SPED 470 exam 1

What are the 13 disabilities under IDEA?

autism, deafness, deaf-blindness, emotional disturbance, hearing impairments, intellectual disability, multiple disabilities, orthopedic impairments, other health impairments, specific learning disabilities, speech or language impairments, traumatic brain injury, visual impairments including blindness

What members are required for IEP meetings?

Special education teacher, general education teacher, parents, admin of school district, speech and language therapist or school psychologist to interpret, if applicable the student of age.

Individualized Family Service Plan

written plan for infants and toddlers that family focused and reflective of the family’s resources, priorities, and concerns.

What is one advantage of labeling a student with a disability?

Means for funding and administering academic programs

How does labeling a student with a disability affect teacher certification?

Teacher certification programs are developed around disability

What is a benefit of labeling a student with a disability in terms of communication?

It allows for efficient professional communication

How does labeling a student with a disability contribute to research?

It supports research efforts

What eligibility does labeling a student with a disability provide?

Eligibility for services and treatments

How does labeling a student with a disability impact advocacy?

It heightens visibility and creates advocacy groups

What role does labeling a student with a disability play in government statistics?

It is helpful in government census

What is a disadvantage of labeling students with disabilities related to stigma?

It can create a stigma around the student.

How does labeling students with disabilities affect the focus of their education?

It focuses on limitations rather than strengths.

What excuse might be made regarding a student's abilities due to their disability label?

"Marvin can't learn multiplication because he is disabled."

How can labeling students with disabilities impact their self-worth?

It can contribute to lower self-worth.

Why might labeling be inadequate for a student's needs?

It is typically inadequate for the student's needs.

What is a potential consequence of labeling students with disabilities in terms of opportunities?

It can lead to reduced opportunities in school and community life.

What false impression can labeling give about a disability?

It can give a false impression of the disability.

IDEA 6 components 1990

least restrictive environment, parental participation required, due process, individualized education plan, free and appropriate public education, non discriminatory assessments

prevalence

total number of individuals with a particular disability existing in a population at a given time

incidence

number of new instances of a disability within a given time frame normally a year

Which court case established segregation as illegal?

Brown vs Board of Education

What law mandated services for preschoolers with disabilities?

Education of Handicapped act amendments, PL 99-457

IEP (individualized education program)

individually tailored statement describing an educational plan for an exceptional learner in conjunction with parents, general education teacher, special education teacher, someone to translate. includes present academic performance, annual goals, educational services to provided, degree to which student will be able to participate in general education, plans for initiating services and duration, annual evaluation procedure to determine if instructional objectives are being met.

Universal design for learning 

the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember.

What are features of UDL?

multiple means of representation, multiple means of engagement, and multiple means of action/expression

What are the most common categories of disability used in a school setting?

specific learning disability, other health impairments, speech and language disability, autism

No Child Left Behind Act

required annual testing from grades 3-8, students in grades 10-12 assessed at least once, schools were expected to show adequate annual progress toward 100% proficiency in 2014. test scores were required to be disaggregated according to the student’s disability, socioeconomic status, race, ethnicity, and English language ability. Schools that experienced difficulty attaining the goal of adequate yearly progress were to be provided with technical and financial assistance. If a school failed to demonstrate adequate yearly progress for 3 consecutive years, the local school district was required to offer supplemental instructional services, such as tutoring, after-school classes, and summer program. special educators must be highly qualified. 

504 of Rehabilitation of 1973

First public law specifically aimed at protecting children and adults against discrimination due to a disability. It said that no individual can be excluded, solely because of their disability, from participating in or benefiting from any program or activity receiving federal financial assistance, which includes schools (Council for Exceptional Children, 1997). covers individual’s lifespan. All students who are eligible for a special education and related services under IDEA are also eligible for accommodations under Section 504; the converse, however, is not true.

responses families might have to finding out their child has a disability

perceived as a tragedy, perceived as a crisis that can be managed, one more factor to be dealt with in the daily struggle to survive.

3 stages: first (shock, denial, grief), second(ambivalence, guilt, anger, shame and embarrassment), third (bargaining, adaptation and reorganization, acceptance and adjustment)

least to most restrictive classroom environment

general classroom, resource room, separate classroom, separate school, residential facility, homebound/hospital

theory of mind

someone diagnosed with autism having difficulty recognizing other’s thoughts or beliefs, affects reading comprehension and written expression.

What type of language would struggles with language and social situations fall under?

pragmatic language

ADHD

neurodevelopmental disorder portrayed as “a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development”

traits include fails to pay attention in class, doesn’t seem to listen when spoken to, has trouble with organization, fails to complete tasks

Predominantly Inattentive ADHD

have difficulty concentrating on a specific task; they are forgetful and easily distracted

Predominantly Hyperactive/impulsive ADHD

onstantly in motion; racing from one activity to another, they have difficulty sitting still or playing quietly

Combined ADHD

exhibit both hyperactive and inattentive traits

What is executive functioning and what do those who struggle with it tend to have?

executive function involve a number of self-directed behaviors, such as self-regulation, working memory, inner speech, and arousal levels, among other dimensions ;ADHD and Difficulty following rules or directions, forgetfulness, and a lack of emotional control are just a few of the ways that students are affected

(AAC) augmentative and alternative communication

communication tools that can replace, supplement, or enhance one’s traditional means of communication,

What are some examples of low tech AAC?

pencil grips, raised lined paper, highlighter strips, braille playing cards, PECS

What are some examples of mid-tech AAC?

calculators, audio recorders, switches

What are some examples of high-tech AAC?

speech-to-text, tablets, mobile devices, apps, word prediction, speech generating device, voice output communication aid

What are features of autism?

developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

How is language affected in individuals with autism?

A lack of speech has long been considered a hallmark of autism spectrum disorder. It is estimated that as many as half of all children with ASD do not develop functional speech or useful language. delay in receptive and expressive language, improper use of pronouns, marked impairment in conversational skills, and stereotyped and repetitive use of language, in addition to echolalia or “parroting” the speech of others. inappropriate pitch, abnormal speech rhythm.

What disorders are often comorbid with autism?

problems with concentration, attention, and activity level; anxiety disorders; affective or mood disorders; and learning difficulties.

What are some approaches to help those with autism?

structured, individualized, and predictable lesson plans, DIR(floor time) which allows parents and professionals to see the child’s strengths from ages 2-6, Discrete training trial where specific able to be mastered tasks are taught to the child, Lovaas where manageable tasks are provided to build upon mastered tasks, Picture exchange communication system where pictures are used to help children develop language and communication skills, social stories where an individualized story is used to explain something to a child.

What are sensory issues children with autism may face and what accommodations may be provided to assist?

difficulty with different textured foods-nutrition services

vocal stimming- speech therapist 

repeated movements that can be harmful- PT and ABA

students who experience these things might have trouble eating at lunch and could harm themselves during lessons and/or disrupt the class.

What should a visual chart look like for someone with autism?

There should be photos that reflect the action as well as words that clearly describe the action and steps.

apraxia of speech

neurological phonologic disorder that results from impairment of the capacity to select, program, or execute the positioning of the speech muscles to produce speech sounds

phonological disorder 

abnormal organization of the phonologic system or a significant deficit in speech production or perception

morphological disorder

problems learning and using morphological rules. They use fewer grammatical morphemes and produce more grammatical errors than same-age peers.

syntactical deficits

difficulty acquiring the rules that govern word order and other aspects of grammar such as subject–verb agreement.

semantic disorders

poor vocabulary development, inappropriate use of word meanings, and/or inability to comprehend word meanings. Most evident are problems with word finding, the ability to generate a specific word that is evoked by a situation, stimulus, sentence, context, or conversation. Children with semantic difficulties also demonstrate restrictions in word meanings, difficulties with multiple word meanings, excessive use of nonspecific terms (e.g., thing and stuff) and indefinite references (e.g., that and there), and difficulties with comprehension of conjunctions and relational terms.

pragmatic difficulties

problems understanding and using language in different social contexts. They do not understand how to infer their listeners’ needs, so they do not know what and how much information they need to provide in an interaction. Other weaknesses include lack of understanding of the rules for (1) when and how to make eye contact, (2) how close it is permissible to stand when talking to someone, (3) when to request clarification of information, (4) how to interpret direct and indirect requests, and (5) how to introduce topics.

central auditory processing disorder

problem in the processing of sound, not attributed to hearing loss or intellectual capacity. Simply stated, central auditory processing involves how we use and interpret auditory information. CAPD occurs when the ear and the brain do not work together as smoothly as they should.

articulation disorders 

errors in the production of speech sounds. They include omissions (han for hand), substitutions (wabbit for rabbit), additions (footsball for football), and distortions (shlip for sip). A lisp is a good example of a distortion. Common difficulties are often associated with the mispronunciation of /ch/, /s/, /sh/, and /z/ phonemes