Philosophy

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W14: Things I Want to Remember

Behavior

Individualized education program (IEP)

-document prepared by the multidisciplinary team or annual review team that specifies a student’s level of functioning and needs, the instructional goals and objectives for the student and how they will be evaluated, the nature and extent of special ed and related services to be received, and the initiation date and duration of the services.

Behavior Intervention Plan (BIP)

detailed strategy, developed on the basis of a functional behavior assessment, to address significant behavior problems being experienced by a student with a disability.

Surface Behaviors

initial student behaviors that teacher could interpret as misbehavior.

Cognitive Behavior Management (CBM)

behavior management strategy in which students learn to monitor and change their own behavior.

Behavior Contracts

agreement between a teacher and student that clearly specifies student performance expectations, reward for meeting expectations, consequences for not meeting expectations, and the timeframe for which the agreement is valid.

Bilingual education programs-based on the assumption that students need to learn English by being immersed in the language environment, but until a level of proficiency in English is achieved, many students do not learn concepts and skills from English-language instruction.

English language learners (ELLs)-students whose native language is not English and who are developing their English skills while in school

Instruction

Manipulatives-concrete objects or representational items, such as blocks and counters used as part of instruction

One-to-one instruction-students work with a teacher, a paraprofessional, or a computer on well-sequenced, self-paced materials that are geared to their specific level

Differentiated instruction-variety of teaching and learning strategies are necessary to meet the range of needs evident in any given classroom

Direct instruction-skills and subject matter more readily when it is presented systematically and explicitly

Indirect instruction-based on the belief that children are naturally active learners and that given the appropriate instructional environment, they actively construct knowledge and solve problems in developmentally appropriate ways.

Reinforcement

Negative Reinforcement

a potential negative consequence to a behavior that causes the behavior to increase

Positive Reinforcement

a consequence to a behavior that causes it to increase. Also called a reward

Punishment

Response Cost

type of removal punishment in which a student loses privileges or other rewards as a consequence of inappropriate behavior.

Time Out

type of removal punishment in which a student is removed from opportunities for reward.

Removal Punishment

taking away from a student something that is desired as a strategy for decreasing inappropriate behavior.

Presentation Punishment

presenting negative consequences as a strategy for decreasing behavior.

Abuse and Neglect

Fetal Alcohol syndrome disorder (FASD)

disorder associated with maternal alcohol consumption during pregnancy that typically results in the baby being small in size, having physical anomalies, and having an intellectual disability.

Fetal Alcohol syndrome (FAS)

disorder associated with maternal abuse of alcohol, often resulting in slight physical abnormalities and learning, cognitive, or emotional disabilities.

Child Neglect

situation in which a parent or other caregiver fails to provide the necessary supports for a child’s well being

Child Abuse

situation in which a parent or other caregiver inflicts or allows others to inflict injury on a child, or permits a substantial risk of injury to exist.

Needs

Specially designed instruction-required service for all students with IEPs that is instruction tailored to meet assessed individual student needs; it usually addresses academic skills, but also includes communication, behavior, social, vocational, and functional domains as needed.

Special education-specially designed instruction provided by the school district or other local education agency that meets the unique needs of students identified as disabled

Free appropriate public education (FAPE)-students with disabilities are entitled to attend public schools and receive the educational services that have been designed specifically to address their special needs, possibly including specialized materials, settings, and technology. No cost to parents.

Cross-categorical approach-instructional approach in which the cognitive, learning, affective, and social and emotional needs of students, not their disability labels, form the basis for planning and delivering instruction.

Teaching Together

Paraprofessionals-school personnel employed to assist professional staff in carrying out educational programs and otherwise helping in the instruction of students with disabilities.

Collaboration-how people work together

Co-teaching-occurs when two or more educators-a general education teacher and a special education teacher or other specialist-share the instruction for a single group of students, typically in a single classroom setting.

Consultation-specialized problem-solving process in which one professional who has particular expertise assists another professional (or parent) who needs the benefit of that expertise.

Case Studies

Brown v. Board of Education-supreme court decision that established it is unlawful and discriminatory to create separate schools for African American students.

Lachman v. Illinois-deaf students weren’t allowed to be educated and parents sued saying this didn’t meet certain requirements.

Larry P. v. Riles. -African Americans were reevaluated to ensure they be placed in the right class.

Mills v. BOE-lawsuit filed against the district of Columbia in the US district court for the district of Columbia. The result was that students with disabilities have the right to free education.

Hobson v. Hansen- Blacks and low-income children did not have equal education opportunities compared to white and wealthier peers.

Cedar Rapids Community School District v. Garret F.- The school district didn’t want to pay for related services that some students needed to be able to attend school

Daniel RR v. Texas BOE.- Daniel had Down Syndrome and his parents asked that the school put him in a general ed class for part of the day. This method wasn’t working and the school put him a special education class for the whole day.

BOE v. Rowley.-Amy Rowley, a deaf student, was denied a sign language interpreter by her school.

PARC v. Commonwealth of Pennsylvania.-state law put into question for not allowing students with a minimum mental age the opportunity to go to school

Self awareness

•Self-determination-providing meaningful opportunities for students with disabilities to express their needs and goals so that their wishes guide decision making.

Self-determination-providing meaningful opportunities for students with disabilities to express their needs and goals so that their wishes guide decision making.

Self instruction-learners are taught to use language to guide their performance. In essence, students are taught to talk themselves through a task.

Self-monitoring-students watch and check themselves to make sure they have performed targeted behaviors.

Self-questioning-a form of self-instruction in which students guide their performance by asking themselves questions

Self-advocacy-an important part of self-determination, or the ability to make decisions and direct behaviors so that the desired goals are achieved

Language

English language learners (ELLs)

students whose native language is not English and who are developing their English skills while in school

Bilingual education programs

based on the assumption that students need to learn English by being immersed in the language environment, but until a level of proficiency in English is achieved, many students do not learn concepts and skills from English-language instruction.

ADHD

Combined type

both inattention and hyperactivity/impulsivity are present

Predominantly hyperactive

impulsive-students in this group physically move far more than their peers, and they tend to be impetuous, acting before thinking.

Predominantly inattentive

Students in this group often appear to daydream. They may not hear teacher directions, sometimes skip parts of an assignment they do not notice, and frequently lose things. However, they do not physically move more than their peers.

Attention deficit-hyperactivity disorder (ADHD)

When an individual has chronic and serious inattentiveness, hyperactivity, and/or impulsivity that is more severe and occurs more frequently than in peers.