EDC 308, study guide
EDC 308, study guide EDC 308
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This page Study Guide was uploaded by Jaslyn Tirado on Wednesday March 16, 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 32 views. For similar materials see Assess/Accommodat/Disabilities in Education and Teacher Studies at La Salle University.
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Date Created: 03/16/16
Study Guide for 308 Chapters 146 book notes Chapter 1 introduction to inclusive teaching In 1975 Public Law 94142 known as IDEA was passed This law and its subsequent amendments established the rights of students with disabilities to a free appropriate public education It further provided that this education would take place to the maximum extent possible in the least restrictive environment Before the passage of this law students with special needs were routinely excluded from public schooL Six important principles in IDEA refer to pages 1314 0 Zero reject Nondiscriminatory testing Free and appropriate education Least restrictive environment Due process 0 Parent participation Least restrictive environment means that students with disabilities must be educated in the setting least removed from the general education classroom Mainstreaming was the rst movement devoted to placement of students with disabilities within the general education classroom Inclusion means that students with disabilities are served primarily in the general education classroom under the responsibility of the general classroom teacher Full inclusion is the fulltime placement of students with disabilities in regular classrooms 13 disability categories refer to pages 89 0 Autism Deafblindness Deafness Emotional disturbance Hearing impairments Intellectual disabilities Multiple disabilities Orthopedic impairments Other health impairments Speci c learning disabilities Speech or language impairments Traumatic brain injury Visual impairment including blindness Other instances of classroom diversity refer to page 9 o Culturally and linguistically diverse groups 0 Atrisk OOOO OOOOOOOOOOOO 0 Gifted and talented Chapter 4 teaching students with lowerincidence disabilities Lowerincidence disabilities occur less frequently in the general population than other disabilities areas Lowerincidence disabilities include physical disabilities other health impairments autism severe and multiple disabilities visual impairments and hearing impairments Physical and healthrelated disabilities include Cerebral Palsy Spina Bi da Muscular Dystrophy Traumatic Brain injury EpHepsy Arthritis Asthma and Allergies Diabetes Fetal Alcohol Syndrome 0 Acquired Immune De ciency Syndrome Students with physical disabilities may exhibit dif culties using their arms legs or both the arms and legs Some of the students may exhibit problems with communication Speci c adaptations for increasing mobility assisting with ne motor control and improving communication skills help students become more independent and successful Students with other health impairments may have serious medical needs that require special attention and that restrict their learning in school Coordination with medical professionals while monitoring health and educational needs help these students with school success Students with autism or autism spectrum disorder may have mild to severe dif culties but usually have serious dif culties with social behavior Students with more severe autism have dif culties with language communication cognitive tasks attention memory and basic skills Some students with severe disabilities have severe intellectual disabilities and exhibit dif culties in cognition adaptive behavior and academics social selfhelp problemsolving attention and memory skills Individuals with visual impairments represent the smallest category of exceptionality Students may have very low vision to no vision These students may have dif culty learning unless adaptions are made such as arranging the physical environment for easy accessibility enhancing printed materials using Braille and oral formats and using concrete tactile and threedimensional examples Students with hearing impairments have mild to severe hearing losses Individuals with mild to moderate hearing impairments usually wear OOOOOOOOO hearing aids whereas individuals who are deaf use sign language total communication or some aural techniques for communication Students may require speci c language communication and social skills instruction Arrange special classroom procedures for emergency situations for classroom containing individuals with lowerincidence disabilities Some of these individuals may miss the usual safety alert systems tire more easily or have special medical or mobility needs that require special preparation A variety of adaptations in the physical environment instructional materials instructional procedures and evaluation procedures can make the general education classroom a positive learning experience for students with lowerincidence disabilities Chapter 6 effective differentiated instruction for all students The PASS variables stand for prioritize instruction adapt instruction Materials or the environments systematically teach and systematically evaluate the outcomes of instruction The PASS variables provide a model for planning and delivering effective differentiated instruction in inclusive settings 0 Prioritize instruction to ensure that students are working on the most important objectives and that individual objectives re ect the characteristics of the student Planning for content coverage involves prioritizing instruction and is a critical component of teacher effectiveness Teachers must consider carefully the role of prioritized objectives scope and sequence curriculum and pacing of instruction over time o Adapt instruction materials andor the environment to meet the speci c characteristics of the student Appropriately adapted instruction is a signi cant component of differentiated instruction Types of learning include discrimination factual procedural rule conceptual and problem solving critical thinking Levels of learning include acquisition uency application and generalization Students can provide either identi cation or production responses Consideration of types and levels of learning can be bene cial when planning appropriate differentiated instruction strategies 0 Systematically teaching refers to maximizing the effectiveness of your instruction and includes effective teacher presentations using the SCREAM variables Effective teaching strategies include maximizing academic timeontasks making effective teacher presentations monitoring practice activities review and formative evaluation All are critical components of effective teaching for all students Effective teacher presentations use the SCREAM variables structure clarity redundancy enthusiasm appropriate rate and maximized engagement 0 Systematic evaluation refers to continuous measuring of student progress toward meeting the speci c objectives Teachers should continuously monitor and adjust instruction based on their students progress on formative evaluation measures Curriculumbased measurement provides the basis for evaluating student progress in learning and determining whether student goals and objectives are being met Frequent review promotes retention and longterm learning and provides teachers with opportunities to evaluate student learning
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