Special ED. Quiz 4

High Incidence Disabilities:

structured support

more common - 95% of population

Specific Learning Disabilities (H.I.)

33% of swd: working memory difficulties

Supports include: explicit instruction - practice - organization - small groups

Communication Disabilities (H.I.)

19 % of swd: executive language / speech-sound / fluency

speech: articulate : voice - fluency

Language: expressive language

supports: models - visuals - engaging

Emotional/behavioral Disorders (H.I.)

15% of swd

build & maintain relationships

respond to inepropreate behavior

set goals - set responsibilities

Low Incidence:

less than 5 % of all students w disabilities

have usually received some steps of special ed services

Intellectual & Cognitive Disabilities:

ongoing needs for support

Literacy:

Dyslexia: affects a person’s ability to read - decoding can be difficult

Dysgraphia: impairs students’ writing ability & fine motor skills

Dyspraxia: struggles with balance & fine motor skills

Metacognitive Strategies: students can think abt thinking

strategies: think-alouds / organization / explicit teaching modeling

SEL: social/emotional learning

Building relationships

an opportunity for students to learn & develop

explicit instruction / modeling / practice / opportunities for improvements

Executive Functioning:

*SELF MANAGEMENT*

planning & organization

working memory

impulse control

cognitive regulation

time management

self-monitoring

Classroom PBIS

expectations & rules

student engagement

acknowledge appropriate behavior

respond to inappropriate behavior

maximize structure

CASEL:

• self awareness

• self management

• social awareness

• relationship skills

• responsive decision making