Final Exam Study Guide
Final Exam Study Guide EDSP 3054
Popular in Understanding and Accommodating Students with Exceptionalities
Popular in Special Education
This 2 page Study Guide was uploaded by Jillian O'Connor on Monday March 28, 2016. The Study Guide belongs to EDSP 3054 at University of Oklahoma taught by Joyce Brandes in Summer 2015. Since its upload, it has received 25 views. For similar materials see Understanding and Accommodating Students with Exceptionalities in Special Education at University of Oklahoma.
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Date Created: 03/28/16
EDSP 3054/5413 1 FINAL EXAM Study Guide EDSP 3054/5413: Understanding and Accomodating Students with Exceptionalities Objectives for the Exam: This exam is based on knowledge, skills, and application of the information you received through the lecture and/or discussion classes primarily since the last exam. Below are the general topics we addressed through the lecture class, discussion class, textbook, D2L, and posted materials. They are meant to help guide your review efforts, but are not to be regarded as inclusive of all knowledge and skills required for the exam. Autism Spectrum Disorder/Asperger’s Syndrome (ASD/AS) ▪ Purpose of IEP as it relates to specific disabilities included in this exam. ▪ Various components of an IEP, the purpose of each, meetings, requirements and development. ▪ Causes, prevalence rate, treatments and assessments. ▪ Effective instructional strategies as they relate to specific disabilities included in this exam. ▪ Accommodations and modifications as they apply to specific disabilities included in this exam and the general education classroom. ▪ Inclusion as it relates to the specific disabilties included in this exam. Severe and Multiple/Intellectual Disabilities (ID) ▪ Are these two areas the same? If so, how? If not, what are the primary differences? ▪ What are some of the major causes? ▪ What are some of the instructional strategies for students in these categories? Traumatic Brain Injury(TBI)/Acquired Brain Injury (ABI) ▪ What are the common causes of TBI? ▪ Can you briefly identify some of the primary symptoms of TBI/ABI and their impact on individuals who sustain them? ▪ What is Shaken Baby syndrome and what are some of the lasting effects? ▪ What are the educational needs for students who have sustained a TBI/ABI? ▪ What are some things educators should do to prepare for and accommodate a student (of any age) with a TBI or ABI? Hearing Impairment (HI)/Deaf/deaf ▪ Briefly identify and explain the hearing loss ranges? ▪ What are the different types of hearing loss? ▪ How are hearing impairments acquired? ▪ What is the difference between Deaf and deaf? ▪ What are some classroom strategies that are useful with students with hearing loss? ▪ What do signers need to pay attention to when they sign? EDSP 3054/5413 2 FINAL EXAM Study Guide Visual Impairment (VI)/Blindness ▪ Can you identify signs and various forms of a visual impairment? ▪ Can you state the approximate prevalence and causes of VI? ▪ What are some strategies that can be helpful for working with individuals with visual impairment/blindness Orthopedic Impairment (OI) ▪ Can you distinguish the different types of cerebral palsy and spina bifida? ▪ Can you discuss manifestation, onset, and prognosis of Duchenne’s muscular dystrophy? ▪ Are you prepared to develop adaptations in the environment, curriculum, instruction, and support as needed by individuals of all ages with these conditions? ▪ If asked to describe appropriate interventions for individuals with these conditions, are you able to do so? Other Health Impairment (OHI) ▪ Can you identify and explain the components of Universal Precaution? ▪ What do you know about seizure disorder in terms of identification, instruction, and management of its manifestation? ▪ Can you identify and explain what to do and not do and why when a person is having a seizure? ▪ Can you identify the 5 types of seizures? Gifted and Talented (GT) ▪ Do you understand the characteriscs of students identified as being GT? ▪ What are the causes? ▪ How do school systems identify and educate students who are GT? ▪ Can you defend including these students in the general education classroom? IEP, Functional Behavioral Assessment (FBA), Transition, Foundational Knowledge ▪ Can you explain the purpose and process related to the IEP? ▪ Can you convert assessment data to meaningful and appropriately written goals and related objectives? ▪ Can you explain the purpose of and development of an FBA? ▪ Be prepared to identify and explain components included in the process and development of the Transition page of the IEP. In order to respond to some of the questions on the exam, it will be helpful to you if you are able to discern answers based on best practice and important legislation that has and continues to influence special education.
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