D662 Assessment Review: Special Education, UDL, MTSS, and English Learners

Comprehensive set of 100 vocabulary flashcards for D662 covering special education laws, UDL principles, MTSS tiers, co-teaching models, accommodations and modifications, English learner supports, and family engagement.

IDEA (Individuals with Disabilities Education Act)

The federal law that provides eligible students with disabilities a right to specially designed instruction and related services.

FAPE (Free Appropriate Public Education)

A guaranteed educational right under IDEA ensuring that eligible students with disabilities receive appropriate public education designed to meet their unique needs at no cost.

Least Restrictive Environment (LRE)

The IDEA principle requiring that students with disabilities learn alongside nondisabled peers to the maximum extent appropriate.

Section 504

A federal civil rights law that provides accommodations and protects eligible individuals with disabilities from discrimination in educational programs.

504 Plan

A formal plan that provides accommodations and supports to an eligible student with a disability who requires access to general education but does not need specially designed instruction.

Individualized Education Program (IEP)

A legal document under IDEA that outlines specialized instruction, individual goals, accommodations, and related services for an eligible student.

Difference Between an IEP and a 504 Plan

An IEP provides specially designed instruction and related services under IDEA, whereas a 504 Plan provides accommodations and civil rights protections without specialized instruction.

Procedural Safeguards

The component of IDEA that protects parents' rights to participate in educational decisions and access legal protections.

Title III

A federal law whose primary purpose is supporting English learners' language development and academic achievement.

Home Language Survey (HLS)

A survey administered to identify students whose primary language is not English and who may need English language proficiency screening.

Dyslexia

A specific learning disability primarily affecting reading and decoding, often addressed with text-to-speech tools and structured literacy instruction.

Dyscalculia

A specific learning disability primarily associated with difficulty understanding numbers and mathematical concepts.

Other Health Impairment (OHI)

The IDEA disability category that applies to health conditions such as ADHD when they adversely affect educational performance and require specially designed instruction.

Preproduction Stage

A language acquisition stage where an English learner is primarily listening and absorbing English but rarely speaks.

English Learner (EL)

A student whose primary language is not English and who needs support developing English proficiency.

Basic Interpersonal Communication Skills (BICS)

Everyday conversational language used in social settings, such as talking with friends.

Cognitive Academic Language Proficiency (CALP)

The academic language needed to understand school subjects, textbooks, and complex concepts.

Difference Between BICS and CALP

BICS is social, conversational language, whereas CALP is academic language needed for school content.

English as a Second Language (ESL)

Targeted instructional programming designed to help non-native students develop English language proficiency.

Sheltered Instruction

An approach that teaches academic content in ways that make it understandable and accessible for English learners.

Comprehensible Input

Instructional information presented in a way that students can understand, even if some language remains unfamiliar.

Scaffolding for English Learners

Temporary instructional supports such as visuals, sentence starters, modeling, and vocabulary assistance.

Language Objective

A stated instructional goal explaining what specific language skills students will practice during a lesson.

Content Objective

A stated instructional goal explaining what subject-matter knowledge students should learn during a lesson.

Culturally Responsive Teaching

Instruction that recognizes, respects, and integrates students' cultures, languages, and diverse backgrounds into teaching.

Instructional Supports for English Learners

Mainstream classroom practices including visuals, modeling, gestures, explicit vocabulary instruction, peer support, and extra practice.

Role of a Student's Home Language

A foundational linguistic resource that supports student identity, communication, and connections to new academic learning.

Fair Assessment for English Learners

Using multiple assessment methods and considering language proficiency so language barriers do not mask content knowledge.

Bilingual Education

An educational model that uses two languages to deliver academic instruction and support language development.

Universal Design for Learning (UDL)

A framework that makes learning accessible to students with different needs from the beginning.

Three Principles of UDL

Multiple means of engagement, multiple means of representation, and multiple means of action and expression.

Multiple Means of Engagement

The UDL principle focused on providing different ways to motivate students and keep them interested in learning.

Multiple Means of Representation

The UDL principle focused on presenting information in different ways, such as videos, visuals, audio, demonstrations, and text.

Multiple Means of Action and Expression

The UDL principle focused on giving students different ways to demonstrate what they know, such as writing, speaking, or creating a project.

Differentiated Instruction

Adjusting instruction to meet individual students' readiness, interests, and learning needs.

Scaffolding

Temporary support provided to help students complete academic tasks they cannot yet do independently.

Explicit Instruction

Direct, clear teaching that includes teacher modeling, guided practice, and independent practice.

Flexible Grouping

Regularly changing student groups based on learning needs, interests, or abilities.

Student-Centered Learning

An educational approach that focuses on students' needs, interests, and active participation.

Culturally Responsive Instruction

Teaching that intentionally connects lessons to students' cultures, experiences, and backgrounds.

Assistive Technology

Tools and devices that help students with disabilities access learning, communicate, or complete tasks.

Difference Between UDL and Differentiated Instruction

UDL plans for learner differences from the start, while differentiated instruction adjusts instruction based on observed individual needs.

Demonstrating Learning in Different Ways

Allowing students to show mastery through presentations, written assignments, oral responses, videos, or projects when aligned with the learning goal.

Reducing Learning Barriers via UDL

Providing flexible options so students have diverse pathways to access and participate in learning.

Multi-Tiered System of Supports (MTSS)

A framework that provides academic, behavioral, and social-emotional support to students through multiple levels of intervention.

Three Tiers of MTSS

Tier 1: Universal support; Tier 2: Targeted support; Tier 3: Intensive individualized support.

MTSS Tier 1

High-quality core instruction and universal support provided to all students in the general education classroom.

MTSS Tier 2

Additional targeted intervention provided to students who need more support than Tier 1 provides.

MTSS Tier 3

Intensive, individualized intervention provided to students with significant or persistent needs.

Response to Intervention (RTI)

A framework that uses interventions and student progress data to identify and address learning difficulties.

Difference Between MTSS and RTI

MTSS is a broader framework addressing academic, behavioral, and social-emotional needs, whereas RTI traditionally focuses on academic intervention and progress.

Progress Monitoring

Regularly measuring student performance over time to determine whether interventions are working.

Universal Screening

Assessing all students to identify those who may be at risk of academic or behavioral difficulties.

Evidence-Based Intervention

A teaching strategy or intervention supported by empirical research demonstrating that it is effective.

Data-Based Decision-Making

Using student performance information and assessment data to determine instructional next steps.

Action for Inadequate Tier 1 Progress

Examining assessment data and providing targeted Tier 2 small-group support.

Action for Inadequate Tier 2 Progress

Reviewing intervention progress data and increasing support to intensive Tier 3 individualized intervention.

Purpose of Early Intervention

To address learning difficulties as soon as possible before they become more significant.

Special Education Evaluation Delay Rule

The requirement that MTSS and RTI interventions must not be used to delay or deny an evaluation for special education when a disability is suspected.

Co-Teaching

Two teachers, usually a general education and a special education teacher, working together to teach students in the same classroom.

One Teach, One Assist

A co-teaching model where one teacher leads instruction while the other provides individual student assistance.

One Teach, One Observe

A co-teaching model where one teacher teaches while the other observes students and collects information about learning.

Station Teaching

A co-teaching model where teachers divide instruction into stations, and students rotate through different learning activities.

Parallel Teaching

A co-teaching model where two teachers teach the same lesson to separate groups of students at the same time.

Alternative Teaching

A co-teaching model where one teacher works with a smaller group for specialized instruction while the other teaches the larger group.

Team Teaching

A co-teaching model where both teachers share responsibility for delivering instruction together to the entire class.

Collaborative Planning

Teachers working together to plan lessons, accommodations, instruction, and assessments.

Shared Accountability

Both teachers being mutually responsible for student learning and classroom success.

General Education Teacher Role in Inclusion

Teaching grade-level curriculum and implementing required IEP accommodations and supports in the general education classroom.

Special Education Teacher Role in Inclusion

Providing specialized instruction, supporting IEP implementation, and monitoring individual student needs.

Paraprofessional

A trained school employee who assists teachers and supports students under appropriate supervision.

Importance of Communication in Co-Teaching

Facilitating instructional coordination, problem-solving, and consistent support for students.

Effective Collaboration

Teachers sharing ideas, planning together, communicating openly, and making instructional decisions as a team.

Shared Responsibility for Students with Disabilities

Both general education and special education teachers sharing joint responsibility for supporting students in an inclusive classroom.

Accommodation

A change in how a student learns or demonstrates knowledge without changing the learning expectations.

Modification

A change in what a student is expected to learn or demonstrate.

Difference Between Accommodations and Modifications

Accommodations change HOW a student learns; modifications change WHAT a student is expected to learn.

Presentation Accommodation

Changing how information is presented, such as using audiobooks or large-print text.

Response Accommodation

Changing how students respond, such as using speech-to-text instead of handwriting.

Setting Accommodation

Changing the learning environment, such as providing a quiet testing space.

Timing Accommodation

Providing extra time or breaks to complete assignments or assessments.

Extended Time

An accommodation that gives a student additional time to complete an assignment or test.

Preferential Seating

Placing a student in a classroom location that helps them focus, hear, see, or participate.

Text-to-Speech

Technology that reads written text aloud to a student to support reading access.

Speech-to-Text

Technology that converts spoken words into written text to assist students who struggle with writing.

Reduced Assignment

Reducing the amount of work or number of problems, which functions as a modification if it lowers learning expectations.

Accommodations Impact on Grade-Level Expectations

Generally, accommodations do not change grade-level expectations; they only alter access or how students demonstrate learning.

Determining IEP Accommodations

A collaborative decision made by the IEP team, including the parent or guardian and relevant school professionals.

Family Engagement

Building meaningful partnerships between families and schools to support student success.

Importance of Family-School Collaboration

A partnership where families provide valuable information about students' strengths, needs, cultures, and experiences.

Meaningful Family Participation

Including families in two-way communication, educational decisions, and planning for their child's success.

Inclusive Education

Educating students with and without disabilities together while providing necessary supports and services.

Purpose of Inclusion

Providing equal opportunities for learning, participation, and belonging in the school community.

Mainstreaming

Placing students with disabilities in general education settings for some parts of the school day when appropriate.

Difference Between Inclusion and Mainstreaming

Inclusion emphasizes belonging and participation with appropriate supports, while mainstreaming traditionally emphasizes placement when students can already participate successfully.

Barriers to Family Engagement

Factors including language differences, scheduling conflicts, transportation challenges, cultural misunderstandings, and lack of communication.

Culturally Responsive Family Communication

Engaging families using respectful communication, qualified interpreters when needed, and culturally responsive practices.

Importance of Family Input in IEP Meetings

Parents understand their child's strengths, needs, and background, making them essential members of the IEP team.

Parent Participation Rights under IDEA

The legal right of parents to actively participate in educational decisions and help develop their child's IEP.

Peer Acceptance

Students respecting, including, and supporting classmates with different abilities and backgrounds.