Special Education

a graphical representation designed to indicate the relationships that exist in a framework of concepts or ideas

any learning technique that aids in information retention

graphical representations hat are used to display compare/contrast between ideas

used to assist students in learning content area materials. Assists in identifying prior knowledge on a topic and provide information about the goals of the lesson and the activities that will take place and the teachers expectations. Prepares for what you're going to do in class

heterogenous groups of students work together to achieve a common goal. Groups are rewarded based on the progress of the entire group

a learner-centered instructional strategy in which students working in collaboration, are engaged in learning knowledge and skills thought an inquiry approach over an extended period of time. Learning is demonstrated through the tasks completed and projects produced

planned or structured relationship between antecedents and consequences. Outcomes based on the group. Students rewarded based on group or the individual

teachers use strategies to capture the attention of all students in order to present, clarify, or expand on information about academic or content or social expectations. A way of getting attention

to describe effective teachers' ability to juggle a variety of activities at the same time

students know what they're supposed to do/what's expected of them

teaching style that has been found to be the most effective for promoting achievements. These teachers have realistic expectations for students and establish clear expectations for academic and social behavior. Rules are enforced consistently and authoritative teachers use reasoning and positive approaches to discipline

Culturally responsive management suggests that teachers should insist on students behaving appropriately. When students make behavioral mistakes, teachers insist that the students try again in order to practice correct behavior

visual and physical monitoring of a classroom by a teacher to reduce disruptive behavior

3 parts. What you know, what you want to know, and what you have learned

a systematic form of instruction that includes explicit step-by-step teaching procedures that account for student mastery, immediate student feedback, student practice, and gradual fading of teaching direction. Giving the information first.

a state of complete immersion in an activity. Has to be challenging and have skill

8 types: music, verbal, logical, naturalistic, interpersonal, intrapersonal, visual, bodily kinestethic. Most valued: verbal and logical

what the learner can do unaided, or with guidance, or what they can't do

being self aware or self reflective. Thinking about thinking. Goes with advocating for yourself and your learning style

the inability to control ones behaviors on a reflective level

excessive motor movements given a child's age

short/long term memory, organization, sequencing, concept/reasoning, social perception (reading, writing, math) Learning disabilities have deficits in basic psychological functions.

the ability with which a person can meet personal self care and social responsibility. Those with intellectual disability or cognitive disability have difficulties in this. Uses IQ to identify (between 70-55) and must be before age 14

bell curve from 80-100 is normal

the brain organizing

states that a child may not be identified as having a specific learning disabiliyy if there is discrepancy between learning and achievement

a behavioral model encompassing antecedents, behaviors, and consequences with a focus on observable actions

a 3-tiered (universal, targeted, intensive) proactive model that emphasizes the importance of teaching all students to behave appropriately and recognizing compliance prior to intervening with students who have chronic behavior challenges

a plan mandated in the IDEA 1997 Amendments for any special education student exhibiting behavioral difficulties. The To be be based upon the results of a functional behavioral assessment and should have a positive orientation. Must also address contingencies and supports for the students and teachers in addressing behavioral difficulties.

process of determining if behavior was manifestation of disability or acting out and whether IEP was followed.

directed inward at oneself. Associated with emotional disability. Associated with depression. ASsociated with females

directed outwards at others. Associated with emotional disability. Associated with males.

The targeted tier. 5-10% of students who did not respond to universal strategies will need more targeted strategies to address misbehavior. (Check in/check out program)

repair the relationship, instead of giving consequences. What harm was done to individual, rather than to school. Proactive

having a cost associated with behavior (there's a punishment/loss associated with a specific behavior) Must be something valued

teaches responsibility and removes pressure from teacher. Punishment is in what person failed to do

any strategy used to facilitate active engagement. Opportunities for students to participate and engage

A type of group alerting. Auditory/verbal/visual signals that remind students that certain behaviors are to occur. Must be systematically taught. (BELLS)

create unrealistically high expectations, demand conformity, and impose hard sanctions on students who violate rules

do not want to do anything to make students dislike them. Everything is negotiable, few rules enforced, and want to be friends with students

formative is used more often (weekly quizes, asking questions in a lesson)

to summarize class. Like a final test

showing students' body of work. They're best work or their progress of work

Creating preforming, or presenting a special skill or something

how the student interacts with other students (like sociogram) Environmental assessment. Can be done outside of classroom

having a standard that students either do or don't meet

compare to average and to each other

what the students have learned before or after a lesson. Used to diagnose for Special Ed services

tells teachers bias and belief system. What is NOT taught

extra skills learned without being explicitly stated

part of direct instruction. Trying to figure out what students already know.

indicates that teachers know whats going on at all times in all parts of classroom

the effective instructional practice of teachers who keep lessons moving at brisk pace, make efficient transitions between activities, and bring lessons to clear conclusions

the process of breaking down complex instruction into component steps