[muth] ch 15 special ed

Individuals with Disabilities Education Act (IDEA)

Federal law specifying eligibility for special education services and the nature of ____ services

Zero reject

Principle of IDEA guaranteeing no student with a disability can be denied ____

Nondiscriminatory evaluation

Principle of IDEA requiring assessments that are fair and unbiased for determining ____

Appropriate education

Principle of IDEA ensuring students receive educational programs that are tailored to ____ needs

Least restrictive environment (LRE)

Principle of IDEA stating students should be educated with peers without disabilities to the maximum extent ____

Procedural due process

Principle of IDEA that provides legal protections for parents and students in ____ decisions

Parent and student participation

Principle of IDEA requiring parents and students to be involved in ____ planning

Developmental delay

Noncategorical IDEA category for children ages 3–9 whose specific disability is not yet ____ or determined

Mainstreaming

Practice of including students with disabilities in general education classes for part of the ____

Inclusion

Educational practice of educating all students in the same classroom with supports to promote ____

Human potential movement

Belief that everyone desires positive development and should have rights and opportunities based on ____ needs

General system theory

Concept that students must be seen as whole persons influenced by their interaction with ____

Principle of normalization

Belief that students with disabilities should have experiences similar to typically developing ____

Self-determination movement

Movement empowering students and families through decision-making, creativity, assertiveness, and ____

Full inclusion model

Educational model where students with disabilities are in regular education classes 100% of the ____ with teacher collaboration

Mainstreaming or inclusion model

Model where students attend selected general education classes but receive additional support in smaller ____

Social mainstreaming model

Model for students with severe disabilities to attend classes mainly for social interaction with adapted ____

Self-contained classroom model

Educational setting with small groups of students all with disabilities and a high teacher-to-student ____

Separate school or residential school model

Setting for students with severe disabilities who cannot succeed in less restrictive ____

Adapted music education

Teaching music skills to students with disabilities using modifications to meet their ____ needs

Individualized Education Program (IEP)

Written plan outlining educational goals, services, and supports tailored to a student's ____

Special Education Therapy Assessment Process (SEMTAP)

Music therapy assessment procedure using IEP objectives to determine if ____ interventions assist student progress

Collaboration

Mutually beneficial partnership among teachers, therapists, specialists, administrators, and parents to achieve better ____

Consultation

Process where music therapists advise teachers on implementing music-based strategies within the ____

Music as a strategy to manage behavior

Use of music to compete with problem behaviors, reinforce prosocial behaviors, induce mood change, or provide an ____ outlet

Collaboration

How should Brenda respond when a teacher insists on controlling all aspects of a music therapy session, making her role unclear?

Assertive communication

What strategy could Brenda use to clarify her role as a music therapist while maintaining a positive working relationship with the teacher?

Co-planning

How can Brenda involve the teacher in planning sessions to ensure mutual respect and goal alignment?

Documentation

What evidence could Brenda use to show that her interventions are data-driven and contribute to the student’s IEP progress?

Professional education

How can Brenda explain the therapeutic value of her work to teachers without sounding defensive?

Preparation and consultation

What steps should Jennifer take before launching her community music group to ensure cooperation from parents and teachers?

Parental engagement

How can Jennifer encourage parent participation in her new music group without making them feel pressured?

Regular communication

What strategy can Jennifer use to maintain consistent updates among all professionals involved?

Goal alignment

How can Jennifer ensure that her music therapy group’s objectives fit with each student’s IEP goals?

Outcome evaluation

How can Jennifer assess whether her community-based program is effectively improving students’ social and communication skills?

Collaborative discussion

What can a music therapist do if a classroom teacher uses inconsistent reinforcement strategies that disrupt student behavior?

Active listening

How can a therapist use active listening to resolve misunderstandings with a teacher about behavioral expectations?

Mutual respect

How can the therapist promote equality among professionals of different disciplines during an IEP meeting?

Ethical clarification

What is the appropriate response if another staff member uses music therapy techniques without consulting the therapist?

Advocacy

How should a therapist promote the inclusion of music therapy when administrators doubt its educational value?

Resource management

What can a therapist do if there are not enough instruments for all students in an inclusive classroom?

Differentiated instruction

How can the therapist keep students engaged during large-group sessions with mixed ability levels?

De-escalation techniques

What should a therapist do when a student suddenly becomes aggressive during a drumming activity?

Environmental modification

How can music be used to calm the class after a behavioral outburst or conflict?

Reinforcement system

How can a music-based reward system encourage participation and good behavior?

Motivational interviewing

What should a therapist do if a student refuses to participate in a group activity?

Sensory regulation

How can the therapist adjust an activity for a student overstimulated by loud or complex sounds?

Transition cues

How can music signals help students transition smoothly between activities?

Staff training

How can classroom aides be trained to assist with music therapy sessions appropriately?

Feedback collaboration

How can the therapist use teacher observations to improve future interventions?

Evidence-based advocacy

How can a therapist demonstrate to the school board that music therapy supports academic and behavioral outcomes?

Self-regulation skills

How can rhythmic breathing or humming teach students to manage their emotions?

Fading support

How can a therapist help students gradually perform musical tasks with less adult assistance?

Peer modeling

How can peer mentors promote positive behavior in music groups?

Progress documentation

How can participation data support a therapist’s recommendations in IEP meetings?

Professional ethics

What should a therapist do if they are asked to provide services outside their expertise?

Continuity planning

How can a therapist maintain student progress despite frequent absences?

Crisis management

How can the therapist ensure safety when a student becomes physically disruptive?

Positive reinforcement

How can live accompaniment or preferred music serve as immediate rewards for desired behaviors?

Flexible collaboration

How can the therapist adapt their approach to match a teacher’s management style?

Orientation presentation

How can a therapist define their scope and process at the start of the school year?

Confidential communication

How can the therapist update parents while protecting student privacy?

Team coordination

How can the therapist maintain focus on the student’s goals despite differing professional opinions?

Reflective practice

How can journaling help therapists improve collaboration and self-awareness?

Rapport building

How can a new therapist gain credibility and trust from teachers unfamiliar with music therapy?

Time scheduling

How can a district therapist organize sessions across multiple schools efficiently?

Behavioral data tracking

What tools can track participation and emotional response during sessions?

Self-care

What strategies can prevent burnout for therapists handling heavy caseloads?

Student empowerment

How can music activities be designed to give students leadership and creative control?

Teacher follow-up

How can therapists ensure teachers reinforce learned skills after sessions?

Professional humility

How should a therapist respond when a teacher suggests a valid improvement to an activity?

Celebration of progress

How can class performances reinforce growth and motivation?

Interdisciplinary integration

How can a therapist merge speech or occupational therapy goals into one music-based activity?

Regression support

How should a therapist respond when a student’s progress suddenly declines?