D635 Exam

Individuals with Disabilities Education Act (IDEA)

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

Universal Design for Learning (UDL)

An educational framework for designing flexible learning environments and curricula that provide all students–including those with disabilities

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 Plan

A plan that provides 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

Changes to the content and skills that students are expected to learn or master.

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.

Home Language Survey

 Helps determine students needing language support services upon enrollment.

Special Education

Provides extra help to students who need it because of differences in how they learn or behave; this help is tailored to each student’s 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 person’s 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 person’s body or 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 everyday 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. 

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 ADHD, asthma, and epilepsy.

Dyslexia

A learning disorder that affects a person’s ability to read, write, and spell accurately and fluently.

Dyscalculia

 A learning disorder that affects a person’s ability to understand and manipulate numbers and mathematical concepts.

Dysgraphia

A learning disorder that affects a person’s ability to write coherently and effectively. 

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.

Acquisition-Learning Hypothes

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

Describes how people use what they have learned to correct themselves; the monitor is like a little editor in the mind, checking language use.

Input Hypothesis

Individuals learn languages best when they understand what is said or written

Affective Filter Hypothesis

A hypothesis that is all about how feelings affect learning

Natural Order Hypothesis

The idea that 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

Six Stages of Second-Language Acquisition

• Pre-production: also known as "the silent period," when the learner absorbs the new language but does not yet speak it

• Early Production: when the individual begins to speak using short words and sentences, but the focus remains on listening and absorbing the new language

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

• Beginning Fluency: when the individual achieves fairly fluent speech in social situations with minimal errors

• Intermediate Fluency: when communication in the second language becomes fluent, especially in social settings

• Advanced Fluency: stage in which the individual communicates fluently across all contexts, navigating successfully in new situations and when exposed to new academic information

Culturally Responsive Teaching

A proven method that connects students’ cultures, languages, and life experiences with what they learn in school.

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. 

Giftedness

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

Equality

Treating everyone equally without regard to individual differences or needs.

Equity

Recognizing that not all students start from the same place or have the exact same needs; giving individuals what they need to succeed.

Multi-tiered Systems of Support (MTSS)

A comprehensive, evidence-based framework used in education to provide targeted interventions and support to students based on their individual needs

Tier 1 Interventions

Provided universally to meet the needs of all students within the general education classroom.

Tier 2 Interventions

Targeted interventions provided to students who demonstrate mild to moderate academic or behavioral challenges that universal supports alone do not address adequately.

Tier 3 Interventions

Highly individualized interventions provided to students who have yet to respond adequately to Tier 1 and Tier 2 supports. 

Positive Behavior Interventions and Support (PBIS)

Implementing proactive strategies to establish a positive school climate and promote positive behavior among students.

Universal Screening

Implementing regular assessments to identify students who may require additional support or intervention early on.

Progress Monitoring

Using tools to track students’ progress and identify areas where additional support is needed.

Differentiated Instruction

• Adjusting teaching methods to meet individual student needs.

  • Content Differentiation: Modifying what students learn.

  • Process Differentiation: Adjusting how students learn. 

  • Product Differentiation: Focusing on how students demonstrate their learning. 

  • Learning Environment Differentiation: The physical and emotional context of learning. 

Direct Instruction

Explicitly teaching a specific skill or concept systematically and sequentially.

Systematic Instruction

Breaking down complex skills or tasks into smaller, more manageable steps.

Explicit Instruction

Highly structured; clearly states learning objectives, provides direct explanations and demonstrations, and offers guided and independent practice opportunities.

Examples of PBIS

• Behavior Expectations: Establishing clear and concise behavior expectations for different settings within the classroom.

• Behavior Matrix: Outlines specific behaviors expected in various classroom settings and situations, along with corresponding positive reinforcement strategies for demonstrating those behaviors. 

• Reward System: A system that acknowledges and reinforces positive behaviors. 

• Check-in/Check-out: A system in which students receive daily feedback on their behavior from a designated staff member. 

• Social Skills Instruction: Teaches students essential skills such as communication, problem-solving and conflict resolution.