Individuals with Disabilities

LRE stands for Answer- Least Restrictive Environment IDEA stands for Answer- Individuals with Disabilities Education Improvement Act IEP stands for Answer- Individualized Education Program "An adult who suffers from cerebral palsy" is considered an appropriate term when using people first language Answer- False When using people first language, we would not say "an epileptic." An appropriate term would be Answer- A person with epilepsy "A child with mental retardation" is an appropriate term Answer- False The medical model of disability is generally rejected by individuals with disabilities and disability advocacy groups because it does not cover the full spectrum of issues related to living with a disability. Answer- True The most comprehensive model of disability is the _____ model Answer- Biopsychosocial Based on a 2018 report from the US Bureau of Labor Statistics, about 74% of adults without disabilities ages 16-64 are employed. Approximately what percent of adults with disabilities are employed? Answer- 30% Compared to graduation rates in 1996, significantly more students with disabilities graduated with regular diplomas in 2016. Answer- True "My name is Curtis." is an example of Answer- Basic interpersonal communication skills (BICS) "Your math homework sheet is a review of everything we have learned so far this year: working long-division problems with double-digit divisors, calculating the area and perimeter of various quadrilaterals, working with fractions and decimals, and calculating averages." is an example of Answer- Cognitive academic language proficiency (CALP) Students who are ELLs often receive services from a bilingual or English-as-a-second-language (ESL) teacher, the ultimate purpose of which is to teach students English. At the same time, general education teachers should promote the success of ELL students in mastering academic content. In addition to adding to their own knowledge about language acquisitions and proficiency, teachers should use the following effective supports and strategies to strengthen students' learning out comes: Answer- Contextual Supports Activated Background Knowledge Teach Vocabulary Teach Comprehension Strategies Differentiate Instruction Provide Opportunities for Practice Some of the potential challenges for students related to low socioeconomic status (SES) include: having their _____ met, less access to _____, and less help with _____. Answer- Basic needs Enrichment Homework According to the IRIS module, there are 5 major benefits to the pre-referral process: 1. It helps to avoid _____ referrals to special education by taking a problem-solving approach to handling academic or behavioral difficulties in the classroom. 2. It provides a _____ for teachers and other team members---including parents---to discuss how to meet students' needs. 3. It empowers general education teacher with a variety of _____ to better serve diverse learners. 4. It prevents the _____ of students from a particular group (e.g., English learners, students at risk due to poor teaching) in special education. 5. It improves _____ between parents and the school by involving families in the process (e.g., parents offer information, participate in intervention development, become members of the team). Answer- 1. Inappropriate 2. Forum 3. Strategies 4. Overrepresentation 5. Communication Match the following... 1. The first stage of the pre-referral process begins when a family member or school staff member shares a concern about a student's academic or behavioral performance. This concern can be shared either informally, through conversation, or through a formal school form. 2. Information regarding instructional methods, strategies, and materials tried or use, the student's skill level, background knowledge and experiences, school and home expectations for behavior and academic performance, and classroom management techniques are gathered. Different personnel--including the classroom teacher, school counselor, or member of the pre-referral team--can all gather information. This type of information can be collected through informal or formal assessments, from family members, other teachers, and student work samples. 3. During this stage, members of the pre-referral team meet to discuss and review the information gathered in the previous stage and to begin discussing possible solutions. All members of the team share their perspective on information regarding specific concerns that prompted the referral, the student's strengths, talents, and interests, the student's skill level compared to their classmates, the environment in which the concern is present, strategies or interventions previously attempted, and best times for observation of the concerning behavior. Factors outside the student should also be considered. 4. The pre-referral team brainstorms and chooses strategies appropriate to the areas of concern. One or more strategies are identified for each area of concern. Following procedures for implementing the chosen intervention, including a designated-time frame, leads to more successful interventions. 5. In this stage, the classroom teacher and supporting team members implement the interventions. Data is collected to determine the effectiveness of the intervention. The interventions must be implemented as designed, or with fidelity. 6. In the final stage of the pre-referral process, the pre-referral team, including the student's family, reconvenes to determine whether the intervention was effective. If it is effective, the team decides whether the intervention should be continued. If it is not effective, the team decides whether the intervention should be modified, whether a new intervention should be put in place, or whether the child should be referred to special education. Answer- 1. Initial concern 2. Information gathering 3. Information sharing and team discussion 4. Discussion of possible strategies 5. Implementing and monitoring of strategies 6. Evaluation and decision making An _____ is a written plan, developed collaboratively by school personnel and a student's parents, that outlines the student's current level of development, his/her annual learning goals, accommodations, modifications, and related services, as well as a method for monitoring the student's progress toward achieving the goals. Answer- Individualized education program (IEP) Every facet of the student's special education program is guided by the IEP and monitored throughout the IEP process. Answer- True Bella is a 7th-grader who has a learning disability. Her IEP contains the following PLAAFP statement forreading. Bella reads at the 4th-grade level at approximately 100 wpm (orally). Her oral reading rate includes many incorrect words. When asked comprehension questions on fictional text, she is able to identify broad concepts such as main characters and events. However, she has difficulty identifying main ideas and supporting details in content area texts (science, social studies). She struggles with abstract concepts, inferences, deductions, and connecting the readings to real-world examples. This is not an example of a high-quality PLAAFP statement. Which of the following elements are missing or incomplete. Answer- Student Needs Effect on Progress in General Education Baseline Information Connection to Goals and/or Services ***All of the above are missing or incomplete*** Based on the PLAAFP statement, Bella's IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end ofthe school year. • Does this annual goal contain all of the required elements? Answer- Yes Based on the PLAAFP statement, Bella's IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end ofthe school year. Does this annual goal meet the SMART criteria? Answer- No Based on the PLAAFP statement, Bella's IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end ofthe school year. • Is this annual goal sufficient to meet all of Bella's needs in reading? Answer- No The fundamental purpose of the Council for Exceptional Children's High Leverage Practices (HLP) projects was to identify approved methods for supporting special education teacher candidates as they learn to use _____ _____ in their classrooms. Answer- Effective practices The use of HLPs might also be considered effective practice for general education teachers Answer- True The manner in which HLPs are enacted by special and general education teachers is exactly the same. Answer- False Material adaptation can include: Answer- making substitutions for text material simplifying text highlighting key concepts and information It is important for teachers to use explicit instruction when students are learning: Answer- new material complex concepts and skills Two peer-assisted strategies that can promote active student engagement include _____ and _____. Answer- cooperative learning peer tutoring Pencils grip are an example of assistive technology Answer- True Within intensive instruction, students have many opportunities to respond and receive _____, _____ feedback with teachers and peers to practice what they are learning. Answer- immediate corrective