Define: Syntax 

What is th most significant domain that affects all areas of development?   

               Through maturity, practice, & normal aging.

Name: Humanism theorist          

Skinner

       Erikson

Bandura

Gardner

Kohlberg

Freud

Piaget

Vygotsky

Proprioceptive is the sense of the relative position of neighboring parts of the body.

Build the student's self-esteem by learning to function more independently.

Includes problems related to diseases, illnesses, trauma, genetics, fine & gross motor, sensory input, and sensory perception.

This includes cognitive and meta-cognitive deficits, low academic achievement, poor memory, attention problems, hyperactivity, and perceptual disorders.

This includes affective behaviors, poor social skills, poor self-concept, poor motivation, and debilitating mood states.

This includes various behaviors, adaptive behavior deficits, disruptive behavior, and withdrawal.

•        Autism
• Deaf-Blindness
•  Emotional Disturbance/Behavioral Disorder
• Hearing Impairment
•  Mental Retardation
• Orthopedic Impairment
•  Other Health Impairment
• Specific Learning Disability
• Speech/Language Impairment
• Traumatic Brain Injury
•  Visual Impairment
• Gifted/Talented 

 A syndrome related to neurological function that is evidenced by deficits in social interactions, communications, and patterns of behavior; associated with pervasive developmental disorder`

Includes the combination of both auditory and visual disabilities that are the cause of severe communication deficits and other learning problems; individual may need a combination of supplementary assistance.

 This category refers to conditions that exhibit two or more of the following: an inability to learn, an inability to maintain relationships, or the exhibition of inappropriate behaviors, pervasive moods, or a tendency to develop physical symptoms or fears.

Defines an individual with significant sub average general intellectual functioning concurrently with deficits in adaptive behavior manifesting during the developmental period and adversely affecting performance.

 A combination of concomitant impairments (e.g. mental retardation-vision impairment) that causes severe educational conditions that cannot be accommodated in special education programs for only one disability.

  A physical impairment, caused by such conditions as genetic anomalies, diseases, and trauma, which adversely affect a student's educational performance.

    Related to diseases or chronic health conditions a student with limited strength, vitality, or alertness that adversely affects a student's educational performance.

 This refers to a disorder in one or more of the basic psychological processes involved in understanding or in using language and may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do math.

              Communication disorders that affect the educational performance in an adverse manner, including stuttering, impaired articulation, language impairments, or voice impairments.

An acquired injury to the brain caused by external physical force that results in total or partial functional disability or psychosocial impairments that adversely affects educational performance and does not include brain injuries that are congenital, generative, or birth induced.

   Includes any impairment of vision (totally blind, functionally blind, and low vision) that, even with correction, adversely affects a student's educational performance.

  20-60: 10,000 of all children

18 - 20 %

33 % of school population, 

10% requiring specific assistance,

3 % identified w/problems significant enough to require direct special education services.

               3 - 5 % of all school-age students who are two standard-deviations above the norm.

10 - 15 % considered highly-talented.

1.2 %;

May be under-reported b/c many may also be identified having other disabilities.

  50 % (3 million) of the school-age population.

10% of Spec. Ed. Population

1 % of total population

 8 - 9 % of the special education population receiving services`

      No specific definition to base this category

     0.4 % of children; very few need services.

  Not a specific known cause. May be related to neurobiological conditions, abnormal brain development, genetics, multiple biological causes, and environmental factors.

 2 major areas may contribute to these disorders: biological factors brain disorders, genetics, temperament) and environmental factors (home, community, school).

  Causes classified as biomedical, environmental, or unknown and that result from factors that occur in one of three stages: prenatal, perinatal, or postnatal.

Primarily related to illness, disease, trauma, accident, or injury.

Primarily related to illness, disease, trauma, accident, or injury.

   Cause is often unknown; however, the four most prevalent known causes are brain damage, heredity, biochemical imbalance, and environmental.

   Many possible causes, most likely attributed to damage or dysfunction of a specific part of the body, environmental factors, cognitive impairments, hearing loss, brain injury, or disease.

 Many possible causes, most likely attributed to damage or dysfunction of a specific part of the body, environmental factors, cognitive impairments, hearing loss, brain injury, or disease.

  Primarily related to illness, disease, trauma, accident, or injury.

  Damages or changes in the optical, muscular, or nerve system, which may be related to diseases, trauma, malnutrition, or genetics.

1.  Proper and early medical care
2. Appropriate mother & child nutrition
3. Advances in medical treatments
4. Genetic counseling for families
5. Testing such as PKU or amniocentesis
6. Environmental improvements
7. Early intervention programs
8. Parent training programs
9. Elimination of childhood diseases, traumas, and accidents
10. Availability of vaccinations & immunizations.

1. To ensure all children with disabilities are guaranteed a free and appropriate public education (FAPE).

2. To assist all states in establishing early intervention services for infants and toddlers with disabilities.

3. To ensure that educators and parents have the necessary tools to improve the education for all children with disabilities.

4. To assess the effectiveness of the education for children with disabilities.

   1. Zero reject (Child Find system)

2. Protection in the evaluation process (non-bias testing)

3. Free & Appropriate Public Education (FAPE)

4. Least Restrictive Environment

5. Due Process Procedures (procedural safeguards)

6.  Parent & Student participation (Shared decision making)

 Extends civil rights to individuals with disabilities focused on prohibiting discrimination in education, employment, and other community settings; requiring compliance by any recipient of federal funds even though these requirements are not monetarily supported by the federal government.

Summary: ADA(American Disabilities Act-1990)

Based on Section 504, it extends civil rights to individuals with disabilities in private sector employment, public services, public accommodations, transportation, and telecommunications.  These employment and public service entities must accommodate persons with disabilities in an appropriate and nondiscriminatory manner.

Primary goal is for all children to be proficient in all subject matter by 2014 and imposes a requirement that all teachers must be "highly qualified."

 1.  Stronger accountability through district and state testing for every student.

2.  Increased flexibility to schools for use of federal funds.

3.  Additional options for parents regarding the education of their child.

4.  Focus on curriculum and instructional methods with scientifically researched and proven effects.

Although not a specific education law, it affects schools, education programs, and those persons associated with students who have exceptional needs.  This federal law protects the privacy of all students' educational records and applies to any and all schools receiving federal funds.

  Allows for funding to support the exceptional needs of students in the areas of identification, education, and programming.

   Merged the federal Office of Gifted and Talented with other federal programs and states received block grants to determine which programs and students to support.

Jacob K. Javits Gifted and Talented Student Education Act           

1988

Federal funds provided specifically to students who are considered economically disadvantaged, who demonstrate limited English proficiency or have a disability while also identified as gifted or talented.

Based on the segregation of students according to race, it was tried at the Supreme Court who ordered that education must be on equal terms for all children.

Determined the tracking system for regular and special education students based on intelligence scores was discriminatorily unconstitutional for some populations of students and could not be used.

Determined that financial problems cannot be a reason for the lack of appropriate programs to children with disabilities

Established the right for all children with mental retardation to a free public education

Ordered schools to provide extended school year services for students with disabilities who may regress over long periods without attending formal school programs.

Ruled that IQ tests could not be used as the primary or sole basis of placing students in special programs.

 Upheld that each child with a disability has the right to an individualized program and supportive services deemed appropriate and necessary.

 Ruled that the training and education for a student with multiple disabilities required in private residential placement would be supported through district funds.

 Forced the school to provide non-physician required medical services to allow a physically impaired student to attend school.

  Ruled that students with disabilities may not be excluded for misbehavior that is disability-related, but services could cease if the behavior was not related to the disability.

Determined that a student in a parochial school should be provided the assistance of a related service pertaining to the disability and that these findings did not violate the constitution of the separation of church and state.

 Ruled that medical services necessary to a student with a disability to access and benefit from special education must be provided by the school as long as the service does not require a physician.

• Cognitive
• Constructionist
• Psychodynamic
• Behavioral
• Sociological
• Ecological
• Therapeutic
• Medical

Coordinationa simple form of collaboration that includes communication and cooperation so student services are ensured delivery.  Professionals may not directly share their expertise, information, or ideas with one another, but they do provide updates on the progress of the student.

  Co-teaching is  an effective tool for inclusion settings.  When two or more teachers (general ed. and special ed., one leading other assisting) work together to plan activities, deliver instruction, and assess students, additional supports are provided to all students in the classroom, thereby improving achievement.

  Team delivers services in an integrated approach across disciplines.  Members work together sharing roles and responsibilities unlike other teams, who work in isolation.

General Education classroom (inclusive model)

General education classroom (consultative model)

Co-Teaching setting (collaborative model)

Resource room (pull-in model, integrated model)

Self-contained program (separate, segregated model)

Separate school (private setting)

Residential facility

Homebound placement

Hospital Setting

  may include:

• Transportation
• Speech therapy
• Physical therapy
• Occupational therapy
• Counseling
• Behavior coach
• Paraprofessional

 Instructional supports or services necessary to access instruction or the learning environment and to demonstrate individual knowledge.

 Include actual changes made to the curriculum, to the environment, or to the expectations of an instructional task in order to meet the student's specific needs.

Supports may make changes in how the student access the environment or in instructional delivery.  Examples typically are physical objects.

   Due Process is allowable under IDEA and emphasizes certain rights for children with disabilities and their parents (procedural safeguards).

Due Process ensures that schools follow the procedures set forth in the law for assessment, identification, placement, instructional services, and related or supplementary services.

 Demonstrates student interactions in the environment in order to instruct students in functional and age appropriate skills

 Provides age appropriate activities that are discovery-based and interactive, such as DAP.

 Improves social skills areas such as engaging in personal interactions, following directions, handling situations, increasing self-competence, and utilizing appropriate behaviors.

 helps develop knowledge and skills to support independence in school, community, employment, personal, social, and daily living situations.

  1. Statement of present levels of educational performance pertaining to disability.

2. Statement of measurable annual goals and may include objectives.

3.  Description of the method to measure progress

4.  Statement of related services, supplementary aids, and services

5.  Explanation of the extent of involvement in general education programs.

6.  Statement of accommodations and participation in state and district testing.

7.  Description of the date, frequency, location, and duration of services.

  Outlines family goals, identifies the service providers, and establishes the specific services.

  Instruction using real-world projects and activities to allow students to discover and explore in a more relevant manner.

  The use of semantic and syntactic clues to aid in completing sentences.

    a strategy for helping a student and eventually fading out the support as he gains mastery.

 Students engage in active learning with lessons designed and overseen by the teacher but managed by the students.

  providing opportunities to gain knowledge by offering cues, prompts, or added sequential information.

 a procedure that provides cues and prompts, while gradually removing them so students can perform and respond independently.

  A program technique to teach students to overcome an exceptionality through training and education

   Developed materials designed to improve visual-perceptual performance and schools focused on cooperative and work-study programs.

Samuel Kirk published...           

ITPA is and does what?   

Illinois Test of Psycholinguistic Abilities (ITPA)

 Illinois Test of Psycholinguistic Abilities; used to identify students with learning disabilities.

     Samuel Kirk

  The range between what a child is capable of doing independently and a task that needs assistance.  

A Vygotsky contribution to developmental theory

     The mental abilities in order to understand how children think and learn.  Problem solving.

  - Learning Disabilities Association

- National Center for L.D.s

- Coordinated Campaign for Learning Disabilities

- Council for Exceptional Children-Division for Learning Disabilities

1.  Mastery model of specialized instruction

2.  Direct Instruction methods

3.  Environmental adjustments

4.  Accommodations and modifications

5.  Special Equipment or devices

6.  Peer Tutoring

7.  Paraprofessional assistance

8.  Special Education services

9.  Medications

10.  Related services

        1.  Difficulty with academics and learning tasks

2.  Discrepancy between potential and achievement.

3.  Uneven growth patterns and psychological processing deficits.

4.  Cause may be due to a central nervous system dysfunction.

5.  Possess perceptual problems.

6.  May have minimal brain dysfunction or brain injury.

7.  Problems exist across a person's life span.

8.  Exclusionary of other causes.

       1975; Education for All Handicapped Children

 1.  The student does not achieve at the proper age and ability levels in one or more specific areas when provided with appropriate learning experiences.

2.  The student has a severe discrepancy between achievement and intellectual ability in one or more of these seven areas (oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematics calculation, and mathematics reasoning).

           Interagency Committee on Learning Disabilities (ICLD);

Developed a three-component definition for the condition of a learning disability.

    1. Difficulties in listening, speaking, reading, writing, reasoning, mathematics, or social skills.

2.  Can occur concomitantly with other conditions (socioenvironmental influences and A.D.D.s)

3.  are intrinsic to the individual and are presented and are presumed to be caused by central nervous system dysfunction.

 1. there must be a severe discrepancy between the student's intellectual ability and the student's academic achievement.

2.  The difficulties that the student is exhibiting may not be the result of other known learning problems, such as hearing problems, vision problems, educational disadvantage, among others listed in federal law.

3.  The student requires special education services directly related to the specific type of learning disability in order to access the general education programs and be successful in school.

 a disability of language in which the individual has problems understanding written words (reading)

 a disability in the area of mathematics in which the individual has trouble solving arithmetic problems, understanding math concepts, or remembering facts.

   A form of the disability in which the brain messages are not processed well.  This may cause problems with speech or motor control.

  a neurological disorder that originates in the right hemisphere of the brain and may cause problems with visual-spatial, organizational, evaluative, intuitive, and holistic processing functions, as well as interpersonal skills.  These individuals have problems with social relationships, poor self-concept, poor social perceptions, a lack of social judgment, and difficulty perceiving other's emotions.

A neurological disorder pertaining to the ability to understand or use language spoken or written, expressive or receptive, and that may manifest through an inability to listen, think, speak, write, spell, or do math calculations.

   Thinking & reasoning.

Fact...    Students with L.D.s have typical intellectual capacity and often are found to have average or above average intellectual ability, but they do not process the information in the same manner or at the same time as typical same-aged peers.

  Between 6 and 12 years.

 1. Reading

2.  Writing

3.  Mathematics

4.  Oral Language

5.  Phonological Awareness

6.  Motor Skills

  Problems decoding words, basic word-recognition skills, and reading comprehension

   Lack skills that require written expression tasks, spelling, and handwriting

 Difficulties with quantitative processing, arithmetic, time, space, and calculation of facts.

 Issues identified in a variety of language disorders, such as difficulties with language development, listening, speaking, and learning vocabulary.

 Possesses poor skills in recognizing the sounds of language (phonemes).

  Demonstrates problems with gross motor skills and fine motor coordination, therefore showing awkwardness, clumsiness, and little coordination.

achieving at his or her potential.

  1.  Portfolio Assessment

2.  Dynamic Assessment

3.  Diagnostic teaching assessment

4.  Direct daily measurement

  Collected samples of student work during a specific period of time, used to assess the student's achievement level and progress

 Teacher collects information about a student to use in assessment throughout the period of instruction.

  1.  Observation

2.  Standardized Tests

3.  Curriculum-based measurement

 required as a component of a formal assessment.  Information is gathered by identifying the learning behaviors of a student and how those behaviors affect the student's learning.  Information is collected about a student's participation in class, tasks completed, and social interactions.

- offer information about the discrepancy between intellectual ability and achievement, which is necessary when working with students who have learning disabilities.

-  are norm referenced so the student's score may be compared to other students of the same age.  Tests that are used to evaluate a student's overall academic achievement include Iowa tests of Basic Skills, the Woodcock-Johnson Tests of Achievement, and the Wide Range Achievement Test-3.

Recommended in the assessment of a student with a possible learning disability is the use of a curriculum-based measurement tool (CBM) as it is a more direct and regular assessment addressing the student's learning patterns and growth, while providing information to educators helpful in program development.  A CBM is important as it measures a student's performance, checks the learning patterns and progress, and provides feedback to the teacher regarding effective instruction.

   Informal Reading Inventory; can determine a student's reading level: independent, instructional, or frustration.

•      Poor phonological awareness
• Delayed speech
• Poor articulation
• Disorders of grammar or syntax
• Deficiencies in learning vocabulary
• Poor understanding of oral language and its uses.

  a severe problem with the acquisition of oral language and may be described either as receptive or expressive language disorders.

a specific expressive disorder with problems involving word retrieval, word expression, or memory.

   Expansion, parallel talk, and self-talk.

  - Promote phonological awareness activities (clap rhythms, recite nursery rhymes).

-  Help understand words and concepts.

-  Build a listening vocabulary

- Facilitate understanding of sentences and linguistic elements.

- Teach listening comprehension (follow directions or find the main idea).

-  Allow listening to stories.

- Produce oral questions (instruct on who, what, when, where, why, how).

- Teach sentence structures and patterns.

-  Instruct on homonyms, synonyms, and antonyms.

     - build a speaking vocabulary

- Production of speech sounds.

- teach linguistic patterns.

- Formulate sentences

- Practice oral language skills

- Engage in parallel talk

- Utilize self-talk

   1. Phonemic awareness

2.  Phonics

3.  Fluency

4.  Vocabulary

5.  Text comprehension

- Play word and rhyming games

- Analyze phoneme elements

- Use remedial reading lessons

- Teach content

- find words to study

- create word webs

- Use basal readers

- Build vocabulary

- Use graphic organizers

  Implicit & Explicit

 A whole-language focus on the relationships of oral language, reading, and writing.

  An emphasis on teaching skills by direct instruction in phonics, word identification, and decoding skills.

 Technique to build comprehension and language skills by supplying a passage with missing elements.

                A measurement system to assess a child's skill levels in phonological awareness, alphabetic principles, and oral reading fluency.

 Focuses on the multi-sensory, systematic, and structured language procedures for reading, decoding, and spelling.

Pre-writing, drafting, revising, and sharing

  - Allow students to choose their own topic.

-  Model the writing process.

-  Use graphic organizers.

- Encourage the use of inventive spelling.

- Vary the writing tasks.

- Teach the process.

- Promote ownership and control of the assignment.

- Provide frequent and clear input.

- Schedule opportunities to write.

- Use computers and word processors

           -  Play sound-word games.

-  Conduct informal testing.

-  Analyze new words.

-  Teach word families

-  Utilize multi-sensory methods.

-  Promote a visual memory of words.

-  Develop auditory perception of letter sounds.

   - Use prewriting practice

-  Include fine motor activities and tools

-  Conduct training periods

-  Use verbal cues

-  Model letters

            -  Learning disability

-  Behavior/emotional disturbances

-  Autism

-  Other health impaired (OHI)

-  Mental retardation

- Learning disability

- OHI

- Some ED

- Some MR

- ED

-MR

- Autism

      1. Pre-referral

2.  Screening

3.  Referral

4.  Evaluation and identification

5.  Instructional program planning

6.  Placement

7.  Review & Evaluation

          A student exhibiting problems in the general education classroom is provided interventions to determine any benefit from them.

           Professionals gather additional information that may detect individuals in need of a more comprehensive evaluation.

            Professionals use information from several sources and conduct an observation to study classroom performance and behaviors.

        A comprehensive evaluation is conducted to determine the student's disability and possible eligibility for special education services.

 Assessment information is used to create goals, determine placement, and make plans for instructional delivery.

Decisions about least restrictive environment and services are made.

Monitor the student's progress and overall program.

1.  Criterion-referenced

2.  Curriculum-based

3.  Norm-referenced

4.  Performance-based

5.  Standards-based

     A formal measure that evaluates a student on specific content domain and is used to provide students with feedback and teachers with information on progress.

*Build Respect & Trust

*Acively Listen

*Use Layperson's Terms

*Offer Encouragement