Praxis test- special education
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6 items for diagnosis
of Mental
Retardation
1. Child performs at 2.0 standard deviations below the norm.
2. IQ is 70-55 mild
55-40 moderate
40-25 severe
25 and below profound
3. Adaptive behavior is consistent with academic ability.
4. Reduced cognitive ability and adaptive behavior adversely affect educational performance.
5. Exclusion clause, the defect is not caused by visual, auditory or motor defects, behavior or emotions
disturbance or a language or learning disability.
Determination of continued need for Special Education or related services.
9 steps in Special
Education Process
1. Screening
2. Alternative Intervention Strategies
3 referral & screening review
4. Develop IEP to include areas to evaluate, at least 1 observation in area of concern, complete within 30 days of
referral, notice of evaluation or reevaluation
5. Notice & Consent for Evaluation
6. Evaluation, diagnosis of disability, establish current level of functioning, completed within 45 days of parents
consent for evaluation,if no disability recommend continuation of AIS, if disability found, continue with IEP
process.
7. Develop IEP must be within 45 days of initial diagnostic staffing
8. LRE considerations
9. Notice of consent for placement before SE services begin. If parents deny, initiate due process
36.
Alternative teaching
One teacher works with majority of class
Other teacher pulls out individual or small group of students
10.
APO
Alternative placement options
20.
Aspberger's
mild autism - high functioning
fewer language issues
19.
autism
a disorder that appears in childhood and is marked by deficient communication, social interaction, and
understanding of others' states of mind
40.
Behaviorism
an approach to psychology that emphasizes observable measurable behavior
Characteristics of
Autism
Communication problems (for example, with the use or comprehension of language);
Difficulty relating to people, things, and events;
Playing with toys and objects in unusual ways;
Difficulty adjusting to changes in routine or to familiar surroundings; and
Repetititive body movements or behaviors. (1)
childhood
disintegrative
disorder
Pervasive developmental disorder involving severe regression in language, adaptive behavior, and motor skills
after a 2- to 4-year period of normal development.
30.
Co-teaching
A special educator working side-by-side with a general educator in a classroom, both teachers provide
instruction to the group
41.
Cognitivism
A theory of learning. The idea is that learning is a conscious, rational process. People learn by making models,
maps and frameworks in their mind. ~ is the opposite of behaviorism.
Collaborative
teaching
general ed and special ed teachers working
together to meet the needs of special needs
students
Continuum of
services
Regular classroom (full day) Regular classroom with consultation, Regular classroom with supplementary
instruction and services, Resource room, Separate classroom, Separate school, Residential school, Homebound
or hospital
Cooperative
teaching
Both SpEdT and RgEdT share equally in the responsibility for planning, instructing, and evaluating all
members of the regular ed. class., The SpEdT still does most of the paper work regarding students with IEPs.
7.
9.
17.
22.
32.
3.
31.
Criteria for
Learning
Disability
Diagnosis (7)
1. Basic psychological processing deficit in one or more areas.(reading skills,reading comprehension, written
expression, math calculation, math reasoning, listening comprehension or oral expression)
2. Behavioral characteristics identified in deficit area (s)
3. Behavioral characteristics identified by one of these procedures; behavioral observation, structured clinical task or
others
4. LD adversely affects school functioning
5. Discrepancy between achievement and ability or conclusion that discrepancy is present
6. LD not caused y visual, auditory or motor deficit, BD, ED environmental, economic or cultural differences.
7. Determination of need for SE or related services.
Developmental
delay
a term often used to encompass a variety of disabilities of infants or young children indicating that they are
significantly behind the norm for development in one or more areas such as motor, cognitive, or language
Developmental
disability
Substantial handicap of indefinite duration with onset before the age of 18 years; attributable to mental retardation,
autism, cerebral palsy, epilepsy, or other incurable neuropathy
26.
dyscalcula
a learning disability that results in difficulty in math
25.
dysgraphia
a learning disability that results in difficulty in writing
27.
Dyslexia
a learning disability that results in difficulty reading and writing
29.
Dysphagia
condition in which swallowing is difficult or painful
Ecological
learning
-Lorenz's theory
-imprinting
-adaptive & survival behaviors
-survival of the fittest
EDGAR
EdUcational department general administration regulations
Emotional
disturbance
behavioral or emotional responses differ from what is age appropriate and they adversely affect educational
performance in such areas as self-care, relationships, adjustment, academic progress, classroom behavior
Examples of
APO
Regular Ed- modified (use of para or modification of assignments or parallel curriculum to include same subject but at
a different level
2. Resource- removed from regular Ed 21-59% of the day.
3. Self contained - more than 60% of the day not in regular ed
4. Separate school
5. Home/hospital instruction
6. Institution/ residential where SE services are provided.
Examples of
emotional
disturbances
anxiety disorders;
bipolar disorder (sometimes called manic-depression);
conduct disorders;
eating disorders;
obsessive-compulsive disorder (OCD); and
psychotic disorders.
2.
FAPE
Free Appropriate Public Education - one of the major principles of IDEA - states all children with disabilities,
regardless of the type or severity of their disability, shall receive a free appropriate public education provided at
public's expense - IEP must be developed to meet each child's unique needs
13.
FERPA
Family Educational Rights and Privacy Act
Formative
assessment
Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide
teaching
15.
GEPA
General educational provisional Act
1.
LRE
the educational setting that most closely resembles a regular school program and also meets the child's special
education needs. For many students with disabilities, the general education classroom is the LR; however, the LRE is
a relative concept and must be determined for each individual student with disabilities
44.
Measurable goal
a goal in which we know how long and exactly when we have completed it
14.
MSIP
Missouri school improvement program
8.
38.
39.
42.
12.
23.
11.
24.
35.
6.
Multidisciplinary assessment
members of an assessment team conduct their own independent assessments of the child's
abilities that relate to their own interest areas (e.g. speech-language pathologists evaluate speech
and language only, physical therapists evaluate motor abilities only, etc.). In a summary
meeting, each member of the team shares their findings and recommends treatment. The
emphasis is on the parts of the child rather than the whole child.
5.
Non-discriminatory Assessment
Diana vs. State Board of Education, Larry P.vs Riles, and Lau vs. Nichols all addressed the issue
of non-discriminatory assessment. The assessment must be multi disciplinary and cannot
discriminate. Children must be assessed in all areas of suspected disability.
4.
PLEP
Present Levels of Educational Performance. You can't know how far you have come if you don't
know where you started
Describes in language that the parent and all professionals can understand, where the student is
functioning so that a year from now the parent and educators can determine if progress has been
made.
21.
Rett syndrome
Neurodevelopmental disorder of childhood characterized by normal early development followed
by loss of purposeful use of the hands, distinctive hand movements, slowed brain and head
growth, gait abnormalities, seizures, and mental retardation; affects females almost exclusively;
included in autism spectrum disorders.
34.
Section 504 of rehabilitation act
Declared a person cannot be excluded on the basis of a handicap alone from any program or
activity receiving federal funds
33.
Shared teaching
Both teachers deliver the lesson together
43.
Social/moral
how is it all playing out? self-regulation
16.
SP
State plan for part b of IDEA
37.
Station teaching
Incorporated stations or centers in learning, Advantage: individual instruction
Don't always split by ability level
Vary the groups
Split class up: half with special education teacher and half with general education teacher
Switch groups-both work with all students-don't always stay with group
Don't let them know high vs. low group
What accommodations can
teachers make for students with
disabilities?
breaking tasks into smaller steps, and giving directions verbally and in writing;
giving the student more time to finish schoolwork or take tests;
letting the student with reading problems use instructional materials that are accessible to those
with print disabilities;
letting the student with listening difficulties borrow notes from a classmate or use a tape recorder;
and
letting the student with writing difficulties use a computer with specialized software that spell
checks, grammar checks, or recognizes speech.
Learn about the different testing modifications that can really help a student with LD show what
he or she has learned.
28.
Teach organizational skills, study skills, and learning strategies. These help all students but are
particularly helpful to those with LD.
Work with the student's parents to create an IEP tailored to meet the student's needs.
Establish a positive working relationship with the student's parents. Through regular
communication, exchange information about the student's progress at school.
18.
What are the five Autism
spectrum disorders classified
under the umbrella category
officially known as Pervasive
Developmental Disorders, or
PDD?
autism;
Asperger syndrome;
Rett syndrome;
childhood disintegrative disorder; and
Pervasive Developmental Disorder Not Otherwise Specified (often referred to as PDDNOS). (2)