Week 3 Vocabulary and Readings

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Week 3 Vocabulary and Readings by Mind Map: Week 3 Vocabulary and Readings

1. Gifted Students

1.1. IDEA does not provide these students with services, however some school choose to.

1.2. Students who can perform at a higher level than most.

1.3. "Advanced disablilties"

1.4. Students who are disabled and gifted refered to as twice exceptional or have dual exceptionalities.

2. Characteristics of individuals with Disabilities

2.1. Cognitive Characteristics

2.1.1. Lack of attention

2.1.2. Perceptual problems

2.1.3. Memory problems

2.1.4. Deficient thinking

2.2. Academic Characteristics

2.2.1. Reading Problems

2.2.2. Written problems

2.2.3. Oral Language Problems


3.1. IDEA does not provide these students with services unless their ADHD is very severe.

3.2. AKA attention deficit hyperactivity disorder

3.3. NOT a disability category.

3.4. VERY common

4. Students at risk

4.1. Students who are more likely to fail academically.

4.2. Many experience homelessness, substance abuse, or poverty.

4.3. May not have a disability, but they may need additional services because of their specific situations.

4.4. Need highly skilled teachers in order to reach their full potential.

5. Parent participation

5.1. It is important to get the parents involved with their child's education, especially within special education.

5.2. Teachers need to inform and support parents.

5.3. Communication with parent and teacher.

5.4. It is said that student achievement is higher when the parents are involved and helping.

5.5. There are barriers.

5.5.1. Work

5.5.2. Other children to take care of

5.5.3. Busy schedule

5.5.4. Language barriers

5.5.5. Lack of transportation

5.6. There are ways to encourage parent participation.

5.6.1. Family centered practices.

5.6.2. Respect family characteristics.

5.6.3. Know that the families ideas of their child and their education may differ from yours.

5.6.4. Select resources that fit the family's preferences.

6. Inclusion

6.1. Offer many different ways to learn to help please all types of students.

6.2. Make sure all students feel welcome.

6.3. It is the teachers responsibility to educate ALL students and to help them to reach their full potential.

6.4. Provide resources to the students.

7. Regular Education Initiative (REI)

7.1. General education teachers and special education teachers NEED to work TOGETHER to teach ALL students.

7.2. Set practices that allow for a special education student to get the proper education within a general education classroom.

8. Collaberation

8.1. Parents, educators, other professionals and family members need to work together.

8.2. The goal of everyone should be to help the student to reach their full potential.

9. Universal Design for Learning and Differentiation

9.1. UDL: Lessons that include a wide variety of students and learning styles.

9.2. Differentiation: changes within the learning process so that the students needs can be met.

9.3. Plan the lessons with the students in mind.

10. Response to Intervention (RTI)

10.1. A concern is brought to attention, so an intervention is put into place.

10.2. The intervention is closely monitored.

10.3. Helps to avoid the need of special education.

10.4. RTI model

10.4.1. Schoolwide Interventions

10.4.2. Targeted Group Interventions

10.4.3. Intensive Individual Interventions

11. Prevelance

11.1. How common something is.

11.2. In special education, it determines how many students have disabilities.

12. 2 Sentence Debate on Inclusion

12.1. Some educators urge that inclusion can only be accomplished if special education students are learning in a general education classroom. However, others argue that those special education students cannot reach their full potential in a general education classroom, so they should be taught in a special education classroom.

13. Evidence Based Practices

13.1. Educators must use data that they have collected in order to make decisions about what and how to teach their students and to evaluate how effective their teaching is.

14. Assistive Technology

14.1. Tools that are used to help facilitate and improve the learning of students with disabilities.

14.2. Help the students to reach their full potential.

15. Positive Behavior Supports

15.1. Designed things that will help to support the student.

15.2. Result in less negative behavior.

15.3. Will increase positive behavior.

15.4. Help the student to do better academically.

16. Direct Instruction

16.1. Teacher led

16.2. Comprehensive

16.3. Maximized quality and quantity of instruction.

16.4. Presents new information in segments.

17. Strategy Instruction

17.1. Very useful for disabled students.

17.2. Techniques, principles, and rules

17.3. Helps to develop independence.