GACE Special Education General Curriculum - 1, GACE - General
Special Education
dysgraphia - -brain-based disorder in which
written expression is impaired: listed under IDEA as Obsessive Compulsive Disorder (OCD) - -
a "specific learning disability" Children and adults with_______ typically engage in
a series of highly ritualized behaviors that are rigidly
performed when they feel stressed. Behaviors include
dyscalculia - -disability with mathematical tapping, snapping fingers, blinking, counting and so
problems: numerical sense, equations, identifying forth.
numbers, etc
"Defines a range of difficulties in math, such as the diabetic hypoglycemia - -AKA insulin reaction
inability to understand numbers' meanings, or insulin shock
measurements, patterns, mathematical terms and
the application of mathematical principals. Early cues Occurs when blood sugar falls to a very low level
include a young child's inability to group items by size (failure to take insulin or eat often enough). It is
or color, recognize patterns or understand the important to treat it quickly or the diabetic could faint,
meaning or order of numbers." in which case an injection of glucagon is
administered.
accommodations - -changes in HOW students
learn and are assessed Pervasive Spectrum Disorders (PSD) - -
Another name for Autism Spectrum Disorders (ASD).
PSD causes disabilities in language, thought,
Modifications - -changes in WHAT students are emotion, and empathy.
expected to learn
Attention Deficit Hyperactivity Disorder - -Often
IEP section 504 - -NON-IEP STUDENTS--- a myriad of symptoms including: disorganization,
have other disabilities, i.e. physical, ADHD, ADD, etc. easily distracted and frustrated, defensive, immature,
impulsive, often interrupts conversations and
Requires schools to supply accommodations for all hyperactive behaviors.
students with disabilities even if they don't have IEPs
Test of Silent Contextual Reading Fluency - -
Cerebral palsy - -umbrella term that groups Presents a student with a string of words with no
neurological childhood disorders that affect muscular spaces in-between. The student must use dashes to
control; does not worsen over time and cause is separate the words. E.g.,
located in damaged areas of the brain that control
muscle movement Thesmalldogherdedthefluffysheepintothebarn.
The/small/dog/herded/the/fluffy/sheep/into/the/barn.
response to intervention (RTI) - -a strategy for
diagnosing learning disabilities in which a student The more words a student separates, the higher the
with an academic delay receives research supported silent reading fluency score.
interventions to correct the delay. If the interventions
do not result in considerable academic improvement,
the failure to respond suggests casual learning Oral Reading Fluency assessment (ORF) - -
disabilities. AKA Curriculum-Based Measurement (CBM)
,GACE Special Education General Curriculum - 1, GACE - General
Special Education
One-minute assessment in which a student reads a -Applied in districts with bilingual special
grade-level text aloud. Test supervisor notes errors educator teachers who can give instruction in the
the reader doesn't self-correct and the number of native language, English as Second Language (ESL)
words read correctly. training and transition assistance as the student gains
proficiency. (type of bilingual special education
delivery model)
phonological awareness - -the understanding
of the sounds within a spoken word; contributes to
fluid reading skills Bilingual Special Education model - --integrates
all school personnel who focus on bilingual special
education instruction and services// all professionals
Frustration reading level - -less than 90% have been trained in bilingual special education
accuracy in word recognition and less than 50% -(type of bilingual special education delivery service
accuracy in comprehension, retelling a story is model)
illogical or incomplete and the student cannot
accurately answer questions about the text. Student
is unable to unlock meaning from a text regardless of IDEA required members of an IEP team - --
teacher support or strategies. Regular Ed teacher
-Special Ed teacher
-Parent/guardian,
orthography - -the conventional spelling -Rep. of local education agency knowledgeable about
system of a language specialized instruction
-Student if appropriate and other people invited by
the parents or school.
cultural load - -concerned with how the
relationship between language and culture can help
or hinder learning. Cloze test - -evaluates a student's
understanding of context and vocabulary// presents
the reader with a text in which certain words are
Bilingual Support Model - -bilingual blocked out, reader must determine probable missing
paraprofessionals + English-speaking special words based on context clues// in order to supply the
educators to assist with the IEP implementation words, reader must already know them
4 types of Bilingual Special Education Instructional letter-sound correspondence - -the relationship
Delivery Models - --Bilingual Support model between a spoken sound and the letters predictably
-Coordinated services model used in English to transcribe them
-Integrated bilingual special education
-Bilingual special education model.
Maze test - -related to Cloze test// supplies a
number of possible answers and the reader must
Coordinated services model - -IEP team select the correct one
consists of an English speaking special education
teacher + bilingual educator. (model of bilingual
special education delivery model) Collaborative Strategic Reading (CSR) - -a
group of four reading strategies that students with
learning disabilities can use to decipher and
Integrated Bilingual Special Education Model - understand texts//
, GACE Special Education General Curriculum - 1, GACE - General
Special Education
1) Before reading, preview text. the special education teacher to the classroom
2) Target clunks (words or syllables the reader teacher.
doesn't understand) and apply strategies to decode
the clunks.
3) Students get the gist by understanding the most fluency reading levels - -frustrational- less than
important character, setting, event or idea. 90% accuracy
4) Students wrap it up by creating questions to Instruction- 90% word accuracy
discuss their understanding of the text and Independent- 95% word accuracy
summarize its meaning.
Project-based learning - -Student-centered
Scaffolding - -Umbrella teaching approach// pedagogy in which students actively explore real-
includes prior knowledge, mnemonic devices, world challenges. Content can be personalized for
modeling, graphs, charts, graphic organizers and diverse learners.
information needed prior to starting the lesson such
as vocabulary or mathematics.
Provide periodic review of lessons - -How can
teachers best help students with intellectual
mnemonic devices - -memory technique to disabilities retain previously acquired skills?
help your brain encode and remember information
Word-attack skills - -The set of skills a student
muscular dystrophy - -genetically inherited uses to recognize and understand words (e.g. context
disease, frequently first manifests in childhood// clues, visual recognition strategies, decoding,
causes progressive weakness and loss of muscle sounding out, etc.).
mass
Similar (students are more likely to transfer learning
Individuals with Disabilities Act of 1997 - - when the classroom situation & the new situation are
behavior problems in special education students are similar; i.e. authentic assignments) - -To help
best handled with positive behavior support students transfer learned skills to new situations,
teachers should make the learning situation and the
opportunity to apply the skill as
Symptoms of Traumatic Brain Injury (TBI) - - ____________________ as possible.
hyperactivity, impulsivity, memory and
communication problems, sexually uninhibited,
improper language, failure to recognize social cues, A student must have a permanent or fluctuating
inability to focus, and physical problems such as hearing loss that affects the student's educational
balance. performance but is not included under the definition
of deafness. - -What is the IDEA definition of
hearing impairment?
Collaborative teaching - -Classrooms have a
lead teacher and a specialized teacher to listen to the
lesson then work with special needs children. Other Curriculum-Based Assessment - -A method of
methods include: learning centers/stations in which monitoring student educational progress through
collaborative teachers are responsible for different direct assessment of academic skills.
areas, assigning special needs students into a
resource room, team teaching and/or consultation by
Special Education
dysgraphia - -brain-based disorder in which
written expression is impaired: listed under IDEA as Obsessive Compulsive Disorder (OCD) - -
a "specific learning disability" Children and adults with_______ typically engage in
a series of highly ritualized behaviors that are rigidly
performed when they feel stressed. Behaviors include
dyscalculia - -disability with mathematical tapping, snapping fingers, blinking, counting and so
problems: numerical sense, equations, identifying forth.
numbers, etc
"Defines a range of difficulties in math, such as the diabetic hypoglycemia - -AKA insulin reaction
inability to understand numbers' meanings, or insulin shock
measurements, patterns, mathematical terms and
the application of mathematical principals. Early cues Occurs when blood sugar falls to a very low level
include a young child's inability to group items by size (failure to take insulin or eat often enough). It is
or color, recognize patterns or understand the important to treat it quickly or the diabetic could faint,
meaning or order of numbers." in which case an injection of glucagon is
administered.
accommodations - -changes in HOW students
learn and are assessed Pervasive Spectrum Disorders (PSD) - -
Another name for Autism Spectrum Disorders (ASD).
PSD causes disabilities in language, thought,
Modifications - -changes in WHAT students are emotion, and empathy.
expected to learn
Attention Deficit Hyperactivity Disorder - -Often
IEP section 504 - -NON-IEP STUDENTS--- a myriad of symptoms including: disorganization,
have other disabilities, i.e. physical, ADHD, ADD, etc. easily distracted and frustrated, defensive, immature,
impulsive, often interrupts conversations and
Requires schools to supply accommodations for all hyperactive behaviors.
students with disabilities even if they don't have IEPs
Test of Silent Contextual Reading Fluency - -
Cerebral palsy - -umbrella term that groups Presents a student with a string of words with no
neurological childhood disorders that affect muscular spaces in-between. The student must use dashes to
control; does not worsen over time and cause is separate the words. E.g.,
located in damaged areas of the brain that control
muscle movement Thesmalldogherdedthefluffysheepintothebarn.
The/small/dog/herded/the/fluffy/sheep/into/the/barn.
response to intervention (RTI) - -a strategy for
diagnosing learning disabilities in which a student The more words a student separates, the higher the
with an academic delay receives research supported silent reading fluency score.
interventions to correct the delay. If the interventions
do not result in considerable academic improvement,
the failure to respond suggests casual learning Oral Reading Fluency assessment (ORF) - -
disabilities. AKA Curriculum-Based Measurement (CBM)
,GACE Special Education General Curriculum - 1, GACE - General
Special Education
One-minute assessment in which a student reads a -Applied in districts with bilingual special
grade-level text aloud. Test supervisor notes errors educator teachers who can give instruction in the
the reader doesn't self-correct and the number of native language, English as Second Language (ESL)
words read correctly. training and transition assistance as the student gains
proficiency. (type of bilingual special education
delivery model)
phonological awareness - -the understanding
of the sounds within a spoken word; contributes to
fluid reading skills Bilingual Special Education model - --integrates
all school personnel who focus on bilingual special
education instruction and services// all professionals
Frustration reading level - -less than 90% have been trained in bilingual special education
accuracy in word recognition and less than 50% -(type of bilingual special education delivery service
accuracy in comprehension, retelling a story is model)
illogical or incomplete and the student cannot
accurately answer questions about the text. Student
is unable to unlock meaning from a text regardless of IDEA required members of an IEP team - --
teacher support or strategies. Regular Ed teacher
-Special Ed teacher
-Parent/guardian,
orthography - -the conventional spelling -Rep. of local education agency knowledgeable about
system of a language specialized instruction
-Student if appropriate and other people invited by
the parents or school.
cultural load - -concerned with how the
relationship between language and culture can help
or hinder learning. Cloze test - -evaluates a student's
understanding of context and vocabulary// presents
the reader with a text in which certain words are
Bilingual Support Model - -bilingual blocked out, reader must determine probable missing
paraprofessionals + English-speaking special words based on context clues// in order to supply the
educators to assist with the IEP implementation words, reader must already know them
4 types of Bilingual Special Education Instructional letter-sound correspondence - -the relationship
Delivery Models - --Bilingual Support model between a spoken sound and the letters predictably
-Coordinated services model used in English to transcribe them
-Integrated bilingual special education
-Bilingual special education model.
Maze test - -related to Cloze test// supplies a
number of possible answers and the reader must
Coordinated services model - -IEP team select the correct one
consists of an English speaking special education
teacher + bilingual educator. (model of bilingual
special education delivery model) Collaborative Strategic Reading (CSR) - -a
group of four reading strategies that students with
learning disabilities can use to decipher and
Integrated Bilingual Special Education Model - understand texts//
, GACE Special Education General Curriculum - 1, GACE - General
Special Education
1) Before reading, preview text. the special education teacher to the classroom
2) Target clunks (words or syllables the reader teacher.
doesn't understand) and apply strategies to decode
the clunks.
3) Students get the gist by understanding the most fluency reading levels - -frustrational- less than
important character, setting, event or idea. 90% accuracy
4) Students wrap it up by creating questions to Instruction- 90% word accuracy
discuss their understanding of the text and Independent- 95% word accuracy
summarize its meaning.
Project-based learning - -Student-centered
Scaffolding - -Umbrella teaching approach// pedagogy in which students actively explore real-
includes prior knowledge, mnemonic devices, world challenges. Content can be personalized for
modeling, graphs, charts, graphic organizers and diverse learners.
information needed prior to starting the lesson such
as vocabulary or mathematics.
Provide periodic review of lessons - -How can
teachers best help students with intellectual
mnemonic devices - -memory technique to disabilities retain previously acquired skills?
help your brain encode and remember information
Word-attack skills - -The set of skills a student
muscular dystrophy - -genetically inherited uses to recognize and understand words (e.g. context
disease, frequently first manifests in childhood// clues, visual recognition strategies, decoding,
causes progressive weakness and loss of muscle sounding out, etc.).
mass
Similar (students are more likely to transfer learning
Individuals with Disabilities Act of 1997 - - when the classroom situation & the new situation are
behavior problems in special education students are similar; i.e. authentic assignments) - -To help
best handled with positive behavior support students transfer learned skills to new situations,
teachers should make the learning situation and the
opportunity to apply the skill as
Symptoms of Traumatic Brain Injury (TBI) - - ____________________ as possible.
hyperactivity, impulsivity, memory and
communication problems, sexually uninhibited,
improper language, failure to recognize social cues, A student must have a permanent or fluctuating
inability to focus, and physical problems such as hearing loss that affects the student's educational
balance. performance but is not included under the definition
of deafness. - -What is the IDEA definition of
hearing impairment?
Collaborative teaching - -Classrooms have a
lead teacher and a specialized teacher to listen to the
lesson then work with special needs children. Other Curriculum-Based Assessment - -A method of
methods include: learning centers/stations in which monitoring student educational progress through
collaborative teachers are responsible for different direct assessment of academic skills.
areas, assigning special needs students into a
resource room, team teaching and/or consultation by
