Special Education Practices Quiz

The process of creating a plan to address a student's challenging behavior, including setting goals and determining strategies for change.

The main objective of this step is to identify acceptable alternative behaviors that serve the same purpose as the challenging behavior.

The act of identifying and recording reasons for an individual's behavior to create an intervention plan.

A comprehensive evaluation that determines if a student continues to qualify for special education services.

A legal requirement for schools to ensure that students with disabilities receive appropriate services.

A process where the IEP team members come together to share important information about a student's progress and discuss how to best support their needs. This ensures everyone is on the same page and working towards the same goals.

A formal assessment that measures a student's progress towards their annual goals on their IEP. It helps track their development and determine whether they need any adjustments to their plan.

An individualised plan created by the IEP team to address a student's specific needs and support their learning. It outlines goals, services, and supports for the student.

A strategy used to improve collaboration between the IEP team members. This ensures that everyone is working towards the same goals and understands their roles in supporting the student.

Parents/guardians have the right to choose the date and time of the meeting and the school must accommodate this request.

Schools must give parents/guardians written copies of all reports and materials discussed in the meeting at least three days before the meeting.

Parents/guardians must approve of a trial of services to determine needs before draft IEP goals are presented at the meeting.

Parents/guardians must agree in advance to the services and supports offered at the student's school.

A qualified interpreter should be provided for all meetings if a family member speaks a language other than English.

Meeting with assessment results should follow the principle of providing accommodations and support for families, including those with language barriers.

The primary consideration for a student's eligibility for special education services is the student's individual needs and the impact of the disability on their education.

The evaluation results, including observations, testing, and diagnostic data, are used to determine whether a student qualifies for special education services.

Regularly meeting with all stakeholders to discuss student progress, effective teaching strategies for diverse learners, and address concerns.

Providing paraprofessionals with training on teaching and behavior management methods to support students with disabilities.

A special education teacher's role on the IEP team is to collaborate with other professionals and families to create and implement appropriate educational plans for students with disabilities.

Regularly reviewing the paraprofessional's performance to ensure they are implementing strategies effectively and provide ongoing support.

Offering open forums for students, parents, and teachers to discuss behavior and intervention strategies and developmental concerns.

A teacher recognizes and values different communication styles in students, adapting their teaching methods to be inclusive of diverse cultural norms. This approach respects individual differences and promotes effective communication in a multicultural classroom.

Teachers should adapt their instruction and expectations to meet the unique needs of each student. This means providing different types of support, accommodations, and modifications to ensure all learners can succeed.

This approach to curriculum design begins by identifying the desired learning outcomes and then works backward to plan the instruction and assessments that will help students achieve those outcomes. It emphasizes a clear focus on what students should learn and how their progress will be measured.

Teachers can incorporate assistive technology, such as speech-generating devices, to support students with communication needs in group activities. This allows them to express themselves effectively and participate actively in collaborative tasks.

A plan developed to ensure that a student with a disability receives accommodations to address their needs and access the learning environment.

A legal requirement for schools to provide a free and appropriate public education (FAPE) to every eligible student with a disability.

A condition characterized by difficulties with social interaction, communication, and repetitive behaviors.

A range of difficulties that may involve oversensitivity or undersensitivity to sensory information.

A disorder that affects attention, hyperactivity, and impulsivity.

Difficulties with speech and language, such as stuttering, hearing loss, or delayed language development.

A condition characterized by academic difficulties, immaturity, withdrawal, hyperactivity, and aggression.

A term that refers to individuals who experience significant limitations in intellectual functioning and adaptive behavior.

Strategies that help support students with speech and language impairments.

A delay in developing essential communication skills, such as babbling or cooing.

Difficulties with social skills, such as interacting with others, understanding feelings, or engaging in conversations.