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Educating Exceptional Students: Inclusive Education and Individualized Learning Plans, Study Guides, Projects, Research of Teaching method

Teachers College, Columbia UniversityTeaching method

Answers to quiz questions about educating exceptional students, including those with disabilities, at-risk students, and autism. It covers topics such as individual education programs (ieps), evidence-based interventions, collaboration, and roles and responsibilities in an iep meeting. It also discusses high-incidence and low-incidence disabilities and bilingual special education.

Typology: Study Guides, Projects, Research

2022/2023

Available from 03/24/2024

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Educating Exceptional Students
(Chapter 1-6) Complete Quiz Study
Guide
Inclusive Education - Answer>>Students with disabilities access the standard curriculum in the
general education classroom.
Special Education - Answer>>Designed to meet the unique learning needs of each infant,
toddler, preschooler, and elementary through high school the student with disabilities, and
individuals up to the age of 21.
At-Risk - Answer>>Students who have experienced, living conditions, or characteristics that
contribute to school failure.
Autism - Answer>>Definition - a developmental disability significantly affecting verbal and
nonverbal communication and social interaction.
Individual Education Programs - Answer>>-Current performance
-Goals
-Special education and related services
-Participation with students without disabilities
-Participation in the state- and district-wide testing
-Dates and places
-Transition service needs
-Age of majority
-Measuring progress
Evidence-Based Interventions - Answer>>Interventions that have been identified through
methodologically sound research procedures resulting in positive outcomes.
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Educating Exceptional Students

(Chapter 1-6) Complete Quiz Study

Guide

Inclusive Education - Answer>>Students with disabilities access the standard curriculum in the general education classroom. Special Education - Answer>>Designed to meet the unique learning needs of each infant, toddler, preschooler, and elementary through high school the student with disabilities, and individuals up to the age of 21. At-Risk - Answer>>Students who have experienced, living conditions, or characteristics that contribute to school failure. Autism - Answer>>Definition - a developmental disability significantly affecting verbal and nonverbal communication and social interaction. Individual Education Programs - Answer>>-Current performance -Goals -Special education and related services -Participation with students without disabilities -Participation in the state- and district-wide testing -Dates and places -Transition service needs -Age of majority -Measuring progress Evidence-Based Interventions - Answer>>Interventions that have been identified through methodologically sound research procedures resulting in positive outcomes.

Practices that have been proven effective through systematic and rigorous research. Collaboration - Answer>>An interactive process that enables teachers with diverse expertise to provide quality services to students with a range of academic and social needs, including students with disabilities, in general, education classrooms. Active Listening - Answer>>Engage the listener in the message being sent, to demonstrate to the speaker that the listener is interested in the message, to enable the speaker to convey specific concerns, and to provide feedback to the speaker. Nonverbal Communications - Answer>>An aspect of communication that requires careful analysis to ensure that the speaker sends appropriate signals and that the listener understands the intended message. Paraprofessional - Answer>>Individuals hired to work with teachers in a supportive role under the supervision of licensed professionals. Members and Roles in an IEP Meeting - Answer>>A goal of helping students develop English proficiency while attending to their learning needs The most important consideration is the language of instruction; should be consistent across settings ELs with disabilities are more likely to receive fewer language support services In studies, it was found that successful teachers "provided direct and explicit native-language instruction that was socially and linguistically meaningful by connecting it to students' cultural and linguistic experiences" Deliberate and intensive focus on language makes bilingual sped distinct from generic sped Role of Educational Professionals The principal is crucial for coordinating management efforts at the school, so they are important in making sure things move smoothly

Professionalism High-Incidence Disabilities and Examples - Answer>>-Learning Disability -Speech or language impairment -Mild to moderate intellectual disability -Emotional or behavioral disorder Low-Incidence Disabilities and Examples - Answer>>-Orthopedic and other health impairments -Low vision and blindness -Hard of hearing and deafness -Traumatic brain injury -Deaf-blindness -Autism spectrum disorder -Multiple-severe disabilities Bilingual Special Education - Answer>>Linguistic Support ● Validated Instructional Practices ● Curricular Modifications ○ Providing taped textbooks ○ Highlighting textbooks and study guides ○ Using supplementary materials ○ Giving directions in small, distinct steps ○ Using written backup for oral directions ○ Using bilingual dictionaries A goal of helping students develop English proficiency while attending to their learning needs ● The most important consideration is the language of instruction; should be

consistent across settings ● ELs with disabilities are more likely to receive fewer language support services ● In studies, it was found that successful teachers "provided direct and explicit native-language instruction that was socially and linguistically meaningful by connecting it to students' cultural and linguistic experiences" ● Deliberate and intensive focus on language makes bilingual sped distinct from generic sped Response to Intervention, each level, and support given at each level - Answer>>Tier 1 Primary or Core Instruction Schoolwide instruction for all students, including differentiated instruction (80 %) Given to all students Grade level based on district, state, and/or national standards Flexible grouping Progress monitoring - F, W, S Tier 2 Supplemental group systems for students with at-risk responses to the primary level. Given to some students Skills targeted in smaller groups: Elementary: 4 to 5 Students with 1 Teacher (similar instruction level) Secondary: Range of low ability, 12 to 15 students with 1 Teacher Progress Monitoring: Bi-weekly Tier 3 Specialized individualized systems for students with intensive needs Given to a few students