1. Categories
1.1. Visual
1.2. deaf or hard of hearing
1.3. mental health conditions
1.4. TBI
1.5. speech/ language
1.6. learning
1.7. autism
1.8. emotional
2. serbian mental institution
2.1. unhygienic
2.1.1. unsafe living conditions
2.2. "life sentence"
2.3. unethical living conditions
2.3.1. tied up for hours
2.3.1.1. left in bed for long periods of time
2.3.1.1.1. limbs atrophy due to lack of use
3. laws
3.1. laws created and developed by judges in superior courts to resolve legal disputes”. This is important for Special Education because it has created equal and fair opportunities for children with special needs.
3.2. • PARC v. Commonwealth of Pennsylvania
3.2.1. o PARC was suing on behalf of 14 children who were denied access to public education due to their disabilities. The courts changed Pennsylvania law. They are no longer allowed to deny any child up to the age of 21 admissions to public schools.
3.3. • BOE v. Rowley.
3.3.1. o Consent decree applied to all disabilities. Provide an appropriate education rather than a quality of education.
3.4. • Daniel RR v. Texas BOE.
3.4.1. o Deciding whether a child’s placement in regular education environment can be achieved with aides or services.
3.5. • Cedar Rapids Community School District v. Garret F.
3.5.1. o Requires that school boards provide continuous nursing services to disabled students.
3.6. • Hobson v. Hansen
3.6.1. o Filed by Hobson, who claimed Hansen deprived blacks and the poor of equal educational rights.
3.7. • Mills v. BOE
4. student's needs
4.1. assessments
4.1.1. alternative assessments
4.1.1.1. allows for a more holistic approach to student assessment
4.1.2. Curriculum-based assessment
4.1.2.1. makes use of academic content selected from taught material
4.1.3. High-stakes tests
4.1.3.1. test used to make important decisions about students
4.1.4. Individually administered diagnostic tests
4.1.4.1. achievement test given to one student at a time often by a sped teacher
4.1.5. Norm referenced
4.1.5.1. test report whether the taker performed better or worse than a hypothetical average student
4.1.6. Psychological tests
4.1.6.1. administered to assess the cognitive and emotional functioning of children or adults
5. self learning strategies
5.1. Controlled materials
5.1.1. materials that are only used at specific times. This will help the teacher keep control of the class.
5.2. Key-word strategy
5.2.1. contains keywords from what you are writing or working on. It helps plan how to use or understand those key words
5.3. Learning strategies
5.3.1. individual’s way of organizing and using a particular set of skills in order to understand a concept better.
5.4. Peer editing
5.4.1. having a classmate edit or look over your work. This will help students have a varied of feedback
5.5. Reading pen
5.5.1. displays the word definition and reads it aloud. This will help ELL students and students that struggle with comprehension
5.6. Reciprocal teaching
5.6.1. instructional activity in which the students become the teacher. This will help students work in a group setting.
5.7. Self-advocacy
5.7.1. a person’s ability to effectively communicate their needs. This will empower students.
5.8. Self-determination
5.8.1. a person’s ability to control their own destiny. This will help students set goals and take initiative
5.9. Self-instruction
5.9.1. students will be able to regulate their learning environment and be in control.
5.10. Self-monitoring
5.10.1. designed to improve student’s self-management skills
5.11. Self-questioning
5.11.1. asking questions before, during and after reading to help reader understand a text.
6. love/ inclusion
6.1. everyone's a loved child of God.
6.1.1. look at others the way God would
6.2. every student brings something new and unique to the class
6.3. actively show love
6.3.1. include everyone no matter what
6.3.1.1. encourage students to talk to all their peers
6.4. Christ- like service
7. Chapter 6
7.1. autism
7.1.1. characteristics
7.1.1.1. social awkwardness
7.1.1.1.1. may not enjoy physical touch
7.1.1.2. difficulty communicating (verbal/ nonverbal)
7.1.1.3. hard time handling stress
7.1.1.3.1. may act out in inappropriate ways
8. Partnership
8.1. team working
8.1.1. shared goals
8.1.1.1. clear and understood goals and working groups
8.1.1.2. involve parents
8.1.2. gen ed and sped teachers work together
8.1.2.1. aka co teaching
8.1.3. collaboration
8.1.3.1. characteristics
8.1.3.1.1. communication
8.1.3.1.2. shared goals and responsibility
8.1.3.1.3. trust and respect
9. instructions
9.1. Academic learning time
9.1.1. the amount of time students are actively engaged in learning
9.2. Assistive technology (AT)
9.2.1. anything that is used to increase, maintain or improve functional capabilities for a child with a disability
9.3. Bypass or compensatory strategies
9.3.1. environmental modification or behavioral strategies designed to bypass persistent impairment in cognitive skills
9.4. Differentiated instruction
9.4.1. effective teaching that involves providing all students with their diverse classroom community with a range of different avenues of learning
9.5. Direct instruction
9.5.1. straightforward explicit teaching techniques
9.6. Evidence-based practices
9.6.1. relies on scientific and mathematical evidence for decision making
9.7. Indirect instruction
9.7.1. high level student involvement tin observing investigating and drawing inferences
9.8. Inquiry learning
9.8.1. students are encouraged to explore the material, ask questions and work together
9.9. Instructional accommodations
9.9.1. adjustments the instructional staff make in presentation of lessons and student activities
10. behaviors
10.1. Behavior contracts
10.1.1. positive reinforcement- spelled out in a contract between student and teacher
10.2. Behavior intervention plan (BIP)
10.2.1. positive reinforcement that focuses on finding the why of misbehavior
10.3. Cognitive behavior management (CBM)
10.3.1. teaching students how to be in charge of their own actions
10.4. Differential reinforcement of incompatible behaviors
10.4.1. replacing negative behavior with positive behavior. Identifying behaviors that are incompatible with the problem behavior
10.5. Discipline
10.5.1. practice of training people to obey rules
10.6. Functional behavior assessment (FBA)
10.6.1. identify specific target behavior and maintains that behavior from interfering with that students’ progress
10.7. Negative reinforcement
10.7.1. response to removing negative outcome
10.8. Positive behavioral interventions and supports (PBIS)
10.8.1. strategies that are used to improve behavior of the school
10.9. Positive reinforcement
10.9.1. stimulus following a behavior that makes it more likely that the good behavior will be done again
10.10. Presentation punishment
10.10.1. using unpleasant stimuli to reduce the reoccurrence of an action
10.11. Removal punishment
10.11.1. penalty by removing the issue
10.12. Response cost
10.12.1. removing reinforcement for an undesirable behavior
10.13. Time-out
10.13.1. removing a child from a situation allowing the child to think about their actions
10.14. Token economy
10.14.1. tokens are given out for positive actions and removed for bad behaviors