Download Special Education Praxis 5354 Test Preparation: Key Terms, Concepts, and Strategies and more Exams Advanced Education in PDF only on Docsity!
Special Education Praxis 5354 Test
With Correct Answers
ADA - ANSWER American's with disabilities act
NCLB - ANSWER No child left behind
IDEA - ANSWER individuals with disabilities education act
FAPE - ANSWER Free and appropriate public education
LRE - ANSWER Least restrictive environment
IEP - ANSWER Individualized educational program
IFSP - ANSWER individual family service plan
ADHD - ANSWER Attention deficit/ Hyperactivity disorder
ED - ANSWER emotionally disturbed/ emotionally disabled
LD - ANSWER Learning disabled
OHI - ANSWER Other health impairment
ID - ANSWER intellectual disability
TBI - ANSWER Traumatic brain injury
VI - ANSWER Visually impaired
HI - ANSWER Hearing impaired
OT - ANSWER Occupational Therapist
PT - ANSWER Physical therapist
ESSA - ANSWER Every student succeeds act
RTI - ANSWER Response to intervention
DI - ANSWER Differentiated instruction
PST - ANSWER Problem solving team
AAA (Triple A) - ANSWER Alabama alternative assessment
MET - ANSWER Multidisciplinary eligibility team
AYP - ANSWER Adequate yearly progress
Cognitive assessments - ANSWER test how well an individual solves problems, interprets information, and recalls information, which are all part of intellectual ability.
Contingency-Based Self-management - ANSWER makes students responsible for managing their own behavior and rewards them for appropriate behavior.
Functional Assessment - ANSWER an approach to figuring out why a student acts a certain way (FBA), assessing behavior.
Reality Therapy - ANSWER focusing on the "here and now" rather than the past.
Ecological assessment - ANSWER a comprehensive process in which data is collected about how a child functions in different environments or settings
Manipulatives - ANSWER provide a tactile representation for mathematical concepts
Satiation - ANSWER is decreasing or eliminating an unacceptable behavior as
Summative assessments - ANSWER cumulative, independent activities that test the students' subject matter knowledge- evaluates student learning at the end of an instructional unit by comparing it to a benchmark.
Full-inclusion model - ANSWER In this model, the special education teacher works with the general education teacher in the general education classroom.
Overt v. Board of education (Clementon School District) - ANSWER Court case which determined the main goal of IDEA is to place special needs students in the least restrictive environment
Assistive technology - ANSWER technology used in the classroom to help a student w/ disabilties learn better
No child left behind (NCLB) - ANSWER legislation requiring teachers to provide school safety and use scientifically based teaching methods
Task analysis - ANSWER the teaching technique of breaking down a problem or simplifying a task in a step by step fashion
Education for all handicapped children act of 1975 - ANSWER Law which provided the educatioinal mainstreaming of disabled children, fair assessment of these children and parental participation in the special education process
incremental rehearsal - ANSWER Teaching technique for sight words
Americans with disabilities act of 1990 - ANSWER law which guarantees equal opportunity for all individuals w/ disabilities
Individualized Family Service Plan - ANSWER like an IEP but for children who are not yet in school; guides early intervention process
Kugler-Ross model - ANSWER he model of death & dying used to explain to the parents of the cognitively disabled of the process involved in accepting their child's disability
Vygotsky's strategies of instruction - ANSWER scaffolding, apprenticeship & guided participation
externalizing behaviors - ANSWER acting out towards others in a way that causes others to ostracize him/her
Individuals w/ Disabilities Education Act - ANSWER refers to law that guarantees students w/ disabilities the right to a free appropriate education in the least restrictive environment
internalizing behaviors - ANSWER withdrawing from social interactions or behaving in a way that causes others to ostracize him/her
Individualized education program - ANSWER written plan used to establish a student's current level of development & his/her learning goals; also specifies any accomodations,modifications and special services to which a student is entitled
mental retardation - ANSWER when a student's IQ & intellectual functioning are significantly below average
Hendrick Hudson Board of Education v. Rowley - ANSWER 1982-ruled that Amy Rowley, a deaf student, was entitled to an interpreter in order to achieve her full educational potential (later overturned by Supreme Court ruling which determined she was not entitled to BEST education, just a curriculum from which they can benefit)
Hearing impairment - ANSWER a hearing difficulty that impacts school
deafness - ANSWER a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child's educational performance
Team Teaching - ANSWER Both teachers instruct students in the same lesson by having a conversation with each other and facilitating discussion with the students. Each teacher is engaged, and students view both teachers as having equal power. Teachers must have lots of planning time and clearly define roles.
Specific Learning Disability - ANSWER a discrepancy between ability and achievement is on of the primary characteristics of a student with a specific learning disability.
deaf-blindness - ANSWER coexisting 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 for students with either deafness or blindness alone
School administrator - ANSWER helps organize, manage, and communicate between all parties. May include: principals, vice principals, IEP coordinators, directors, etc.
School Nurse - ANSWER provides medical histories, administers medication, communicates with families about health issues
Native Language; child's educational challenges are cause by cultural differences or language barriers - ANSWER A child can not be identified with a disability simply because they are an ELL student. Educational assessments must be given in the child's ____________ _____________, and the IEP team must consider if a ___________________________
____________________________________ rather than a disability.
Shaping behavior - ANSWER ___________________________________ is used when you want the student to engage in a certain desirable behavior that is, at present, infrequently or never displayed by him/her.
using positive reinforcement to encourage behavior is an example of
speech/language pathologist - ANSWER helps students with speech or langauge needs
Alternative teaching - ANSWER One teacher provides instruction while the
traumatic brain injury - ANSWER an acquired injury to the brain caused by external physical force, resulting in total or partial functional disability or psychosocial impairment, or both. Includes impairments in one or more of the following, language, memory, attention, reasoning, abstract thinking, judgement, problem-solving, sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, information processing, and speech.
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 including, an inability to learn that cannot be explained by intellectual, sensory, or health factors. Also, an inability to build or maintain satisfactory interpersonal relationships with peers and teachers, inappropriate types of behaviors/feelings under normal circumstances, a general persuasive mood of unhappiness or depression, or a tendency to develop physical symptoms or fears associated with personal or school problems.
speech or language impairment - ANSWER a communication disorder, such as stuttering, impaired articulation, or a voice impairment
Specific
Measurable
attainable
Realistic and relevant
time-limited - ANSWER IEP Goals should be:
Start with standard, determine skill
Identify accommodations or modifications that may be needed depending on student need
Administer frequent formative and summative assessment in order to determine if instruction needs to be adapted in order to ensure mastery. - ANSWER How do you develop lessons based on grade level standards?
Autism
Hearing impaired
Visual impairment
Orthopedic impairment
Other health impairment
special educators - ANSWER Modify general education curriculum, collaborate with IEP team and parents, be flexible, organised, and patient. Plan and conduct lessons, IEP meetings, and write IEPs. Implement student IEPs and monitor progress.
occupational therapist - ANSWER assesses and implements interventions for students with fine motor deficits
Parallel teaching - ANSWER Class divided into two ability groups and each teacher leads a group at the same time. Teachers can work with smaller groups and can teach at the level they are comfortable in. Students may get inferior instruction if the material is not familiar to the teacher. Pacing and noise level must be considered.
Other health impairments - ANSWER having limited strength, vitality, or alertness, including heightened alertness due to environmental stimuli, tha reults in limited alertness with respect to the educational environments. Includes chronic health problems (such as asthma, attention deficit hyperactivity disorder).
culturally and linguistically responsive model - ANSWER looks at all of the knowledge and skills a family and student have and can use to develop new skills
deficit model - ANSWER look at what a family and student does not have in relation to peers.
Multiple disabilities - ANSWER two disabilities that cause severe educational needs that cannot be accommodated in special education programs solely for on of the impairments. Does not include deaf-blindness.
intellectual disability - ANSWER characterized by significantly impaired cognitive function and deficits in two or more adaptive behaviors.
general education teachers - ANSWER eaches at any grade level, may be asked to implement an IEP
physical therapist - ANSWER assesses and implements interventions for students with gross motor deficits
visual impairment - ANSWER an impairment in vision that, even with correction, adversely affects a child's educational performance. Includes partial sight and blindness.
- The right to participate in all meetings
- Right to Examine all educational records
student diagnosis and identification of strength and weaknesses.
Procedural Safeguards - ANSWER Under the individuals with disabilities act (IDEA), a school district is required to inform parents of any change to a child's educational placement according to requirements of
Due process - ANSWER legal requirement that the state must respect all legal rights that are owed to a person
Adequate yearly progress (AYP) - ANSWER a measurement defined by U.S. NCLB act that allows the U.S. department of education to determine how every public school and school district in the country is performing academically according to results on standardized tests.
Mild ID - ANSWER IQ range between: (50-70)
Moderate ID - ANSWER IQ range between: (35-50)
Severe ID - ANSWER IQ range between: (20-35)
Profound ID - ANSWER IQ range between: <
Average IQ - ANSWER IQ range between: (85-100)
Differentiated instruction - ANSWER allows teachers to vary instruction by using different activities that address several learning modalities and ability levels
Response to intervention (RTI) - ANSWER is a system designed to identify students at risk for poor academic and behavioral outcomes, so that the school can develop strategies to help the student succeeds.
Curriculum-based assessment (CBA) - ANSWER method teachers use to directly observe and record student's performance in local curriculum as a basis for gathering information to make instructional decisions.
Elaborate feedback - ANSWER is a strategy that involves dialogue with students about what they are doing well and where they need to improve
Progress monitoring - ANSWER used to assess students' academic performance, to quantify a student rate of improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction.
Epilepsy - ANSWER characterized by seizures caused by imbalances in the brain
Cystic Fibrosis - ANSWER genetic disorder that causes severe damage to the lungs and digestive system.
Sickle-Cell anemia - ANSWER caused by the sickening of Red blood cells
Spina bifida - ANSWER a developmental birth defect caused by the incomplete closure of the embryonic neural tube. Some vertebrae overlying the spinal cord are not fully formed and remain unfused and open.
Cerebral Palsy - ANSWER disorder of movement, muscle tone, or posture
Muscular dystrophy - ANSWER genetic disease that cause progressive weakness and loss in muscle mass
Multiple sclerosis - ANSWER a disease in which the immune system eats away at the protective coating of nerves.
Receptive language disorder - ANSWER characterized by the difficulty of processing (receiving) spoken language.
Expressive language disorder - ANSWER difficulty expressing themselves, difficulty with vocabulary, producing complex sentences, and remembering words.
- Initial evaluation
- Reevaluation
- initial provision services - ANSWER Parental consent must be given before beginning the following steps of the IEP process:
Natural consequences - ANSWER situations that provide a penalty for inappropriate behavior without conscious action being taken
Cooperative learning - ANSWER is the use of small groups in which students are allowed to work together to share knowledge
Multiple-modality activity - ANSWER includes addressing multiple learning styles, that visual kinesthetic and auditory learners all have access to the same information.
