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PRAXIS 5543 most common communication disorder - ANSWER articulation disorder fluency - ANSWER ability to express oneself readily, clearly and effectively lag in expressive language - ANSWER delayed speech onset cerebral palsey - ANSWER condition characterized by weakness, lack of coordination, and other motor dysfunctions caused by damage to the brain before it has matured muscular dystrohy - ANSWER hereditary disease characterized by progressive weakness caused by degeneration of muscle fibers multiple sclerosis - ANSWER a chronic progressive nervous disorder psychoanalytic approach - ANSWER addresses internal motivations and feelings shaped by early childhood experiences phenomenological approach - ANSWER addresses self concept behavior modification plan - ANSWER changes learned inappropriate behaviors student looks to others to see what they are doing when directions are given - ANSWER receptive language disorder student hesitates before talking or repeats words and phrases - ANSWER expressive language disorder Students with disabilities that do not require special education or related services - ANSWER 1) are covered under section 504 of IDEA 2) do not require an IEP characterized by problems with communication and repetitive patterns of thought and behavior - ANSWER Asperger's cystic fibrosis - ANSWER causes sticky mucus build up in lungs and digestive tract sickle cell anemia - ANSWER caused by recessive gene, caused by abnormal crescent shaped blood cells, painful episodes Students with ADHD need: - ANSWER clear rules, expectations, and consequences Under IDEA ADHD is classified as? - ANSWER Other health disorder
damage to brain due to violent impact - ANSWER Traumatic brain injury autism - ANSWER inappropriate social interactions, difficulty with communication and repetitive behaviors Under IDEA Down's Syndrome may be classified as? - ANSWER Mental retardation or speech impairment SLD - Specific learning disability - ANSWER one of the 13 - disorder in one or more basic psychological processes involved in understanding language, spoken or written. Dyslexia, aphasia, minimal brain dysfunction emotional disturbance - ANSWER one of the 13 - inappropriate behavior or feelings, pervasive unhappiness, may develop physical symptoms in response to personal problems, schizophrenia other health impairment - ANSWER one of the 13 - limited strength, vitality, or alertness that affects a child's educational performance, usually due to chronic or acute health problem such as asthma, Tourette's diabetes, sickle cell, etc. multiple disabilities - ANSWER one of the 13 - concomitant impairments excludes deaf-blindness Natural consequences - ANSWER penalty occurs without conscious action being taken Statement of annual goals - ANSWER must be included in IEP Multiple Intelligences - ANSWER Linguistic, Visual, Logical, Kinesthetic, Musical, Interpersonal, Intrapersonal self-contained - ANSWER classroom of students with like needs for most are all of the day Functional assessment - ANSWER identifies antecedents, consequences and setting contingency based self management - ANSWER student are responsible for monitoring their own behavior ecological inventory - ANSWER student interaction with environment now and in the future full inculsion - ANSWER students are in general classroom, SPED teacher works with gen ed teacher Premack principal - ANSWER a more preferred activity is used as a positive reinforcer for a less preferred activity
functional skill - ANSWER ex. filling out a job application activating prior knowledge - ANSWER a way of motivating kids by getting them interested before a lesson is taught Guided practice - ANSWER teacher directed activity performance objectives - ANSWER observable behavior, a standard for behavior modification - ANSWER changes in what (subject matter) is measured by assessment accomodation - ANSWER lessens the effect of the disability, does not change learning expection cooperative learning - ANSWER uses small groups of students working together and sharing knoweldge study skills activities - ANSWER address ow to become more effective learners assistive technology - ANSWER item or piece of equipment that maintains or improves functional capabilities for students with disabilities blissymbols - ANSWER symbols that substitute for words synthesized speech - ANSWER computer generated translation of written information syntactical deficits - ANSWER difficulties on acquiring rules that control word order and grammar augmentative communication - ANSWER symbols, aids, strategies, and techniques used to supplement or replace oral language metacognitive approach - ANSWER evaluating and monitoring oneself diagnostic prescriptive method - ANSWER uses assessment to diagnose specific processing problems direct instruction - ANSWER explicit teaching using lectures or demonstrations cooperative learning - ANSWER students working in groups multiple modality activities - ANSWER address multiple learning styles ITP - ANSWER Individual Transition Plan
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differentiated instruction - ANSWER modification of curriculum that allows all levels and styles of learners to access it voice recognition software - ANSWER uses a computer and a microphone concept development software - ANSWER helps students with cognitive abilities expand ideas communication software - ANSWER necessary with communication boards and visual displays, helps user exchange information curriculum based assessment - ANSWER test items are unique to curriculum reflective activities - ANSWER allow students to think about their learning opportunities Woodcock Johnson Psychoeducational Battery - ANSWER Both cognitive and achievement sections, provides discrepancy between ability and achievement, good for diagnosing learning disabilities Wechsler Intelligence scale for Children - ANSWER an intelligence test for children between the ages of 6 and 16 inclusive that can be completed without reading or writing. The WISC generates an IQ score Stanford Binet Intelligence Scale - ANSWER method of identifying intellectually deficient children for their placement in special education programs Kaufman Assessment Battery for Children - ANSWER is a culturally fair standardized test that assesses intelligence and achievement Mental retardation - ANSWER significant impairment in cognitive functioning and two or more adaptive behaviors with onset prior to age 18 Vineland Adaptive Behavior Scale - ANSWER assesses personal, social, and adaptive functioning of handicapped and non handicapped learning disabilities are identified through... - ANSWER comparison of aptitude and achievement cognitive assessment - ANSWER measures how well an individual solves problems, interprets information and recalls information formative assessments - ANSWER provides feedback so instruction can be adjusted based on student needs
adaptive behavior - ANSWER degree to which individual meets standards of maturation, learning, independence and responsibility for his/her age summative assessment - ANSWER test of how much a student has learned or not learned play therapy - ANSWER allowing children to act out their feelings expressive speech - ANSWER formation of language that is meaningful receptive speech - ANSWER ability to understand what is spoken Diana vs Board of Education - ANSWER Hispanic students cannot be placed in SPED based on results of culturally biased tests, must be tested in native language Larry P. vs Riles - ANSWER African American students cannot be placed in SPED based on culturally biased test LRE - ANSWER least restrictive environment Applied Behavior Analysis - ANSWER application of learning principles derived from operant conditioning used to increase or decrease specific behaviors RTI - ANSWER Response to intervention, strategy for determining if a student has a learning disability, student is provided with increasingly higher levels of instructional intervention and the success of the interventions is assessed functional behavior assesssment - ANSWER a behavioral strategy that determines the purpose of a particular behavior shared teaching - ANSWER both teachers deliver lesson together alternative teaching - ANSWER one teacher pulls out small group station teaching - ANSWER uses learning centers cooperative learning - ANSWER small groups use various instructional strategies Winkleman vs, Parma City BOE - ANSWER parents can represent kids in IDEA cases Honig vs. Doe - ANSWER Students may not be expelled for misbehavior caused by disaility PARC vs. commonwealth of PA - ANSWER FAPE for all kids 6-21 regardless of degree of impairment
IDEA Improvement Act 2004 - ANSWER changes designed to increase standards and accountability in line with NCLB, required highly qualified teachers Oberti vs BOE - ANSWER cannot exclude kids from LRE because they require modifications 1990 amendments to IDEA - ANSWER replaced "handicapped" with "disabilities", required transition plans for kids over 16 1986 amendments to IDEA - ANSWER extended IDEA to preschoolers, IFSP Goals 2000: Educate America Act - ANSWER ensures all students meet their maximum potential by providing resources to communities and states, became law in 1994 rhetorical stage of writing - ANSWER students as past basic writing steps and are writing text as a whole flexible grouping - ANSWER groups based on learning, needs, strengths, and preferences Severe intellectual disability - ANSWER 20-25 to 35-40 profound intellectual disability - ANSWER Below 20-25 mild intellectual disability - ANSWER 50-55 to 70 when planning curriculum, NCLB requires... - ANSWER techniques based on science based research be used Prader-Willi - ANSWER short stature, chronic hunger, low muscle tone, cognitive disabilities internal time stealers - ANSWER poor planning, over-commitment and procrastination Non essential materials in lesson plans include.. - ANSWER procedural sub-points and time estimates tangible reinforcers - ANSWER physical objects given as rewards 4 phases of observational learning - ANSWER attention, retention, reproduction, and motivation Parity - ANSWER valuing of each individual in collaboration socratic method - ANSWER emphasis on discovery learning David Geary - ANSWER addressed discalculia, cognitive and attentional issues in math
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concept mapping - ANSWER links prior information with new information type of collaboration barrier caused by adherence to traditional roles and expectations - ANSWER conceptual fetal anoxia - ANSWER example of perinatal disability Bloom's taxonomy - ANSWER knowledge, comprehension, application, analysis, synthesis, evaluation BIP - ANSWER behavioral intervention plan Tourette's syndrome - ANSWER affects brain and nervous system resulting in difficulties writing, paying attention, and overall ability to process what they hear, see , taste and smell formal grouping - ANSWER groups that facilitate positive interdependence, interactive information processing, individual and group accountability and practice for social skills reciprocal learning - ANSWER when natural dialogue uncovers a student's thinking process best seating arrangement for sharing materials and collaboration - ANSWER horseshoe guided practice - ANSWER reinforcement of material by questioning students right after presentation compensatory intervention - ANSWER teaching substitute skills so a students can perform a task despite a disability a prosthesis is... - ANSWER adaptive technology authentic (aka alternative) assessment - ANSWER student originates a response for a question the teacher has asked a reflective practitioner... - ANSWER uses self evaluation with clear descriptions, methods and strategies face validity - ANSWER concentrates on how valid a method is uses peer pressure, reinforcement, body language and proximity to change behavior - ANSWER positive classroom discipline √ (1-r) - ANSWER standard error of measure
80% of LD difficulties are... - ANSWER reading problems fragile x syndrome - ANSWER Most common form of mental retardation, a mutation of the FMR-1 gene social phobia - ANSWER fear of being embarrassed publically 3 accommodations for students with memory difficulties - ANSWER use of pictures, help kids identify cues when discussing subject, use concrete examples massed practice - ANSWER little or no rest between repeat performances of a skill in a short period of time. 5 components of measurable annual goals - ANSWER the who, the behavior, the criterion, the conditions, the time frame Bandura - ANSWER Modeling Burner - ANSWER Past experiences Dewey - ANSWER Experiencing Erikson - ANSWER Development Gilligan - ANSWER Moral development in women Kohlberg - ANSWER Moral development in men Maslow - ANSWER Hierarchy of needs Piget - ANSWER Cognitive development Skinner - ANSWER Conditioning Vygotsky - ANSWER Social development of learning Extrinsic Motivation - ANSWER Motivation from an outside source. Intrinsic Motivation - ANSWER Motivation from inside the person. Metacognition - ANSWER A person thinks about their own thinking. Scaffolding - ANSWER Instructional support provided to a student by an adult in a learning situation.
Schema - ANSWER A concept in the mind about event, scenarios, actions, or objects from past events. Gardner - ANSWER Theories of 8 multiple intelligences. Hidalgo - ANSWER Levels of culture. Canter - ANSWER Discipline Kounin - ANSWER "With-it-ness" Hunter - ANSWER Direct instruction Pavlov - ANSWER Classical Conditioning Performance Standards - ANSWER Set the level of performance exception for student groups. They are generally set at the state and local levels and generally can be found on your state's department of education website or your local school district's website. Content Standards - ANSWER Provide expectations for the knowledge students must demonstrate. Ex. Common Core Standards When you use backward design to plan instruction, ask yourself the following three questions: 1. 2. 3. - ANSWER 1. What do students need to know and be able to do? (Objective w/ Blooms, standards) 2. How will you assess what students know and are able to do? (performance assessment) 3. What goes into planning a lesson? (deciding on teaching methods, engaging, differentiated instruction) Distributed Cognition - ANSWER A process in which two or more people work collaboratively to share ideas and solve problems together, resulting in new cognition that may not have been possible with out the other. Key Terms Related to Cognition - ANSWER 1. Schema 2. Info Processing 3. Mapping Schema - ANSWER Students organized sets of facts about a concept or event can be used to help make connections between info in long term memory and new concepts and ideas
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ex. learner may know a lot about puppies and and compare and contrast behaviors and attributes of other living things Declarative Knowledge - ANSWER Info Processing theorists help us understand that students need to know what they are learning and ways this new info fits with previous info ex. stating lesson objectives, reviewing Procedural Knowledge - ANSWER The set of steps or procedures on how to do something ex. participating in science lab, can aid cognition by establishing clear step-by-step instructions and asking to recall procedures Mapping - ANSWER Teachers can use concept mapping and similar graphic organizers to help students see the relationships and interrelationships among concepts and new ideas Social Learning Theory - ANSWER Let students talk! This means teachers needs to allow students to work in pairs and small groups Examples of Social Learning Theory - ANSWER 1. Modeling 2. Reciprocal Determinism 3. Vicarious Learning Modeling - ANSWER Teachers and more capable peers provide important models for learners. In the classroom you might see the teacher sharing his or her thinking while reading a challenging vocabulary word, discussing strategies to figure out the meaning of the world Reciprocal Determinism - ANSWER Alfred Bandura posits that peoples behavior is controlled by the individual through internal cognitive processes and external events in the environment. In the classroom, you might see ____ in action when a child acts out based on his or her dislike of school. The teacher or administrator then responds to the students acting out by keeping him or her inside during recess, fueling the student's dislike of school further and leading the student to act out the next day. Vicarious Learning - ANSWER Occurs through social interaction and/or observation. Teachers can promote ____ by allowing students to work with more capable peers, mentors, or adults. Students can be reinforced or punished. Constructivism - ANSWER Individual learners construct or create knowledge through their interactions with the environment and others. When we tale a _____ theoretical perspective on learning, we examine the internal processes of the human learning experience Key Theories from Constructivism - ANSWER 1. Problem Based Learning 2. Zone of Proximal Development 3. Scaffolding 4. Discovery Learning
5. Inquiry Model Problem Base Learning - ANSWER Activities in which students learn new info and skills while working to solve real- world problems. ex. Find out how large dines are by drawing them to scale Inquiry Model - ANSWER Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning. Ex. exploring different soils to see which type absorbs more water in science Behaviorism - ANSWER ___ is a theoretical perspective on learning that focuses on what can be observed and measured in learning- Peoples behaviors (responses) and events in the environment that promote behavior (stimuli) Terms important to Behaviorism - ANSWER 1. Conditioning 2. Intrinsic and Extrinsic Rewards 3. Reinforcement 4. Punishment Scope - ANSWER As it relates to curriculum, Material or skill to be taught ex. measurement Sequence - ANSWER As it relates to curriculum, is the order in which you teach the info Standards of Learning - ANSWER Teachers use to guide curriculum, and design assessments Curriculum Framework - ANSWER List the broad oaks of a school district, state, or school, and provide subject specific outlines of course content, standards, and performance expectations Curriculum Planning - ANSWER In order to plan curriculum, teachers must plan a scope and sequence for a series of units of study, align the curriculum to the district and state standards of learning, and then plan the assessment system to measure student's progress Emergent Curriculum - ANSWER Based primarily on the interest of children. Often used in early childhood settings. The teacher works together with family and other community members to set possible direction for a project and then determine the actual curriculum based on student interest. Unit Planning - ANSWER Interconnected set of lessons usually lasting two to six weeks Understand by Design - ANSWER - Suggested by Jay McTighe and Grant Wiggens - Uses the principles of backward design
Backward Design - ANSWER Designing a unit of instruction based on what students need to know and be able to do, how to assess student learning, and how to plan a series of lessons Indisciplinary- Unit Instruction - ANSWER Incorporates info from two or more content areas to help students see the connections and real-life links across the disciplines. Thematic- Unit Instruction - ANSWER A way to organize curriculum around large themes. ____ are integrated across several content areas, such as reading, social studies, math, and science. It might include topics as dinosaurs, friendship, justice, civil rights, or patterns. Bandura, Albert - ANSWER social or observational learning theory Bruner, Jerome - ANSWER discovery learning and constructivism Dewey, John - ANSWER learning through experience Erikson, Erik - ANSWER eight stages of human development Gilligan, Carol - ANSWER stages of the ethic of care Kohlberg, Lawrence - ANSWER theory of moral development Maslow, Abraham - ANSWER hierarchy of needs Montessori, Maria - ANSWER follow the child Pieget, Jean - ANSWER stages of cognitive development Skinner, B.F. - ANSWER operant conditioning Vygotsky, Lev - ANSWER zone of proximal development Gardner, Howard - ANSWER multiple intelligences Hidalgo, Nitza - ANSWER three levels of culture Moll, Luis - ANSWER funds of knowledge Ausubel, David - ANSWER advance organizer Bandura, Albert - ANSWER modeling Canter, Lee - ANSWER assertive discipline
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Glasser, William - ANSWER choice/control theory Kounin, Jacob - ANSWER "with-it-ness" Hunter, Madeline - ANSWER direct instruction Pavlov, Ivan - ANSWER classical conditioning IDEA lists 13 different disability categories under which 3- through 21-year-olds may be eligible for services. What are the 13 categories? - ANSWER • autism • deaf-blindness • deafness • emotional disturbance • hearing impairment • intellectual disability • multiple disabilities • orthopedic impairment • other health impairment • specific learning disability • speech or language impairment • traumatic brain injury • visual impairment (including blindness) Autism - ANSWER a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Characteristics include: -engaging in repetitive activities and stereotyped movements -resistance to environmental change or change in daily routines -unusual responses to sensory experiences Deaf-Blindness - ANSWER concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness Deafness - ANSWER A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification
Emotional Disturbance - ANSWER a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. Hearing Impairment - ANSWER an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of "deafness." Intellectual Disability - ANSWER means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance Multiple Disabilities - ANSWER concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness Orthopedic Impairment - ANSWER a severe _________________ that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures) Other Health Impairment - ANSWER having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that— (a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and
(b) adversely affects a child's educational performance Specific Learning Disability - ANSWER means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do math- ematical calculations. The term includes such conditions as perceptual disabilities, brain injury minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage. Developmental Aphasia - ANSWER a common learning disability- refers to the loss of language after it has been developed. _________ can be severe or mild and affects the production or comprehension of speech along with the ability to read or write. Students with aphasia often: -difficulty remembering the names of objects -struggle to put words together into sentences -struggle to read. Aphasia may develop as a result of a traumatic brain injury Dyslexia - ANSWER a language processing disorder which can affect both speaking and writing. Characterized by: -difficulty learning to read -trouble understanding written words. It may also be referred to as reading disability or reading disorder. This reading disorder is not caused by nor does it indicate low intelligence. Dysgraphia - ANSWER a writing disability that makes it hard for a person to form letters or write within a defined space Discalcula - ANSWER A mathematical disability in which the student has a difficult time solving arithmetic problems and grasping math concepts Auditory/Visual Processing Disorder - ANSWER A student that has a perceptual disability might have difficulty accurately processing and organizing information visually, auditory, and tactilely (touching) information - despite having normal vision and hearing.
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Speech or Language Impairment - ANSWER a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance Traumatic Brain Injury - ANSWER an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma. Visual Impairment including Blindness - ANSWER an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness Section 504 of Rehabilitation Act - ANSWER Declared a person cannot be excluded on the basis of a handicap alone from any program or activity receiving federal funds -covers throughout lifetime -more broad than IDEA -uses 504 Accommodation Plans -no additional monies to states/schools -does not use IDEA money to cover 504 Services curriculum based measurement (CBM) - ANSWER involves student's responses to their usual instructional materials. -direct and frequent sample of performance from curriculum -used to determine responsiveness to RTI IQ Achievement Discrepancy Model - ANSWER discrepancy between measured ability and actual performance -used to identify learning disability Response to Intervention (RTI) - ANSWER multi-tiered process (laid out in IDEA 2004) -only students who do not respond to more intensive research based interventions would be identified as having a learning disability (or other disability- not necessarily only SLD) Education for All Handicapped Children Act 1975/ Individuals with Disabilities Education Act 1990 - ANSWER -mandates a free and appropriate public education (FAPE) be provided to all students with disabilities -disability is a natural part of the human experience
-affirms normalization principle -rights of full citizenship and equal access -covers individual up to 21 years normalization principle - ANSWER all individuals with disabilities have the right to enjoy full inclusion and integration into the economic, political, social, cultural, and educational mainstream of society IDEA 6 Fundamental Principles - ANSWER 1. zero reject 2. nondiscriminatory evaluation 3. FAPE - Free Appropriate Public Education (must follow on IEP) 4. LRE- Least Restrictive Environment 5. Procedural Due Process- safeguards against schools actions. Can sue school if does not carry out principles 6. Family & student participation in developing IEPs No Child Left Behind Act - ANSWER 2001- Federal law that introduced new accountability measures for elementary and secondary schools in all states that wish to receive federal aid. -Attempts to improve the academic performance of all students, including those with disaiblities. -Most students with disabilities take same standardized test and expected the achieve at equal level to students without disabilities. -required all teachers to eventually become "highly qualified" -Based on 4 Educational Principles of Reform: 1. Stronger accountability for results; 2. increased flexibility and local control; 3. Expanded options for parent 4. an emphasis on teaching qualifications and methods. -Current version of the Elementary and Secondary Education Act (ESEA) Shared Teaching - ANSWER Co-teaching technique that involve both teachers presenting the lesson simultaneously to the whole class Alternative Teaching - ANSWER One teacher provides instruction to the larger group, while the other teacher works with a smaller group. Commonly used for remediation or enrichment. measurable goals - ANSWER required by IDEA in IEPs. Must include academic and functional goals that are designed to meet the child's needs. Must be measurable (specify grade/age level performance, indicate a rate/frequency) and attainable objective vs goal - ANSWER __________- more specific and includes the assessment being used, is measurable, and states the activity the student will complete. __________ are much broader
Developmental Delay - ANSWER Children ages 3-9 can be classified as experiencing _____ if they have _______ in one or more of the following areas: physical, cognitive, communication, social or emotional, or adaptive development; such children may need special education and related services (IDEA, 2007) Brown vs Board of Ed, 1954 - ANSWER Supreme Court determined that "separate but equal" education is illegal Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania and Mill v. Board of Education, 1972 - ANSWER court ruled that children cannot be placed in special education based on culturally biased tests Larry P. v. Riles, 1977 - ANSWER a court ruled that the use of standardized IQ tests for placement into special education classes for students with "educable mental retardation" was discriminatory. Board of Education v. Rowley, 1982 - ANSWER Supreme Court defined "free and appropriate education" (FAPE) and directed that public schools must provide appropriate special education services Honig v. Doe, 1988 - ANSWER This decision was concerned with extensive suspension of students with emotional disturbances from school for aggressive behavior that the court determined was disability related. The court ruled that a suspension of longer than 10 days was effectively a change in placement, requiring all the necessary procedures governing a change in placement. Oberti v. Board of Education of the Borough of Clementon School District, 1992 - ANSWER A federal district court ruled that a self-contained special education class was not the least restrictive environment for a student with Down syndrome. The court ruled that school districts were obligated to first consider regular class placement, with supplementary aids and services, before considering alternative placements. Americans with Disabilities Act (ADA) 1990 - ANSWER mandated that individuals with disabilities should be provided with "reasonable accommodations" in the workplace, and that such individuals could not be discriminated against. Also protected college students- entitled to appropriate modifications in classes. Due Process - ANSWER how conflicts are resolved between parents and schools regarding a student's education. Levels- - Informal Meeting with parents and school personnel - Formal Mediation (sign formal mediation request, state selects a mediator and schedules a hearing within 10 working days)
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-Formal Due Process Hearing (formal request by parents or school, case presented to the independent hearing officer who makes a decision based on evidence presented by both parties) Bandura - ANSWER Theory of "Social Learning" Children learn by learning from others and modeling behaviors Bruner - ANSWER Theory of "Discovery Learning" Constructivist. Children solve problems using prior examples, reflection activities. Dewey - ANSWER "Learning Through Experience", Project based, free activity, cooperative learning, teach students how to think for themselves, social success, hands-on activities Erikson - ANSWER "8 Stages of human development" based on conflicts in life Gilligan - ANSWER "Stages of Ethics of Care" Feministic stages of women: Pre-conventional, Conventional, Post Conventional Kolhburg - ANSWER "Theory of Moral Development" 6 moral stages, conventional stages (2 for each) Montessori - ANSWER "Follow the Child" See notes Piaget - ANSWER "Stages of Cognitive Development" 1) Sensorimotor 2) Preoperational 3) Concrete Operational 4) Formal Operational. See notes. Skinner - ANSWER Operant Conditioning, behavior changes in response to stimuli Vygotsky - ANSWER Zones of Proximal Devl: social interaction influences learning. Students learn best when teachers teach them something they don't know yet, and then provide students opportunities to practice and learn with other peers and adults supporting. Gardner - ANSWER Multiple Intelligence Theory: see notes. Hidalgo Three Levels of Culture - ANSWER Concrete (clothes, food), Behavioral (Gender roles, social roles), Symbolic (Values, beliefs, religion). Moll - ANSWER Funds of Knolwege, students possess cultural knowledge that we should seek out. Ausbel - ANSWER Advance organizer, KWL Charts, helps students link prior knowledge to current lessons
Canter - ANSWER Assertive Discipline, teachers must communicate expectations and the class will follow Glasser - ANSWER "Choice Theory" Children have input, class meetings to decide on appropriate behavior. Kounin - ANSWER "With-it-ness" an awareness of what is happening in their classroom to manage it and create smooth transitions. Hunter - ANSWER "direct instruction" an effective lesson. See notes. Cognitive - ANSWER Gestalt, Piaget. Utilize prior knowledge, problem solving, language development, analyzing. Application: Help students generalize, teach metacognition, peer tutoring, scaffolding, and teach at their grade level. Constructivist - ANSWER Piaget, Gardner. Student is an active learner and must be involved in own learning. Application: Inquiry Based Learning, facilitator-researcher groups, applying background knowledge to situations, building knowledge, personal level learning. Psychodynamic - ANSWER Referring to Freud's theory, which proposes that the motion of underlying forces of personality determines our thoughts, feelings, and behavior. Behavioral Theory - ANSWER Skinner. Learning is a function of changes and behaviors and reactions to events. Application: Explicit teaching, environmental setting drives motivation (having an optimal learning classroom) IEP's, operant conditioning, Functional Behavior Assessments Ecological - ANSWER How environmental setting changes behavior. Stage 1: Infancy - ANSWER Trust vs Mistrust Stage 2: Toddler - ANSWER Autonomy vs. Doubt Stage 3: Early Childhood - ANSWER Initiative vs Guilt Stage 4: Elementary and MS - ANSWER Competence vs Inferiority Stage 5: Adolescence - ANSWER Identity vs Role Confusion Stage 6: Young adulthood - ANSWER Intimacy vs Isolation Stage 7: Middle adulthood - ANSWER Generativity vs Stagnation Stage 8: Late Adulthood - ANSWER Integrity vs Despair
Two age groups in Montessori Method - ANSWER 12-15, 16-18 Three stages of Montessori Method - ANSWER 1: Introduce a concept 2: Process info and develop understanding through work 3: Knowing (pass a test, demonstrate understanding, passing info to another person. Piaget "Sensorimotor" - ANSWER Explore world through senses and motor skills (Birth-2) Preoperational - ANSWER Believing world sees things they do, uses symbols to represent objects (2-7) Concrete Operational - ANSWER Reason logically, can conserve and reverse operations (7-11) Formal Operations - ANSWER 11 and up, can reason in hypothetical situations, abstract thought. Extrinsic Motivation - ANSWER Using outside motivation, stickers, charts, ect. Explicit Instruction - ANSWER The teacher provides the information and content to support the learning process. Implicit Instruction - ANSWER The focus is on the student as an active and involved learner who constructs knowledge by using previously learned information Ability Grouping - ANSWER Placement of students in educational activities according to performance and academic achievement levels. Accommodations - ANSWER An adjustment that enables a student to participate in educational activities. Active student response - ANSWER A measure of the engagement of the learner in tasks and activities. Adaptation - ANSWER A change made to the environment or curriculum. Authentic Learning - ANSWER Instruction using real-world projects and activities to allow students to discover and explore in a more relevant manner. Chained Resopnse - ANSWER The breaking down of a task into component parts so a student finishes the task by starting with the first step in the sequence and performing each component progressively until the task is completed.
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Chaining - ANSWER A technique in which student performance is reinforced so the student will continue to perform more complex tasks in the sequence. Choral Responding - ANSWER Oral resonse of students (in unison) to a question or problem presented by the teacher. Chunking - ANSWER A strategy that allows a student to remember and organize large amounts of information. Cloze Procedure - ANSWER The use of semantic and syntactic clues to aid in completing sentences. Concept Generalization - ANSWER The ability for student to demonstrate concept knowledge by applying the information to the other settings without prompts from teacher. Content Enhancement - ANSWER Techniques used to aid in the organization and delivery of curriculum such as guided notes, graphic organizers, mnemonics, and visual displays. Contingent Teaching - ANSWER A strategy for helping a student and eventually fading out the support as he gains mastery. Cooperative Learning - ANSWER Classroom is divided into groups to work together to complete a task or participate in an activity. Cues and Prompts - ANSWER Provides assistance to ensure adequate support of instruction Diagnostic-prescriptive method - ANSWER Individualizing instruction to develop strengths and remediate weaknesses. Differentiated Instruction - ANSWER To address the varying abilities, strengths, and needs of learners and their styles of learning by imposing a choice of learning activity, tasks that suit the learning styles, student groupings, authentic lessons, and problem based activities. Direct Instruction - ANSWER A systematic approach of teaching with specific goals, active learner engagement, and positive reinforcement for student performance (synonymous with explicit instructions) Direct Measure - ANSWER Checking on student achievement during a period for a specific opportunity to perform and recording the response. Facilitated groups - ANSWER Students engage in active learning with lessons designed and overseen by the teacher but managed by students.
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Fluency building - ANSWER A measure that encourages practice of skills to improve the accuracyy and rate of use. Generalization - ANSWER The ability to use skills learned across various settings Graphic Organizer - ANSWER A visual-spatial organization of information to help students understand presented concepts. guided practice - ANSWER providing opportunities to gain knowledge by offering cues, prompts, or added sequential information. learning centers - ANSWER Specific areas or activities that enhance the curricular content and allow independent or small group instruction. learning strategy - ANSWER An approach that teaches students how to learn and remember particular content. mediated scaffolding - ANSWER a procedure that provides cues and prompts, while gradually removing them so students can perform and respond independently. mnemonics - ANSWER a strategy that enhances memory through key words, acronyms, or acrostics. modeling - ANSWER a method that helps make connections between the material to be learned and the process to learn it by acting out sequences while students observe and then imitate the task. modification - ANSWER changing the content, material, or delivery of instruction multiple intelligences - ANSWER the nine areas of learning that are addressed in classroom instruction linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential. naturalistic teaching - ANSWER procedures that involve activities interesting to students with naturally occurring consequences. peer tutoring - ANSWER under the guidance of a teacher, a non-disabled student with competencies in a particular area works with a student with a disability who needs assistance to enhance an area of study. precisioin teaching - ANSWER an approach that identifies the skills to be taught and uses direct daily measure of the student's performance to acquire the skills.
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prompting - ANSWER a technique in which a visual, auditory, or tactile cue is presented to facilitate the completion of a task or to perform a behavior. remediation - ANSWER a program technique to teach students to overcome an exceptionality through training and education repetition - ANSWER continual work on a specific skill or content concept to help build rote memory skills response cards - ANSWER a method that allows all students to answer simultaneously by using signs, cards, or items held up to demonstrate responses. scaffolding - ANSWER applying stages to learning content and tasks by first observing the student to see what she can do and then helping her understand the how and why until she can perform herself (direct instruction, tutoring, modeling, independence) skill drill - ANSWER repetition and practice of new skills until the learner performs without cues and prompts strategic instruction - ANSWER a planned, sequential instruction to show similarities and differences between acquired and new knowledge. systematic feedback - ANSWER providing positive reinforcement and confirmation to improve learning. task analysis - ANSWER A strategy in which the goals are broken into smaller steps and sequences while keeping the learner's pace in focus. time trial - ANSWER a procedure that improves fluency of new skills through time limits transfer of stimulus - ANSWER providing instructional prompts to aid in correct responses. Universal Design - ANSWER the concept that everything in the environment, in learning and in products, should be accessible to everyone. differentiated - ANSWER Recommended for students who are gifted or talented is a ___________ curriculum that is responsive to the needs of these students, based on their individual strengths, and allows them opportunity to use their exceptional abilities. Strategies for acceleration for GT students: - ANSWER Self-paced instruction, compacting or telescoping the curriculum, mentoring programs, tiered lessons, summer programs, special focus courses, ability grouping, advanced placement courses, extracurricular programs and skipping grade levels.
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explicit instruction and implicit instruction - ANSWER Two distinct methods of providing instruction to diverse students and these are used for various student groups depending on the functioning level and the subject area Students should be assessed in study skill areas so the most appropriate strategies for study skills instruction are implemented. Topics for study skills instruction include: - ANSWER reading, listening, note taking, outlining, report writing, oral presentation, graphic aids, test taking, library use, time management, and behavior self-management Students in secondary education settings, study skills instruction include: - ANSWER maintaining a schedule, learning to ask questions, skimming for information, outlining a chapter, using mnemonics, and paraphrasing. Students needing focused instruction on social skills are in the following exceptionalities: - ANSWER autism, emotional disabilities, gifted-talented, hearing and vision impairments, learning disabilities, and mental retardation. Self-management - ANSWER The ability of the individual to maintain control of one's self and to generalize skills learned across various settings. Small group instruction - ANSWER Type of instruction that helps students learn to generalize skills more quickly, allows for social interactions, permits more flexible involvement with the teacher, helps students learn from other peers. functional skills - ANSWER The independent living skills considered important for self-care, social circumstances, employment, vocational situations, and recreational activities. Functional academics - ANSWER focuses on basic educational concepts that may be useful in daily life, such as basic reading using survival sight words, basic math involving money and time, basic writing like name, address and phone number. functional curriculum - ANSWER emphasizes the skills necessary to perform adequately in the community and is most often used with students who have mental retardation, autism, and other moderate to severe conditions. functional language - ANSWER the skills used to make a basic need or desire known. functional literacy - ANSWER the level of communication and language that a person needs to live independently in the community. Steps in the assessment process - ANSWER Pre-referral, screening, referral, evaluation and identification, instructional program planning, placement, review and evaluation
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paraprofessionals - ANSWER The work under the supervision of a certified teacher, help the teacher by providing more direct services and additional instructional opportunities on a regular basis, and have a wide range of duties and responsibilities. The traits a paraprofessional should have: - ANSWER flexibility, dependability, motivation, tolerance, patience, cooperativeness, resourcefulness, and positiveness. Special Education teacher role - ANSWER to manage the IEP team, implement the IEP, provide accommodations to general education, and support the student and other teachers. General education teacher role - ANSWER Instruct students in the general education curriculum according to district standards and state requirements, while implementing accommodations, modifications, or adaptations for exceptional students. Specific duties of a special education teacher: - ANSWER conduct assessments, plan for specifically designed instructions, implement instruction & accommodations, monitor student progress, collaborate, consult and confer with team members, schedule and run IEP meetings, conduct transition assessments&create ITP Train staff&students in advocacy, communicate w/parents, facilitate programs&activities, supervise paraprofessionals, manage behavior assessments&plans, participate in staff development&workshops, join prof.org.&attend conferences,keep current on research Behavior Management Strategies - ANSWER A designed program that integrates the needs of the individual student with the environment. Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) - ANSWER Students in special education are provided behavior management tools according to their ______ and ______. Strategies to help individualize behavior management techniques: - ANSWER make environment safe&comfortable, involve students in creating rules, avoid power struggles&confrontations, implement&track behavior plans, develop expectations for appropriate behaviors, use immediate feedback&consistent reinforcements. acting out behavior - ANSWER Inappropriate behavior (aggressive or disruptive) considered more damaging and serious than other behaviors. applied behavior analysis - ANSWER method of behavior scrutiny to determine how and why a student responds to certain events, situations, or the environment and allows for a training component of rewards and reinforcements to help the student learn the target behavior. alternative school placement - ANSWER public school option that may be utilized when a student cant function in the traditional public school system due to uncontrollable behaviors or due to a disruption that caused a suspension or expulsion.
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antecedent - ANSWER stimulus used in behavior management and behavior modification that occurs prior to the behavior and establishes the reason for the behavior. behavior intervention - ANSWER strategies or actions used to extinguish, change, or redirect an inappropriate behavior, three types are positive reinforcement, negative reinforcement, and aversive reinforcement. behavior rating scales - ANSWER an evaluation tool that lists specific observable behaviors to assess the severity, frequency, and types of exhibited behaviors completed by staff, parents, or student. consequences - ANSWER stimulus that follows a behavior action used in behavior management or behavior modifications to increase or decrease the behavior. contingency contract - ANSWER written agreement between the student and the teacher that outlines the expected performance and the consequences or reinforcers used. discrete trial training - ANSWER strategy in which the function or task is broken down into steps that are rewarded immediately in trial by trial basis. manifestation determination - ANSWER team review of the relationship between a student's inappropriate behavior and the disability, required under IDEIA when a student violates a code of conduct. negative reinforcement - ANSWER used in behavior modification in which the student is motivated to use a desired behavior in order to avoid a negative consequence. perseveration - ANSWER when a behavior continues repeatedly beyond the typical endpoint and the student demonstrates difficulty switching tasks. positive reinforcement - ANSWER used in behavior modification in which the student is motivated to use a desired behavior because of the reward to be obtained. response generalization - ANSWER application of a learned behavior or skill to another setting. target behavior - ANSWER the behavior for intervention, most often to be extinguished or changed, although it may be a positive behavior that should be used in other school activities. 12 disability categories suggested in federal law for students 6-21 years of age - ANSWER autism, deaf-blindness, emotional disturbance/behavior disorder, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, OHI, SLD, SLI, TBI, visual impairment.
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Language - ANSWER the systematic use of sounds, signs, or written symbols for the purpose of communication or expression. Receptive language - ANSWER Ability to understand and comprehend information that is presented. Expressive language - ANSWER Ability to communicate thoughts, feelings, and ideas through words, gestures, sign systems, assistive devices, and so on. Articulation - ANSWER using movements of the mouth area to make speech sounds. Pragmatics - ANSWER Knowledge of successful and appropriate language use, such as in conversation. Semantics - ANSWER The meaning that language communicates; it governs vocabulary development. Syntax - ANSWER A system of combining words into sentences with rules that govern how words work together in phrases, clauses, and sentences. The purpose of IDEIA is identified in 4 key statements - ANSWER ensure kids w/disabilities guarantee a FAPE;assist states in establish early interv.srvs 4infants&toddlers w/disabilities; ensure educators&parents have the tools to improve ed. 4all kids w/disabilities;assess the effective of ed.4kids w/disabilities. 6 major principles of IDEIA - ANSWER 0 reject; protection in the evaluation process; FAPE; LRE; Due process procedures (procedural safeguards); Parent & student participation (shared decision making) When IDEA-1997 was reauthorized to IDEIA-2004, all major provisions and components were still in tact but some changes were added that include the following - ANSWER Paperwork reduction; short term objectives & benchmarks eliminated from IEP's; Implementation of comprehensive & multiyear (3yrs) IEP's; focus on highly qualified teachers to align IDEA with NCLB IDEIA Part B focuses on the following: - ANSWER students w/dis 3-21;ed.programs in public school settings;educators, staff&other school professionals providing srvcs;yrly evals&an annual review of students program; participation in transition srvcs from partC;IEP that describes the ind. students needs. IDEIA Part C focuses on the following: - ANSWER students w/dis. birth-3 yrs; family&child srvcs in natural environ (home);srvc or case manager to coordinate srvcs; evals 2x per yr w/reg reviews; participation in the transition srvcs to part B; IFSP to describe the childs&families needs.
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Gifted and Talented students - ANSWER Though they are still a form of Special Education but are no longer included in the federal special education laws. Separate laws, funding & requirements are established. They require mod&accom to the gen ed. curriculum, as well as for inst. activities. Inclusion - ANSWER A philosophy that surmises students with exceptional needs should be placed in classrooms along with students who are non-disabled so they receive the general education curriculum instruction with supportive services. Collaborative teaming - ANSWER Team members working together to enhance the educational programs to exceptional students, since they all contribute expertise to implement and support an appropriate program. Coordination - ANSWER One part of the collaborative teaming that includes cmcn&coop. so student srvs are ensured delivery.Professionals may not directly share their expertise, information, or ideas with one another, but they do provide updates on the progress of the student. Consultation - ANSWER Part of collaborative teaming in which professionals work with one another by directly cmcn and sharing expertise to improve services to students. Teachers and other professionals share strategies and methods to help the student access the ed. program. Co-teaching - ANSWER Part of collaborative teaming used effectively for inclusion settings.2 or more teachers work together to plan activities, deliver inst., & assess students, additional supports are provided to all students in the classroom thereby improving achievement. Multidisciplinary team, interdisciplinary team, transdiciplinary team - ANSWER 3 team models in schools that are critical to the effectiveness and implementation of the special education process Multidisciplinary team - ANSWER prof w/defined roles, working ind of 1 another. may promote fragmentation of student programs.They conduct separate assess, deliver srvcs ind of others, work w/families apart from of other prof.may exhibit lack of cmcn or understanding of students needs. Interdisciplinary team - ANSWER Members conduct ind assess,work to promote cmcn&collab. More formal cmcn efforts by meet 2gether 2 share info&develop interv.&strategies 2 enhance student ed. success. Members implement their portion of program while remain in contact w/other members. Transdisciplinary team - ANSWER Team model demonstrates coord&invol;difficult 2achieve this status due 2schedules&#s of prof.Delivers srvs in an integrated approach across
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disciplines, to include assess, share info, program devel&implement interv, while include fmly at all stages.RECOM FAPE - ANSWER 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 Continuum of services - ANSWER 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 Non-discriminatory Assessment - ANSWER 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. 6 items for diagnosis of Mental Retardation - ANSWER 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. Criteria for Learning Disability Diagnosis - ANSWER 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. steps in Special Education Process - ANSWER 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
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accommodations can teachers make for students with disabilities - ANSWER 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. 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. Section 504 of rehabilitation act - ANSWER Declared a person cannot be excluded on the basis of a handicap alone from any program or activity receiving federal funds Formative assessment - ANSWER Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching Behaviorism - ANSWER an approach to psychology that emphasizes observable measurable behavior Cognitivism - ANSWER 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. Ecological learning - ANSWER Lorenz's theory -imprinting -adaptive & survival behaviors -survival of the fittest Measurable goal - ANSWER a goal in which we know how long and exactly when we have completed it Piaget - ANSWER I was interested in intelligence. I also did research on assimilation and accommodation. To me, how an organism interacts with its environment depends on the kind of cognitive structure it has available. Assimilation - ANSWER a kind of matching between the cognitive structures and the physical environment Accommodation - ANSWER process by which the cognitive structure is modified functional invariants - ANSWER Assimilation and accommodation are referred to as this because they occur at all levels of intellectual development
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equilibration - ANSWER an innate tendency to organize one's experiences to ensure maximal adaptation Interiorization - ANSWER Results in the development of operations that free children from needing to deal directly with the environment by allowing them to deal with symbolic manipulations. Sensorimotor stage - ANSWER (birth - about 2 years) a. Deals only with the here and now b. Children are egocentric Preoperational stage - ANSWER (about 2-7 years) a. Preconceptual thinking (2-4 years) -classifying things in certain classes because of similarity b. Period of Intuitive Thought (4-7) -failure to develop conservation Concrete - ANSWER (7-11 or 12 years) a. can now development the ability to conserve b. can arrange from smallest to largest c. can perform rather complex problems Formal - ANSWER a. Can deal with hypothetical situations b. Logical as they ever will be Molar behavior - ANSWER purposive-always directed toward some goal. Large intact meaningful behavior pattern. Looked at the big picture Tolman - ANSWER He introduced the use of intervening variables into psychological research Tolman - ANSWER He believed learning happened regardless of reinforcement and Normal learning produces a cognitive map of the environment means-end readiness - ANSWER An expectancy that is consistently confirmed develops into what Tolman referred to as this Vicarious trial and error - ANSWER different approaches are tested cognitively rather than behaviorally (rat in a maze deciding which way to go in head Latent learning - ANSWER unused information in head, learning not translated into performance. It is possible to remain dormant for a considerable length of time before it is manifested in behavior. Latent Extinction - ANSWER when you learned behavior and were not reinforced, extinction occurs. Cathexes - ANSWER learned association between objects and drive states. (Certain foods drive hunger)
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Equivalence belief - ANSWER Subgoals responded to just like the original goal (learning social drive) Field expectancies - ANSWER expectations that signs lead to goals (S-S learning) Organism learns what leads to what (kind of like a cognitive map) Field cognition modes - ANSWER tendencies to arrange perceptual field in particular configuration (problem solving strategies) Tolman said that this tendency is innate but can be modified by experience Drive discrimination - ANSWER the ability to see appropriate goal. Organisms can determine their own drive states and therefore can respond appropriately. EX] animals can be trained to turn one way in a maze when they are hungry and another way when they are thirsty. Hull - ANSWER He believed..Physical needs of an organism/environment/behavior allowing animal to adapt and survive Skinner - ANSWER Dealt with respondent or operant conditioning Skinner - ANSWER Who said this? *We are what we are reinforced for being* -What we call personality is nothing more than consistent behavior patterns that summarizes our reinforcement history Shaping - ANSWER process of reinforcing animal only when it is on the side closest to the lever, then when it's really close, then when it is touching it, etc EX] playing hot and cold. Differential reinforcement - ANSWER some responses are reinforced and others are not successive approximation - ANSWER only those responses that become increasingly similar to the one the experimenter wants are reinforced Punishment - ANSWER occurs when a response removes something positive from the situation or adds something negative. Skinner believed this was ineffective Skinner - ANSWER He believed the best way to discourage an undesirable behavior was to ignore it. Herrnstein's Equation - ANSWER This law describes choice behavior with variable intervals schedules. For a pigeon pecking 2 keys with different reinforcement schedules, the relative frequency of a behavior matches the relative frequency of its reinforcement Behavior economics - ANSWER Seeing how long or hard an animal will work till its rate decreases
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Mand - ANSWER relationship between the form of the response and the reinforcement characteristically received in a given verbal community. (A demand is being made) Tact - ANSWER suggestion of behavior which "makes contact with" the physical world *Naming objects or events appropriately-reinforcement comes from others Echoic behavior - ANSWER verbal behavior is reinforced when someone's verbal response is repeated verbatim Autoclitic behavior - ANSWER suggests behavior which is based upon or depends upon other verbal behavior **qualifies responses, express relations and provides a grammatical framework for verbal behavior "nurturistic Contingency contracting - ANSWER involves making arrangement so that a person gets something they want when they person acts in a certain way Premack - ANSWER He believed that all responses should be thought of as potential reinforcers Premack Principle - ANSWER if one activity occurs often than another it can be used to reinforced the activity that occurs less often Skinner - ANSWER Who said this??But once you have allowed for differences in the way in which they make contact with the environment, how they act upon the environment, and in the ways In which they act upon the environment, what remains of their behavior shows astonishingly similar properties constructivism - ANSWER learner-centered approach to teaching; students construct knowledge for themselves discovery learning - ANSWER Teaching methods that enable students to discover information by themselves or in groups. extrinsic motivation - ANSWER Motivation that comes from external factors, as opposed to internal rewards or pleasure. Extrinsic motivation drives one to do things for tangible rewards or pressures, rather than for the fun of it. intrinsic motivation - ANSWER type of motivation in which a person performs an action because the act itself is rewarding or satisfying in some internal manner learned helplessness - ANSWER A tendency for a person to be a passive learner who is dependent on others for guidance and decision-making.
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metacognition - ANSWER A person's ability to think about his or her own thinking. Metacognition requires self-awareness and self-regulation of thinking. A student who demonstrates a high level of metacognition is able to explain his or her own thinking and describe which strategies he or she uses to read or to solve a problem. Readiness to Learn - ANSWER A context within which a students more basic needs (such as sleep, safety, and love) are met and the student is cognitively ready for developmentally appropriate problem-solving and learning. Scaffolding - ANSWER Instructional supports provided to a student by an adult or a more capable peer in a learning situation. The more capable a student becomes with a certain skill or concept, the less instructional scaffolding the adult or peer needs to provide. Scaffolding may take the form of a teacher reading aloud a portion of the text and then asking the student to repeat the same sentence, for example Schema - ANSWER A concept in the mind about events, scenarios, actions, or objects that have been acquired from past experience. The mind loves organization and must find previous events or experiences with which to associate the information, or the information may not be learned. Transfer - ANSWER The ability to apply a lesson learned in one situation to a new situation--for example, a student who has learned to read the word "the" in a book about cows and then goes home and reads the word "the" successfully in a note that a parent left on the counter Zone of Proximal Development - ANSWER A key concept in Vygotsky's theory of learning. His theory, called the "zone of proximal development", suggests that students learn best in a social context in which a more able adult or peer teaches the student something he or she could not have learned on his or her own. Aristotle - ANSWER More developed observations on what's out there in the world. LAWS of Frequency, Association, Similarity and Continguity Associative shifting - ANSWER occurs by gradually introducing new stimulus elements and removing the old until the original response is made to a new stimulus Behaviorism (Watson) - ANSWER Behavior could be reliably measured. The effect of experience upon it should be the focus of psychology. Charles Darwin - ANSWER (This person) Theory of evolution restored continguity between humans and animals and suggested study of animals might reveal how the mind functioned. David Hume - ANSWER Cannot be sure about physical environment or ideas. "We can be sure of nothing"
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Descartes - ANSWER Exemplifies the Renaissance with a lot of Aristotle's ideas. "What you see is what you get." "I can doubt everything except the fact that I doubt" I THINK THEREFORE I AM. Ebbinghaus - ANSWER Used nonsense syllables, memory gains strength through repetition Empiricism - ANSWER Sensory experience is the basis of knowledge (Aristotle) Evolutionary - ANSWER Focuses on how the evolutionary history of an organism prepares it to learn some things more readily than others Francis Joseph Gall - ANSWER Phrenology said mental attributes could be determined from skull features Functionalism (James) - ANSWER Studied relationships of conscious processes as a whole to environment and survival, purpose of consciousness and behavior was adjustment and adaptation to environment Functionalistic - ANSWER starts with Darwin and stresses the relationships of learning and adjustment to the environment George Berkeley - ANSWER "The only reality is in the mind" Nothing exists if it is not perceived. Physical qualities projected on environment. Ideas are the only things we experience directly and are therefore the only things we can be sure of. Immanuel Kant - ANSWER 12 Innate categories of thought (faculties) superimposed on sensory experience. John Locke - ANSWER Opposed innate ideas, child's mind was a TABULA RUSA, upon which experience wrote John Stuart Mill - ANSWER Complex ideas are not just combinations of simple ones, the whole is more than the sum of its parts, more complex ideas contain components, not found in their simpler elements Law of Disuse - ANSWER Lack of use weakens the stimulus-respose connection (Thorndike) Law of effect - ANSWER The strength of a stimulus-response connection is affected by the results of a response. It is strengthened if results are satisfying and weakened if annoying (Thorndike) Law of Exercise - ANSWER Law of use, use of a stimulus-response connection strengthens it (practice) (Thorndike)
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Law of Readiness - ANSWER When the animal is ready to act, the act is satisfying, when it does not act, or when it is not ready but is forced to act, the situation is annoying (Thorndike) Learning - ANSWER A relatively permanent change in behavior or behavioral potentiality resulting from experience which can not be attributed to temporary body states such as illness, fatigue and drugs. Nativism - ANSWER Knowledge is inborn or innate (Plato) Prepotency of elements - ANSWER Organisms only attend or respond to some stimulus elements (you pay more attention to some things more than others) Rationalism - ANSWER The mind is active in obtaining knowledge Response by analogy - ANSWER Response to a new task is based on its similarities to previous experiences (transfer of training) Set of attitude - ANSWER Individual differences such as culture, heredity, temporary states, drive states or experiences will influence whether a result is satisfying Structuralism (Titchener) - ANSWER Complex ideas were combinations of simple ones using association. Subjects trained to report immediate perceptual experiences, not interpretations Thomas Hobbes - ANSWER Knowledge came from sensory impressions, stimuli that help bodily functions produce pleasure, those that hinder aversive feelings. Things repeated for pleasure were good, those avoided were evil. Human behavior was governed by pleasure Voluntarism - ANSWER First school of Psychology founded by Wundt Essential 9 Learning Strategies - ANSWER 1. Identifying Similarities & Differences 2. Summarizing & Note Taking 3. Reinforcing Effort & Providing Recognition 4. Assigning Homework & Practice 5. Fostering Nonlinguistic Representations 6. Encouraging Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating and Testing Hypotheses 9. Using Cues, Questions, and Advance Organizers classical conditioning - ANSWER Ivan Pavlov's method of conditioning in which associations are made between a natural stimulus and a learned, neutral stimulus
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conditioned response - ANSWER in classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus. conditioned stimulus - ANSWER in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response discrimination - ANSWER learning to tell the difference between one event or object and another; the reverse of generalization extinction - ANSWER the gradual loss of an association over time generlization - ANSWER a behavior that spreads from one situation to a similar one negative reinforcement - ANSWER strengthening a response by following it with the taking away or avioding of something unpleasant positive reinforcement - ANSWER Reinforcement that occurs when a response is strengthened because it is followed by the presentation of a rewarding stimulus. Note - you may not understand why this stimuls is "rewarding" since students' all have unique needs and values. operant conditioning - ANSWER conditioning that results from one's actions and the consequences they cause primary reinforcement - ANSWER something necessary for psychological/physical survival that is used as a reward Reinforcement - ANSWER something that follows a response and strengthens the tendency to repeat that response response - ANSWER a reaction to a stimulus secondary reinforcement - ANSWER anything that comes to represent a primary reinforcer such as money bringing food stimulus - ANSWER anything that elicits a response stimulus generalization - ANSWER a response spread from one specific stimulus to other stimuli that resemble the original unconditioned response - ANSWER an automatic response to a particular natural stimulus. For example, most of us pull our hand away from something hot. We didn't have to learn to do that. Albert Bandura - ANSWER "Modeling": Attention, Retention, Reproduction, & Motivation Who?
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David Ausubel - ANSWER "Advance Organizer" Who? Ivan Pavlov - ANSWER "Classical Conditioning" Who? Modeling - ANSWER the process of observing and imitating a specific behavior Advance organizer - ANSWER an introduction that helps students organize their thinking to better understand the content that follows; often helps link new information to prior knowledge Jacob Kounin - ANSWER "With-it-ness" Who? With-it-ness - ANSWER teacher's awareness of what is going on in all parts of the classroom at all times and the communication of this awareness to students, verbally and nonverbally Lee Canter - ANSWER "Assertive Discipline" Assertive discipline - ANSWER classroom management approach (Canter) based on establishing clear limits and expectations, insisting on acceptable student behavior and delivering appropriate consequences when rules are broken. Characterized by the straight-forward, consistent, and unhostile response style. Madeline Hunter - ANSWER "Direct Instruction" Who? Direct Instruction - ANSWER A teacher-led instructional procedure that provides students with specific instructions on a task, teacher-led practice, independent practice, and immediate corrective feedback. Also referred to as explicit instruction. William Glasser - ANSWER "Choice Theory" or "Control Theory" Who? Choice Theory - ANSWER A theory articulated by psychiatrist William Glasser holding that humans have fundamental needs such as survival, love, power, freedom, and fun, and that throughout our lives, our actions are attempts to satisfy these needs Control Theory - ANSWER A view that individuals try to control the world and themselves as apart of that world in order to satisfy their psychological needs. Abraham Maslow - ANSWER Theory: "Hierarchy of Needs" Maslow is known for establishing a theory of a hierarchy of needs in which certain lower needs must be satisfied before higher needs can be met. Hierarchy of Needs - ANSWER proposes that human motives may be ranked from the basic, physiological level through higher-level needs for safety, love, esteem, and self-actualization; until they are satisfied, the more basic needs are more compelling than the higher-level ones
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Albert Bandura - ANSWER Theory:"Social (or Observational) Learning Theory". Bandura found that children learn by observing others. In a classroom setting, This may occur through modeling or learning vicariously through others'experiences Social Learning Theory - ANSWER the theory that we learn social behavior by observing and imitating and by being rewarded and punished. Erik Erikson - ANSWER Theory:"Eight Stages of Human Development" Erik Erikson was a psychologist who suggested the following eight stages of human development, which are based on a crisis or conflict that a person resolves 8 stages of human development - ANSWER oral-sensory muscular-anal locomotor latency adolescence young adulthood middle adulthood maturity locomotor stage - ANSWER The child continues to become more assertive and to take more initiative, but may be too forceful, leading to guilt feelings. (Cortland.edu, 2010) latency - ANSWER Thechild must deal with demands to learn new skills or risk a sense of inferiority, failure and incompetence. (Cortland.edu, 2010) Adolescence (per Erikson) - ANSWER The teenager must achieve a sense of identity in occupation, sexroles, politics, and religion. (Cortland.edu, 2010) Jean Piaget - ANSWER "Stages of Cognitive Development" Who? Sensorimotor - ANSWER During this stage, the child learns about himself and his environment through motor and reflex actions. Thought derives from sensation and movement. The child learns that he is separate from his environment and that aspects of his environment continue to exist even though they may be outside the reach of his senses. Preoperational - ANSWER Applying his new knowledge of language, the child begins to use symbols to represent objects. Early in this stage he also personifies objects. He is now better able to think about things and events that aren't immediately present. Oriented to the present, the child has difficulty conceptualizing time. His thinking is influenced by fantasy -- the way he'd like things to be -- and he assumes that others see situations from his viewpoint. He takes in information and then changes it in his mind to fit his ideas.
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Concrete - ANSWER During this stage, accommodation increases. The child develops an ability to think abstractly and to make rational judgements about concrete or observable phenomena, which in the past he needed to manipulate physically to understand. In teaching this child, giving him the opportunity to ask questions and to explain things back to you allows him to mentally manipulate information. Formal Operations - ANSWER This stage brings cognition to its final form. This person no longer requires concrete objects to make rational judgements. At his point, he is capable of hypothetical and deductive reasoning. Teaching for the adolescent may be wideranging because he'll be able to consider many possibilities from several perspectives. Piaget's Stages of Cognitive Development - ANSWER Sensorimotor: (birth to about age 2) Preoperational: (begins about the time the child starts to talk to about age 7) Concrete: (about first grade to early adolescence) Formal Operations: (adolescence) Jerome Bruner - ANSWER Theories:"Discovery Learning" and "Constructivism" Who? Theories:"Discovery Learning" and "Constructivism" - ANSWER Bruner suggests that learning is an active process in which learners construct new ideas or concepts based on knowledge or past experiences. His constructivist theory emphasizes a student's ability to solve real-life problems and make new meaning through reflection. Discovery learning features teaching methods that enable students to discover information by themselves or in groups. John Dewey - ANSWER Dewey is considered the "father" of progressive education practice that promotes individuality, free activity, and learning through experiences, such as project-based learning, cooperative learning, and arts integration activities. He theorized that school is primarily a social institution and a process of living, not an institution to prepare for future living. He believed that schools should teach children to be problem-solvers by helping them learn to think as opposed to helping them learn only the content of a lesson. He also believed that students should be active decision-makers in their education. Dewey advanced the notion that teachers have rights and must have more academic autonomy. Theory:"Learning through Experience" - ANSWER John Dewey's theory Lawrence Kohlberg - ANSWER "Theory of Moral Development" Who? "Theory of Moral Development" - ANSWER Elementary school-aged children are generally at the first level of moral development, known as "Preconventional." At this level, some authority figure's threat or application of punishment inspires obedience. The second level, "Conventional," is found in society. Stage 3 is characterized by seeking to do what will gain the approval of peers or others. Stage 4 is characterized by abiding the law and responding to obligations. The third level of moral development, "Post-conventional," is rarely achieved by the majority of adults, according to Kohlberg. Stage 5 shows an
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understanding of social mutuality and genuine interest in the welfare of others. Stage 6 is based on respect for universal principles and the requirements of individual conscience. "Zone of Proximal Development" - ANSWER The gap between what adolescents can accomplish alone and what they are capable of doing if guided by an adult or a more competent peer Lev Vygotsky - ANSWER "Zone of Proximal Development" Who? Maria Montessori - ANSWER "Follow the Child" Who? Follow the Child - ANSWER This method involves the teacher in viewing the child as having an inner natural guidance for his or her own perfect self-directed development. The role of the teacher is to watch over the environment to remove any obstacles that would interfere with this natural development. Temperament - ANSWER how and when the child internalizes certain social skills and abilities Articulation - ANSWER using movements of the mouth area to make speech sounds Phonological Awareness - ANSWER sound system of language: including rules for structure and the sequences of speech sounds Pragmatics - ANSWER (grammar) knowledge of successful and appropriate language rules in social and conversational situation Semantic - ANSWER (how it sounds) pertains to the meaning that language communicates, govern language developments Syntax - ANSWER (right order) a system of combing the words into sentences with rules that govern how words work together in phrases, clauses, and sentences Morphology - ANSWER Study of how words go together Exploratory Play - ANSWER birth to 12 months, functional explore, discover examine, organize Pretend Play - ANSWER 9 to 18 months Solitary Play - ANSWER most basis, 18 to 24 months Parallel Play - ANSWER 24 to 36 months Manipulative play - ANSWER constructive, develop eye coordination and concept development
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Imaginative or symbolic - ANSWER improve social skills, increase language concepts Game with rules - ANSWER structured, follows rules, shares, cooperates and reasons Play - ANSWER must have the philosophy of developmentally appropriate practices to by selecting proper settings and materials First teacher - ANSWER Family Three ways educator can influence family to be part of the life: - ANSWER suggesting classroom visits, providing information about the child's disability and intervention, writing notes, making telephone contacts, and treating one like team members Syndrome - ANSWER Usually stable, but persistent condition and neurological regression is very uncommon. Caused by a chromosomal change or teratogens, Same syndrome may have different characteristics of it Disease - ANSWER a disorder of structure or function in a human Children with genetic syndrome - ANSWER single gene defect can appear in more than 7000 known disorders. This gene defect can occur as early as cell division and the loss or addition of a chromosome can result in significant alterations. Occupational Therapist - ANSWER fine motor skills Physical Therapist - ANSWER gross motor skills Cognition- Brain Research - ANSWER enriching experiences, positive neural connections that affect child's intelligence abilities Social- Emotional Brain Research - ANSWER Secure attachments and bonds with the primary caregivers, positive growth and development Watson/Skinner - ANSWER Behaviorial Learning theory, Learner is passive, learner starts out with a clean slate and behavior is shaped through positive and negative reinforcement Piaget - ANSWER Cognitive Development: blueprint of the stages of normal intellectual development Piaget Blue Print - ANSWER Sensorimotor: birth through 18-24 Pre operational: Toddlerhood through early childhood Concrete Operational: ages 7 to 12 Formal operational: adolescence through adulthood
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Vygotsky - ANSWER Socio-Cultural Theory: Zone of Proximal development: distance between actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance Gesell - ANSWER Gradient of growth Ayres - ANSWER Sensory integration Maslow - ANSWER Humanism Theory: Hierarchy of Needs Skinner - ANSWER Behaviorism Theory: reinforcement Erikson - ANSWER Psychosocial Theory: conflicts in each stage of their development. Trust vs. Mistrust (feeding) Gardner - ANSWER Multiple Intelligence. 7 different intelligences **Kohlberg - ANSWER Moral reasoning Theory. judgements about right and wrong Bandura - ANSWER Modeling Individual Family Service Plan - ANSWER A legal document under IDEIA as a provision of Part C for infant and toddlers, birth through 2. Family is the central focus. Family is allowed to put their input about child's development. Each 6 months family has the option to accept or decline continued of services. Procid Individualized Education Program - ANSWER Each child with an identified disability must be provided an IEP. Part B of IDEIA. Legal program specific document for preschool aged children to 21. Written to support the educational needs of child. Areas covered: present Similarities between IFSP and IEP - ANSWER *Both mandated as legal documents written within 45 days of child's referral *Must take action within 90 days *Both include component for transition service into next program *Include information about: child's disability, present level of functioning, set of goals, info about intervention and services and selected environment Differences with IFSP - ANSWER provides an overall statement of functioning across all developmental abilities *reviewed every 6 months *produces general goals that are primary to the family needs along with the family needs Differences with IEP - ANSWER *IEP focuses on present level of educational performance
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*Annual review with regular progress reports through out one year- quarterly *More detailed goals as they relate to the child's specific needs and specific area of disability Jean- Jacques Rousseau - ANSWER Environment focus- carefully control the education and environment Fredrich Froebel - ANSWER Father of Kindergarten Rudolf Steiner - ANSWER Waldorf education - imagination Maria Montesorri - ANSWER Hands on experience Arnold Gessell - ANSWER Maturation Theory - primary biological and genetic PL 89-750 - ANSWER Handicapped Children's Early Education Act allowed for experimental and model programs for early education PL 94- 142 - ANSWER mandates that children ages 5-21 are allowed to have services for disabilities Multidisciplinary Team - ANSWER professionals with defined roles who work independently of eachother Transdisciplinary Team - ANSWER demonstrates a high level of coordination and involvement by team members through integrated approach across discipline Interdisciplinary Team - ANSWER Most effective
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