D662 WGU- Personalized Learning for Inclusive Classrooms

Individuals with Disabilities Education Act (IDEA)

A federal law that helps students with disabilities receive the support they need to succeed in school

Free Appropriate Public Education (FAPE)

A principle of IDEA that guarantees that students with disabilities can access educational services that are tailored to their needs without incurring costs

Individualized education programs (IEPs)

personalized plans outlining educational goals and support services for each student with a disability

Least Restrictive Environment (LRE)

A principle of IDEA that aims to include students with disabilities in general education classrooms to the maximum extent feasible

13 eligibility categories under IDEA

eligibility for special education services under the IDEA depends on whether the child's condition adversely impacts their education and falls within one of the 13 specific eligibility categories outlined by the law

Inclusive classrooms

Classrooms that cater to all learning styles by employing various teaching strategies; and approach that not only Taylor is teaching for individual learners but also foster is a sense of belonging and acceptance among all students

General education classroom with support

a student spends the entire school day in a general education classroom but receives additional support and services such as tutoring, assistance from aides, specialized technology, related services, or accommodations

Partial mainstream/inclusion classroom

a student splits their time between a general education classroom and a special education setting; they may receive individual or small-group instruction in a separate classroom or be pulled out of class for certain services while spending most of their day in the general education setting

Special education class

students participate in a specialized instructional program tailored to their specific learning needs

Specialized program outside of the school district

placing a student in a program outside the local school district, such as private schools, residential programs, or hospital programs

Differentiated Instruction

Adjusting teaching methods to meet individual student needs

Universal Design for Learning (UDL)

An educational framework for designing flexible learning environments and curricula that provide all students- including those with diverse cultural and linguistic backgrounds- equitable access to learning opportunities

Roles and responsibilities of general education teachers

a variety of duties and expectations placed on general educators to ensure compliance with legal mandates and effectively support students with disabilities in inclusive classroom settings

Council for exceptional children standards for professional practice

Standards teachers must adhere to in order to support all students effectively

Roles and responsibilities of special education teachers

a variety of duties and expectations placed on special education teachers to use evidence, instructional data, research, and professional knowledge to inform practice and advocate for professional conditions and resources that will enhance learning outcomes for individuals with exceptionalities

Section 504

A civil rights law that ensures that students with disabilities have equal access to education; prohibits discrimination against individuals with disabilities in any program or activity that receives federal financial assistance

504 plans

Provide accommodations and supports that remove barriers to learning and ensure equal access to education for students with disabilities

Accommodations

Changes or supports that help students access the same learning materials and complete the same assignments as their peers

Modifications

A change to the Contant in skills that students are expected to learn or master

Section 504 of the Rehabilitation Act of 1973

Schools receiving federal funds must ensure equal educational access and provide reasonable accommodations for students with disabilities

Title III

Federal legislation that focuses explicitly on English language acquisition to support academic success for ELs

English Learners (ELs)

individuals who are learning English as a second (or third, etc.) language and thus have varying levels of proficiency in English and may need additional support to access the curriculum

Limited English proficiency

Students with language barriers that can hinder their academic progress

Immigrant children and youth

individuals who are aged 3 through 21, not born in any state, and have not been attending schools in any state for more than 3 full academic years

Title III Language instruction for English learners and immigrants students

Federal legislation that funds support for language instruction educational programs for English learners

Home language survey

Helps determine students needing language support services upon enrollment

Language Instruction Educational Programs (LIEP)

typically fall under federal laws, such as the Individuals with Disabilities Education Act (IDEA), the Every Student Succeeds Act (ESSA), and state-level education laws and policies; these programs are structured initiatives designed to facilitate the learning and acquisition of a particular language, focusing on aspects such as vocabulary, grammar, pronunciation, and cultural context

Special education

Provide extra help to students who need it because of differences and have a learner behave; this help is Taylor to each students needs is documented in an IEP and may include different teaching methods unique materials or extra support in the classroom

Disability

A condition that affects a persons body or mind resulting in activity limitation (when certain activities are more challenging) and participation restrictions (limits to their interaction with the world around them)

Impairment

When something is wrong with a persons body your mind like losing a limb, vision, or memory

Activity limitation

difficulty with tasks such as seeing, hearing, walking, or solving problems

Participation restrictions

Limitations on every day activities like working, socializing, enjoying recreational activities, or getting healthcare

Physical disability/mobility impairment

impedes a person's ability to move around freely or perform certain tasks independently due to limitations in physical function or mobility; can manifest as difficulty walking, standing, or using limbs effectively to grasp or lift objects

Assistive technology

Devices and toes designed to enhance independence with accessibility for individuals with mobility of physical impairments

Sensory impairment

A condition that affects one or more of the senses, including sight, hearing, touch, taste, or smell

Other health impairments (OHI)

a range of medical conditions that adversely affect a person's health and educational performance; examples of OHI include but are not limited to attention deficit hyperactivity disorder (ADHD), asthma, and epilepsy

Dyslexia

A learning disorder that affects a persons ability to read, write, and spell accurately and fluently

Dyscalculia

A learning disorder that affects a persons ability to understand and manipulate numbers and mathematical concepts

Dysgraphia

A learning disorder that affects a persons ability to write coherently and effectively

attention-deficit/hyperactivity disorder (ADHD)

A neurodevelopmental disorder characterized by symptoms of inattention, impulsivity, and sometimes hyper activity

Autism Spectrum Disorder (ASD)

A developmental disorder that affects communication, behavior, and social interaction

Cerebral palsy

A group of disorders that affect a persons ability to move and maintain balance and posture

Fragile X syndrome

A genetic disorder caused by changes in the FMR1 gene, Resulting in the absence or deficiency of the FMRP protein; characterized by intellectual disability, learning disabilities, and behavioral challenges

Intellectual disabilities

Limitations in a persons ability to learn at an expected level and function in daily life

Tourette's syndrome

A condition of the nervous system that causes people to have ticks, which are sudden twitches, movement, or sounds that people do repeatedly and cannot control

Mental disorders

Common mental health conditions that children may experience

Anxiety

Persistent fears and worries that interfere with children's activities at school, at home, or during play

Depression

Persistent feelings of sadness, hopelessness, reduce interesting activities once enjoyed

Oppositional Defiant Disorder (ODD)

Persistent defiant behavior often leading to significant problems at home, school, or with peers

Conduct Disorder (CD)

Involves aggression toward others and serious violations of rules in social norms, which may result in legal issues or injuries

obsessive-compulsive disorder (OCD)

Recurring unwanted thoughts and the urge to perform specific actions to alleviate anxiety, even if these behaviors seem irrational

post-traumatic stress disorder (PTSD)

A disorder that develops in children who experienced severe stress or trauma, leading to symptoms like reliving the event, nightmares, irritability, avoidance, and constantly seeking potential threats

Neurodiversity

Embraces the idea that neurological differences—such as those associated with autism, ADHD, dyslexia, twice exceptional, and other conditions—are a normal part of human diversity rather than disorders to be fixed

Neurodivergence

refers to individuals whose neurological development diverges from typical or average

Speech disorders

Disorders that cause difficulty forming specific sounds are words correctly or difficulties with fluency, such as stuttering

Language disorders

Issues with understanding and using language, which may include difficulty in comprehending words, constructing sentences, or expressing thoughts

aphasia

Difficulty understand or producing language due to brain injury

Auditory Processing Disorder

a disorder that affects understanding the meaning of the sounds the ear receives

speech-language pathologist

a specialist who Support children with language or speech disorders in school by collaborating with teachers, parents, and caregivers to develop tailored intervention plans for each child's needs

Student with culturally diverse needs

Someone who's home language differs from English and who's cultural background may vary from the mainstream culture

Limited English Proficiency (LEP)

Describes people who have trouble speaking, reading, writing, or understanding English

Language minority students

Students to speak a different language at home and might struggle with English in school

Language Instruction Educational Programs (LIEP)

Models of instruction for English learner set alarm with the goals of title III to promote English proficiency, academic achievement, and cultural competence among ELs

Sheltered English instruction

Helps EL students understand academic lessons in English using activities, visuals, and simplified language; teachers focus on teaching subjects like math and science

Structured English immersion

EL students learn all subjects in English aiming for a quick fluency in the language

Transitional bilingualism

Uses both the students primary language in English for instruction, helping them maintain skills in both languages while transitioning to English only classes

English as a second language

Teaches EL students English language skills like speaking, reading, and riding, mainly using English with little support in the students native language

Dual language program

Students learn in both English and another language, such as Spanish, to become bilingual and proficient in both languages across various subjects

Stephen Krashen

A linguistics expert known for his second language acquisition theory; hey Siri encompasses five main hypotheses

Acquisition learning hypothesis

Crash theory separates language learning into two processes: acquisition and learning; acquisition happens naturally, like how children learn their first language by listening and interacting; learning, on the other hand, involves consciously studying grammar rules and vocabulary

Monitor hypothesis

This hypothesis describes how people use what they have learned to correct themselves: the monitor is like a little editor in a mind, checking language use

Input hypothesis

Crash and says individuals learn languages best when they understand what is said or written

Affective filter hypothesis

This hypothesis is all about how feelings affect learning

Natural order hypothesis

Languages have a natural order in which people learn different parts; some components, like basic words and sentences, come first while more complex grammar rules come later

Preproduction

Also known as "the silent period," When the learner absorbs the new language but does not yet speak it

Early production

Here, the individual begins to speak using short words and sentences, but the focus remains on listening and absorbing the new language

Speech emergent

Speech becomes more frequent, with the longer words and sentences; however, the learner still heavily relies on context clues and familiar topics

Beginning fluency

The individual achieves fairly fluid speech in social situations with minimal errors

Intermediate fluency

Communication in the second language becomes fluid, especially in social settings

Advanced fluency

At this stage, the individual communicates fluently across all contacts, navigating successfully in new situations and when exposed to new academic information

Culturally responsive teaching

Approving teaching method that connects students cultures, languages, and life experiences with what they learn in school

Giftedness

A blend of potential and opportunity; a unique blend of cognitive and affective traits; students with giftedness process information quickly, think abstractedly, and show intense curiosity; their advanced language skills and original thinking set them apart

Twice exceptional

Students who have been formally identified as having exceptional abilities or talents in areas such as academics, creativity, or the arts while also being diagnosed with one or more disabilities or challenges

Students who have been formally identified as having exceptional abilities or talents in areas such as academics, creativity, or the arts while also being diagnosed with one or more disabilities or challenges