially developed curriculum to focus on communication, supporting desirable behavior, and strategies that help to control problem behavior.
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•For mobility – walker, grab bars and rails, wheelchair, powered scooter
•For activities of daily living – nonskid material, university cuff and strap for holding items in hand, adaptive eating utensils, dressing equipment
•For seating – nonslip surface on chair, blocks for feet
•Vision – eyeglasses, magnifiers, large-print books, Braille material
•Hearing – pen and paper, computer, closed captioning, phone amplifier, TTY/TDD
•Recreation – Toys adapted with velcro, toys with single-switch operation, universal cuff to hold crayons, arm support, computer games |
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Term
| Dialect and problems that can occur (language development) |
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Definition
| Dialect is a variety of language that differs in pronunciation, vocabulary, or syntax from the literary form of language (warsh for wash). A child’s communication skills must be compared to the skills of peers from the same cultural background to avoid labeling the child as language impaired rather than language different |
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Term
| When early intervention should begin |
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Definition
IDEA 2004 requires that states identify, locate, and evaluate all children from birth to age 21 who are in need of early intervention services or special education.
• As soon as the disability is diagnosed.
• Without early intervention, the child with disabilities will develop very slowly, reaching a much lower level of functioning than possible. |
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Term
| Discrepancy between ability and potential |
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Definition
Gifted underachievers possibly ???
•Exceptionality often defined in terms of individual ability and societal needs. Each culture therefore defines giftedness in its own image. In our culture, giftedness refers to people with advanced intellectual abilities.
•Early definitions were tied to performance on the Stanford Binet intelligence test (130-140+, approx. 1-3% of the population). Superior performance on this test indicated rapid early development. It was not what gifted students could do, but rather when they were doing it that set them apart.
•Over time, the definition has broadened to include more consideration and abilities than those directly related to schoolwork. Current federal definition includes phrases such as “shows the potential for performing…,” “compared to others,” and “from all cultural and economic groups.” |
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Term
| Effects of poor conditions during pregnancy and birth |
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Definition
---An “at-risk” infant is one who, because of low birth weight, pre-maturity, or serious medical complications, has a greater chance of having developmental delays or cognitive or motor deficits.
----Three conditions that put these children at risk:
---Genetic disorders – about 1/%; ex: mental retardation.
----Events occurring during pregnancy or at birth. This is considered to be the main reason some children are “at-risk.”
---Environmental conditions – major cause in children by age 6; ex: physical abuse, poverty, substance abuse. |
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Term
| Most students with physical disabilities are educated where today |
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Definition
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Term
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Definition
| 1952 – Number rating given at birth to measure heart rate, respiratory effort, muscle tone, and general physical state, including skin color. |
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Term
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Definition
| The “wraparound” planning and treatment approach is used by a multidisciplinary team made up of professionals from education, psychology, psychiatry, social work, and other related fields. This is similar to using a multidisciplinary team except that it originates in the school and community so that it focuses on both the student and the family |
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Term
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Definition
is the process of bringing all, or nearly all, exceptional children into the general classroom for their education with special education support. Today, we are facing an inclusion movement to bring all special education children into the general education classroom.
Much of the purpose for using inclusion models is to improve social acceptance and competence for children with IDD. However, social adaptation is difficult because children with IDD do not pick up social cues, do not see through untruthful assertions (credulity), and are easily duped (gullibility).
--Tier I – The General Education Classroom
---Inclusion is the typical option for the child with communication disorders because most children with primary speech disorders
--Inclusion is the process of bringing all, or nearly all, exceptional children into the general classroom for their education with special education support. Today, we are facing an inclusion movement to bring all special education children into the general education classroom.
Much of the purpose for using inclusion models is to improve social acceptance and competence for children with IDD. However, social adaptation is difficult because children with IDD do not pick up social cues, do not see through untruthful assertions (credulity), and are easily duped (gullibility).
Tier I – The General Education Classroom
o Inclusion is the typical option for the child with communication disorders because most children with primary speech disorders respond well to the regular education program if they receive additional help for their special communication needs.
• A substantial body of knowledge has established the benefits of inclusion of students with physical, multiple, and health-related disabilities in public schools and community settings.
• Students with multiple and severe disabilities display increased responsiveness to others, increased reciprocal interactions, and increased displays of affection toward peers.
• Nondisabled peers showed increased tolerance for others, increased tolerance for diversity, and growth in their own personal development. |
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Term
| Least restrictive environment |
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Definition
PL94-192
**One of 6 key principles shaping special edu.
****As much as possible, children who have disabilities must be educated with children who are not handicapped.
***Continuum of services refers to the range of placements that may constitute the least restrictive environment where the exceptional child learns best. |
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Term
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Definition
Students with VI require special instruction, expanded CORE curriculum
Expanded curricula----
for blind students include compensatory or functional academic skills including communications modes, orientation and mobility training, social interaction skills, independent living skills, recreation and leisure skills, career education, using assistive technology, and visual efficiency skills |
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Term
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Definition
| Children with VI learn primarily through hearing and touch. To understand the surrounding world, they must work with concrete objects they an feel and manipulate. |
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Term
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Definition
Tier 3 intervention-EDP???
PATHS-
Promoting Alternative Thinking Strategies – a curriculum in social competence
its a program for students that start in the elementary years.. its too late to apply it in middle school.
applying new techniques
example a child throwing a tampterm teach them social skill training being self aware.. dr joy had graduate students do a study... giving students stickers and rewards to promote better behavior |
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Term
| Difficulty in developing a succinct definition for multiple and severe disabilities |
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Definition
| It is difficult to develop a succinct definition for multiple and severe disabilities because of the varied and diverse combination of characteristics possessed by these children. |
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Term
| Age-appropriate skills are based on what |
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Definition
Chronological Age
age appropriate |
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Term
| Problem-based learning model and the teacher’s role |
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Definition
---an approach that allows creativity and fluency in thinking, opportunity to express ideas through the arts rather than verbally, preference for hands-on applications, and preference for oral expression has been shown to be effective with low-income populations with gifts and talents
***approach presents students with an ill-structured problem and the teacher acts as a coach through the problem solving process. |
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Term
| Selection of GT students should be based on what |
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Definition
| both objective and subjective |
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Term
| Group of infections that cause severe hearing loss |
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Definition
TORCH’S
**TO-toxoplasmosis (contaminated cat feces)
R-Rubella (German measles)
**C-Cytomeglovirus (CMV-infection in uterus)
**HS-Herpes simplex virus (can lead to death in 60% of infected fetuses) |
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Term
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Definition
-Articulation Disorder – atypical production of speech sounds characterized by substitutions, omissions, additions, or distortions that may interfere with intelligibility. Ex: lellow for yellow, wabbit for rabbit, tome for come, pay for play, ka for cat or cap, bru for blue. THIS IS THE MOST COMMON COMMUNICATION DISORDER AMONG PUBLIC SCHOOL CHILDREN.
-Fluency Disorder – An interruption in the flow of speaking characterized by atypical rate, rhythm, and repetitions in sounds, syllables, words, and phrases. This may be accompanied by excessive tension, struggle behavior, and secondary mannerisms. Ex: stuttering
-Voice Disorder – Characterized by the abnormal production and/or absences or vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual’s age and/or sex.
--->Dysphonia-disorders of the voice that can be related to phonation, resonation, or both |
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Term
| Focus of secondary school for students with IDD (intellectual and developmental disabilities) |
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Definition
| Prevocational and vocational skills including good work habits, part-time job placement, and career education. At the secondary level, this should be the main focus |
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Term
| Antecedent-Behavior-Consequence is based on what |
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Definition
• Applied Behavior Analysis
• Based on B.F. Skinner’s work with operant conditioning.
• Also called the A-B-C approach
• Examine the (A) antecedent and the (B) behavior it brings on; change the antecedent and the (C) consequence and then the (B) Behavior will improve. |
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Term
| Augmentative communication |
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Definition
Assistive technology provides the avenue through which knowledge can be accessed and includes equipment or product systems that can meet some of the special needs of individual children with IDD.
• May use low technology (communication boards, adapted books) or high technology (computerized visual amplification systems or augmentative communication devices that use digitized speech). |
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Term
| Emphasis of education during the preschool years |
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Definition
| Assessment, family, early intervention |
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Term
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Definition
| (1986) – provided funds for programs for children and their families from birth on; extended programs for preschool. |
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Term
| Autism and reading social cues |
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Definition
| Much of the purpose for using inclusion models is to improve social acceptance and competence for children with IDD. However, social adaptation is difficult because children with IDD do not pick up social cues, do not see through untruthful assertions (credulity), and are easily duped (gullibility). |
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Term
| Disorder of voice quality |
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Definition
Voice Disorder – Characterized by the abnormal production and/or absences or vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual’s age and/or sex.
• Dysphonia-disorders of the voice that can be related to phonation, resonation, or both |
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Term
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Definition
Children with Down Syndrome result from a genotype that features three copies of chromosome 21.
The genotype is responsible for moderate IDD and often a series of other medical complications. |
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Term
| Interindividual differences and intraindividual differences |
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Definition
Inter-individual differences - The general gap in ability or performance between the child with disabilities and his/her peers.
Intra-individual differences- A major variation in the abilities or development of a single child.
Intern- between two people
intra-ones self |
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Term
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Definition
| Children with VI-visual impairment gain concept development through deliberate lessons to help them understand the relationships between objects and things, living or otherwise. This will help them generalize the common qualities of different objects and understand the differences. (Ex: learning how various animals make up a farm, how there are many variations of corn, how water can be in different forms-dew, steam, liquid, ice) |
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Term
| Sensorineural and conductive hearing loss |
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Definition
-Conductive hearing loss – occurs when the intensity of sound reaching the inner ear is reduced and the sound does not fully reach the auditory nerve; blockage can be caused by wax, ear infections (otitis media), or malformation of the ear canal; makes hearing faint sounds difficult; these types of losses can be reduced through amplification, medical treatment, or surgery.
Sensorineural hearing losses – caused by defects within the inner ear or auditory nerve; affects both the ability to hear faint sounds and the ability to hear clearly, and this can make understanding speech difficult; can be treated with hearing aids or cochlear implants. |
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Term
| Sensorineural hearing losses |
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Definition
| caused by defects within the inner ear or auditory nerve; affects both the ability to hear faint sounds and the ability to hear clearly, and this can make understanding speech difficult; can be treated with hearing aids or cochlear implants |
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Term
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Definition
| occurs when the intensity of sound reaching the inner ear is reduced and the sound does not fully reach the auditory nerve; blockage can be caused by wax, ear infections (otitis media), or malformation of the ear canal; makes hearing faint sounds difficult; these types of losses can be reduced through amplification, medical treatment, or surgery. |
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Term
| Disorder that is 100% preventable |
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Definition
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Term
| Occupational therapists and related services |
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Definition
Physical and occupational therapists assume the primary responsibility for setting goals in motor development and mobility
Other personnel whose specialized knowledge can be helpful in constructing a plan (i.e. school psychologist, social worker, occupational therapist, physical therapist, etc.) |
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Term
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Definition
•-A child may be referred to special education services for any reason, but normally it is because he/she is falling behind (academic failure).
•-Many school districts have a pre-referral committee for finding ways to work with a student before a full referral is made (if necessary).
•-Schools often administer screening tests in reading or arithmetic in the early grades in an effort to discover children who need special help before they have identified themselves to their teacher through either failure or extraordinary success in school. This has become known as Response To Intervention (RTI).
•-Not all disabilities can be recognized at birth; therefore, most states have developed Child Find networks.
•-IDEA 2004 requires that states identify, locate, and evaluate all children from birth to age 21 who are in need of early intervention services or special education.
•-Child Find programs involve a continuous process of building public awareness to increase referral and identification of children and families in need of early intervention supports.
-ECI (Early Childhood Intervention) of Harris County, Brazoria County, etc.—most counties have this agency
-Eligibility requires that a child receive a comprehensive individual evaluation and that this evaluation be conducted in the child’s primary language. |
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Term
| Historically, disabilities were thought to reside where |
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Definition
| Orton (1936) – problem was in the left hemisphere of the brain and thus was either damage or a deficit in the brain. |
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Term
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Definition
the rules that guide how words are combined to form sentences and the relationships of components within the sentence.
The language’s grammar is the combination of its morphology and syntax. |
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Term
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Definition
move from concrete to abstract; from simple to complex; from supported to independent.
building on top what you have already taught... building up information and teaching it to a student |
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Term
IDD = intellectual and developmental disabilities
and
levels of support |
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Definition
Within the categories of mild and moderate, one must view how much support is required for education purposes. The intensity of support is measured as:
Intermittent – support as needed, but not necessarily present at all times; usually needed for transitions in life
Limited – support provided on a regular basis for a short period of time, but not always every day; usually not intensive
Extensive – support indicates ongoing and regular involvement
Pervasive – constant high-intensity help provided across environments and involving more staff members than the other categories
There are those that insist that the mild group needs to be considered a separate population from the other designations. The more the environment has assumed a part in the development of disability, the more professionals believe that cure/improvement should be considered possible. |
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Term
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Definition
One of the screening devices that appear to be helpful with very young children is known as CHAT (Checklist for Autism in Toddlers).
---Originators of the checklist claim that the absence of three key items on the list at 18 months of age signals a more than 80% risk of autism. The 3 items are:
---Protodeclarative pointing – the infant points to an object in order to direct another person to look at the object
--Gaze monitoring – the infant turns to look in the same direction in which an adult is looking
-Pretend play – play involving object substitution…a stick becomes a magical wand, a tea cup is used to sip tea at a party. |
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Term
| Two dimensions that distinguish between normal and problem behaviors |
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Definition
| Emotional Disorder is not a phase or a stage; intensity and long-lasting nature of the behavior is what separates the normal acting out person and a person with a true behavior disorder |
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Term
| Receptive and expressive language |
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Definition
Receptive Language-- Involves the ability to take in the message and understand it.
Expressive Language-- Involves the ability to produce a message to send; usually involves speaking and writing |
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Term
| How is cognitive development affected in children with VI |
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Definition
Visual impairments hamper the cognitive development of young children because they limit the integrating experiences and the understanding of those experiences that the visual sense brings naturally to sighted children.
Studies show that children with visual impairments are delayed in social maturity and cognitive development. |
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Term
IDD definition and factors to be considered
(intellectual and developmental disabilities) |
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Definition
Characterized by significant limitations in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical skills. The disability originates before the age of 18.
Major Categories of Adaptive Behavior:
**Conceptual Skills-Receptive and expressive language; reading and writing; money concepts; self-direction
**Social Skills-interpersonal; responsibility, self-esteem; gullibility; naïveté; follows rules; obeys laws; avoids victimization
**Practical Skills-Instrumental activities (preparing meals, taking medication, using telephone, managing, money, using transportation)
Intellectual subnormality has traditionally been determined by performance on intelligence tests (around 70 IQ is usually considered for IDD).
Children with mental retardation differ, namely, in using memory skills, in associating and classifying information, in reasoning, and in making sound judgments. These skills are assessed by means of an intelligence test.
It is possible to have a low IQ, but possess usable adaptive skills. This sort of person would be intellectually subnormal, but not classified as IDD. Adaptive skills are very important to the classification of IDD. |
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