EDC 308, study guide
EDC 308, study guide EDC 308
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This 5 page Study Guide was uploaded by Jaslyn Tirado on Wednesday April 27, 2016. The Study Guide belongs to EDC 308 at La Salle University taught by Yost, Gelman in Winter 2016. Since its upload, it has received 19 views. For similar materials see Assess/Accommodat/Disabilities in Education and Teacher Studies at La Salle University.
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Date Created: 04/27/16
Study guide for chapters 3 & 8 Ch.3- teaching students with higher-incidence disabilities Higher-incidence disability areas include speech or language impairments, learning disabilities, mild to moderate intellectual disabilities, and emotional disturbance. Together these disability areas make up 80% of the total population of students ages 6-21 with disabilities served under IDEA and about 8% of the school-age population o Speech or language impairment- 19.1% o Learning disabilities- 44.6% o Intellectual disabilities- 8.6% o Emotional disturbance- 7.5% Students with communication disorders may exhibit problems with speech or language. Speech disorders may involve voice, articulation, or fluency. Language disorders may involve difficulties with phonology, morphology, syntax, semantics, or the pragmatics of language use. Students with learning disabilities make up about half of students with higher-incidence disabilities. These students may exhibit specific problems in basic academic skill areas, as well as areas such as language, attention, memory, social skills, and metacognition. Students with intellectual disabilities exhibit deficiencies in intellectual functioning, and corresponding levels of adaptive behavior. These students may also exhibit learning problems related to language, social behavior, attention, reasoning, academics, comprehension, and problem solving. Students with behavioral disorders or emotional disturbance may exhibit problems in classroom behavior and social relations, or may exhibit disorders of affect, such as anxiety or depression. Students with attention deficit hyperactivity disorder may be served under section 504 or IDEA. Adaptions for this group of individuals may include behavioral approaches, cognitive- behavioral training. A variety of adaptions in the physical environment, instructional materials, instructional procedures, and evaluation procedures can make the general education classroom a positive learning experience for students with higher-incidence disabilities. Ch.8- improving classroom behavior and social skills Much of student behavior is controlled by the classroom environment. Classroom behaviors can be better observed, managed, and evaluated if they are operationalized and monitored by formal observation and recording systems, such as event recording, duration recording, time sampling, and interval recording. Establishing a positive classroom atmosphere is an important key to effective behavior management. Less-intensive strategies, such as establishing rules, praise and ignoring, proximity, direct appeals, and reprimands, are helpful in maintaining appropriate classroom behavior. More formal management systems for effective behavior management include positive reinforcement, punishment, token systems, attribution training, public posting, timeout and level systems, the Good Behavior Game, and contracting. Self-monitoring and self-instruction training is helpful in allowing students to become aware and take more control of their own behavior. A variety of strategies can be used to deal effectively with confrontations, and to prevent them from escalating. Schoolwide discipline systems, such as positive behavioral interventions and supports, have been effective in managing classroom behavior across entire school environments. Several methods exist for assessing social skills, including surveys, checklists, role-play, and direct observation. Social skills are usually taught by modeling, reinforcement, shaping.
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