SPED 217

for sped 217

School Inclusion

The average student with a disabilities spends 80% of their day in the a general education classroom. Inclusion means involving students with and with out disabilities in educational activities

Curriculum

is the same for all students in terms of what they learn but for Special education students it might be modified or adapted to what is doable for that student as part of their IEP.

Universal Design for Learning (UDL)

a way to make the classroom both physically inclusive and academically. This means emphasizing instructions for everyone and helping the Sped students in a discrete way.

Evidence based practices

Teaching all students with way that are thoughtful and practiced to help students grow. These practices have data and research backed to help students understand instruction.

High Incidence Disabilities

Disabilities that occur with relative frequency in the population often referred to as mild disabilities.

Explicit instruction

Teachers should be clear and how many forms of instruction to help students understand the information. Frequent feedback and question will help students gage the topic.

Culturally Responsive instruction

Instruction that is "consistent with the values of students' own cultures and aimed at improving academic learning."

IEP: elements

1. PLOP
2. Goals/benchmarks/objectives
3. Related services and sped services
4. Modifications
5. LRE
6. Dates of services
7. Times and duration of services (minutes)
8. How goals are measure
9. Parent input
10. Post-secondary goals
11. Rights to transfer/close

IEP Team

-parents
-SPED teacher
-Gen Ed teacher
-LEA
-person responsible to explain results of any testing or evaluation

PLOP Present Levels of Academic Performance

Data on student

Core Curriculum

Is what is taught to all students in that school

Comprehensive Curriculum

When choosing a curriculum or using one it is best to make sure it is going to help your students and build off each thing to continue using it. Also making sure it lines up with standards and the gen ed curriculum.

Functionality in Curriculum

Making sure that the curriculum is functional for that students needs and also can build of skill they need for the real world such as life skills.

Instructional Grouping

Having students sit in groups and learn from each other can benefit their growth and social skills.

Goal-directed programs

Purposeful instruction to help students achieve self-sufficiency and success in present and future environments.

Specialized instruction

Instruction that is specially designed to meet the needs of the individual student and that instruction is based on the specific strengths and deficits that the student exhibits.

Distributed practice

spacing the study of material to be remembered by including breaks between study periods

Cumulative practice

adding in new

interleaved practice

mixing up problem order and randomly distributing problems

Retrieval practice

tasks that require students to retrieve certain targeted knowledge and skills from long-term storage.

Working examples

prompting task responses visually with solution examples to support students and help them identify and apply problem solutions.

Self Directed Learning

a style of learning in which the student takes the responsibility or initiative for his or her learning

Problem Based Learning

students are confronted with a problem that launches their inquiry as they collaborate to find solutions and learn valuable information and skills in the process

Multi-Tiered System of Supports

integrates evidence-based instruction and interventions to address student needs student needs are identified and supported early. DATA DRIVEN

RTI (Response to Intervention)

A multi tiered approach to the early identification and support of students with learning and behavioral needs.
1st tier- Whole group instruction
2nd tier- Small group instruction
3rd tier- One-on-one instruction

Differentiating Instruction

Changing how you teach to accommodate for students with IEPs so they can participate and learn. This can mean teaching the same thing many times and many ways.

Positive Behavioral Supports

A system that involves identifying the causes of problematic behavior and determining strategies to replace the behavior

Check in Check out

Behavior charts for student who get rated through out the day and can see progress in behavior on paper.

Managing the Classroom Environment

Students behavior and expectation being known in your class helps the educational experience go better.

Universal Management Consideration

When schools have the same rules for everyone it helps student follow them grade to grade.

The nature of reading

is how students learn to read through phonological awareness to big comprehension of words.

Problem Reading

Students who struggle with word recognition

Phonemic Awareness

ability to identify component sounds within words

Polonlogy

comprises the set of rules governing which sounds in a language are pronounceable and used to make meaning as well as how they can be combined to make meaning.

Sight words

Words that are recognized immediately. It can also refer to high frequency words and words that are learned only through memorization. Very few words can be learned through memory. Most are learned through phonics.

Structural analysis

is using roots to help students talk understand what a word might mean. Ex: Dislike not like.

Morphological Analysis

Using syllables and grammar to convey meaning of word.

Syllabication

Using syllables and vowels to help sound out a word to promote fluency.

Contextual Analysis

Using context clues to find meaning of a new word based on the sentence.

Fluency in reading

ability to read clearly and accurately without hesitations or repetitions

comprehnsion

understand word meanings and relationship

Text Structure

Different structures of text give different messages for example a blog vs a journal.

Building Vocabulary

Having Students build word knowledge by working with a known latin root is a very effective method of . . .

Specific Vocabulary Strategies

Ways to help student learn new words such as repeating them in contexts.

Question Answering/generation

These are strategies teachers use to help student focus and recall reading information. To answer what happened or to predict and wonder based on detail they have read.

Main idea/Summary

More strategies to help students recall and decide what the pint of the story was or give a summary of what happened in detail.

Graphic and Semantic organizers

summarize and illustrate concepts and interrelationships among concepts in a text

Semantic mapping

A strategy that visually displays the relationship among words and helps to categorize them.

Multiple strategy teaching

Using many strategies to benefit students and increase their compression skills.

Handwriting

Handwriting is how students write words and letters. Students need to practice good penmanship to take notes

Good Handwriting

is legible

fine motor skills

physical skills that involve the small muscles and eye-hand coordination

Early Skills development for writing

These skills are foundational such as holding a pencil

Manuscript writing

Simple form of calligraphy

Cursive

running or flowing (said of handwriting in which the letters are joined)

Left-handed writing

is away from the body

Spelling

is taught by using word lists and having student practice in many forms

reading

writing and saying the words to learn them.

Invented Spelling

a strategy young children with good phonological awareness skills use when they write

Spelling rules

1. i before e except after c
2. silent letters
3. spell homophones correctly

Mnemonic strategies

methods for organizing information in order to remember it

Error Analysis

A curriculum-based assessment used to determine how students approach and solve problems. Student mistakes are systematically measured and analyzed to fine tune instruction.

Writing Process

order of steps in creating a piece of writing: prewriting

Writing portfolios

Having an informal assessment to help students have they work be in one place

Prewriting Stage

Stage one of writing process

stage during which students brainstorm ideas and decide on/narrow their topic

Writing stage

includes creating rough drafts and getting ideas on "paper"

Vocabulary development

introduction and repetition of words for reinforcement in basal reading programs

Sentence and grammar development

Writing sentences can help student work on understanding how they work on how certain grammar aspects are meant to be used.

Paragraph development

The evidence in the paragraph explains and supports the topic sentence.

Graphic organizers

A type of visual display

Guided notes

Teacher- prepared handouts that:
Organize content
Guides the learner with standard cues for the learner

Post writing stage

a final edit of the work is completed