D096 OA study guide - Lecture notes Assessment PDF

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IDEA 13 specific categories: 1. Autism spectrum disorder 2. Intellectual disability 3. Hearing impairment 1% 4. Deafness 5. Speech or language impairment 19% 6. Visual impairment (including blindness) 1% 7. Emotional disturbance (including anxiety and depression) 8. Orthopedic impairment 1% 9. Traumatic brain injury 10. Other health impairment (including ADHD) 14% 11. Specific learning disability (dyslexia, dysgraphia, auditory processing) 34% 12. Deaf-blindness 13. Multiple disabilities 5 stages of second language acquisition: Preproduction: “silent period”, minimal comprehension, draws, points, nods, no verbalizing, know 500 words (0-6 months) Early Production: limited comprehension, one-two word responses, key words, present-tense verbs, know 1000 words, lots of listening (6 mo-1 year) Speech Emergence: good comprehension, produce simple sentences, grammar errors, doesn’t understand jokes, context clues/familiar topics (1-3 years) Intermediate Fluency: excellent comprehension, few grammatical errors, communicating is fluent, higher-order thinking skills (3-5 years) Advanced Fluency: fluent in all contexts, near-native level of speech, comfortable communicating, may still have accent (5-7 years) Tier 1: CORE Whole class instruction using evidence-based general education strategies Tier 2: TARGETED Small group intervention provided to students in addition to tier 1 Tier 3: INTENSIVE Geared toward skill growth and acquisition much more narrowly focused (most intense) Pullout: student leaving classroom to receive specialized instruction Scaffolding: building on students experiences and knowledge as they are learning new skills Krashen’s Theory of Second Language Acquisition (SLA): Acquisition-Learning: the product of the process children undergo when they acquire their first language Monitor: explains relationship between acquisition and learning and defines the influences of the latter on the former. Role of the brains learning system in monitoring/correcting language use. Input: explain how the learner acquires a second language, how it takes place. Providing comprehensible input or language just above students current level. Affective Filter: a # of affective variables play a role in second language acquisition. Students are less available to learn language if they are in a stressed/unmotivated state. Natural Order: the acquisition of grammatical structures follows a “natural order” which is predicable. The order in which parts of language are acquired. Accommodations: changes in the classroom to how the child learns the curriculum. Ex: extra time on tests, seating near the front, etc.

One Teach, One Observe: co-teachers decide in advance what types of specific observational info to gather during instruction and can agree on a system for gathering the data. Afterwards, teachers analyze the info together One Teach, One Assist: one primarily teaching, other circulated through room to provide unobtrusive assistance to students Parallel Teaching: both teachers covering same info, but they divide class into 2 groups and teach at same time Station Teaching: teachers divide content and students. Each teacher teaches their content to one group and then repeats that same instruction when the groups switch. If 3rd group is needed, use for student independent work Alternative Teaching: one teacher teaches the large group, other teaches a smaller group who may be behind Team Teaching: both teachers teaching same instruction at the same time. 1 brain, 2 bodies. Culture: a set of values, beliefs, and behaviors shared by a group of people Cultural Identity: an individual person weaves together aspects of the multiple overlapping cultures to which he or she belongs. Knowing who you are. BICS: “playgroup language, social language”, “hi, how are you, I’m fine, what’s your name, cool” 1-2 years CALP: content language that helps them be successful. 5-7 years ESSA: Congress enacted the ESSA, the primary law governing school funding, operations, and accountability. Provide an equal opportunity for students who get special education services Title III: changes related to Els. Requires states to use standardized practices to identify students in need of English language instruction support, including reading, writing, listening, and speaking assessments. LRE: LRE is part of IDEA. Common scenarios: general education classroom w/support, partial mainstream/inclusion classroom, special education class, specialized program outside of your school district. ADA: civil rights law to prohibit discrimination of disability in employment, public services, and accommodations. Protected: any individual w/ a disability who has an impairment that limits life activities, has record of impairment, or regarded having such impairment. Person must qualify for program, service, or job. Not directly FAPE. PROVIDES FREEDOM FROM DISCRIMINATION AT WORK. IDEA: education act to provide federal financial assistance to education agencies to guarantee special education & related services to children w/disabilities. Protected: Ages 3-21/ K-12 within the 13 specific disability categories and need special education/services. Directed to FAPE. THE LAW THAT PROHIBITS SPECIAL EDUCATION. IEP 504: civil rights law to prohibit discrimination on the basis of disability in programs/activities, public/private, that receive federal financial assistance. Protected: those w/ impairment that limits major life activities (walking, seeing, hearing, speaking, learning, working), record of such impairment, or regarded having such impairment. Directed to FAPE. THE LAW THAT PROVIDES 504 PLANS FOR ELIGIBLE K-12 STUDENTS. Accommodations IEP vs 504 Plan: governed by different laws; IEP governed by a special education law, 504 governed under a civil rights law. To qualify for IEP, you have to have one of the 13 specified disabilities that is listened in the law…however, this isn’t enough, it also has to affect the student’s learning in the classroom. For 504 plan, student needs to have a disability that is getting in the way of his learning in the general education classroom…changes are made within the classroom (accommodations). “504 plan isn’t as good as an IEP”. Universal Design for Learning (UDL) --multiple means of…: engagement, representation, action and expression Representation: providing options for language and symbols, promote cross-linguistic understanding Engagement: provide options for recruiting interest, enhance relevance, value, and authenticity. Provide options for selfregulation, develop self-assessment and reflection Examples: posted lesson goals, assignment options, flexible workspaces, regular feedback, digital and audio text...