ILTS 290 Quizlet Update PDF

ILTS 290 Study online at https://quizlet.com/_dxq40u Which of the following milestones of cognitive development have most three-and four-year-olds acheived? A: Distinguishing between left and right C: Understanding of past and present B: Stating...

ILTS 290 Study online at https://quizlet.com/_dxq40u Which of the following milestones of cognitive development have most three-and four-year-olds acheived? A: Distinguishing between left and right C: Understanding of past and present B: Stating the months of the year in correct order C: Understanding of past and present D: Reading text accurately from a picture book Which of the following utterances made by a six-year-old is most closely associated with a speech impairment? A: "I goed swimming yesterday." (I went swimming yesterday B: "Yoot at de bue tain." (Look at the blue train.) B: "Yoot a de bue tain." (Look at the blue train.) C: "I saw a wabbit." (I saw a rabbit.) D: "My mommy loves fishes." (My mommy loves fish.) Which of the following developmental milestones of communica- tion is most closely related to a typically developing five-month-old infant? A: following one-step directions (e.g., "Roll the ball.") D: making babbling sounds (e.g., dadada) B: pointing to body parts when prompted (e.g., "Where's your nose?") C: saying one or two words (e.g., Mommy) D: making babbling sounds (e.g., dadada) A high school student with moderate autism spectrum disorder (ASD) may likely require additional support in which of the follow- ing areas of social-emotional development? A: responding in an expected way to the facial expressions of A: responding in an expected way to the facial expressions of others others B: expressing positive emotional reactions to situations C: engaging in high-interest tasks for extended periods of time D: separating from family members at the beginning of the school day Which of the following emotional responses to accidentally break- ing a toy would be typical of a two-year-old child who is developing along expected timelines? B: crying and asking for the toy to be fixed A: refusing to continue playing for the rest of the day B: crying and asking for the toy to be fixed C: displaying fearfulness of the adult who provided the toy D: becoming withdrawn and unresponsive to attempts to engage Which of the following processes for learning across domains best supports early elementary school students' development? A: teaching students explicit academic skills to work on for a specified number of minutes a day D: engaging students in frequent unstructured play and explo- B: ensuring students are meeting expected developmental mile- ration stones at the same rate C: encouraging students to review new content learning indepen- dently each day D: engaging students in frequent unstructured play and explo- ration A young child is exposed to rich, meaningful conversations and engages in many discussions with family members. This will most likely support the child's development in which of the following areas of literacy development? C: vocabulary knowledge A: phonemic awareness B: reading fluency 1 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u C: vocabulary knowledge D: reading comprehension A second-grade student recently arrived from another country to the US. The students demonstrates a speech sound disorder when speaking their home languages, which had a different al- phabetic system than English. As a results of these factors, which of the following language milestones will be most directly impacted when the student learns English? A: accurately decoding written words A: accurately decoding written words B: acquiring the meaning of social vocabulary C: using appropriate greetings with teachers and peers D: understanding one- and two-step directions Which of the following descriptions best characterizes a student with a developmental delay? A: A 15-year-old resists changes in the daily routine and refuses to complete transitions. D: A 5-year-old does not yet understand the concept of counting B: A 12-year-old struggles to retain the meaning of academic or sorting objects by color vocabulary C: A 10-year-old develops physical symptoms associated with fear and anxiety D: A 5-year-old does not yet understand the concept of counting or sorting objects by color A six-year-old student with mixed hearing loss often struggled to hear some word endings. Which of the following challenged related to language development may the student face as a result? A: misinterpreting the facial expressions and gestures of others C: misunderstanding and misusing verb tenses and plural word B: struggling to understand the concept of letter-sound associa- forms tions C: misunderstanding and misusing verb tenses and plural word forms D: comprehending orally presented information with many details Early in the school year, a parent of a five-year old with a de- velopmental delay has noticed their child has been having more difficulty with behavior at home since school started and asks the child's teacher for suggestions on establishing a more predictable schedule for the child when not at school. Which of the following resources should the teacher suggest? D: a list of sample home routines for the parent to model and adapt A: a web site that shares the importance and positive impacts of as needed home routines for young children B: a list of after-school child-care services that advertise strengths in structure and routine C: an article recommending age-appropriate chores that can be added to the child's daily routine D: a list of sample home routines for the parent to model and adapt as needed Which of the following behaviors is most closely associated with a ten-year-old with a social-emotional disorder? A: crying for long periods of time when separated from a caregiver at drop-off A: crying for long periods of time when separated from a caregiver B: feeling shy when giving academic presentations to the class at drop-off C: preferring to work with peers over working independently on academic tasks D: attempting to fit in to various social groups by acting differently with specific peers 2 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u A nine-year-old student with a fluency disorder struggles with initiating speech and, when nervous, speaks at a fast rate with moments of disfluency. Consequently, the student it often misun- derstood by peers and adults. Which of the following academic difficulties is the student likely to have as a result? A: engaging in oral discussions or conversations in class A: engaging in oral discussions or conversations in class B: organizing information from a read-aloud on a graphic organizer C: acquiring the meaning of content-specific vocabulary D: retaining information and applying to new learning A middle school student with a social-emotional disorder has experience trauma related to a recent natural disaster and is fearful about the possibility of having this experience again. The student's special education teacher and content-area teachers meet to discuss the student and note that the student exhibits trouble focusing and sometimes paces around the room, even during subjects that are of high interest. The teachers consider ways to support the student's learning during this time. Which of the following questions would be most effective in initially support- D: How can we ensure the student feels safe? ing the student? A: How can we make sure the student completes assignments in a timely fashion? B: How can we provide a message to the student that academics are important? C: How can we design meaningful and engaging activities for the student? D: How can we ensure the student feels safe? A fifth-grade student has low vision and wears glasses. The student enjoys listening to and telling stories by finds reading independently for sustained periods of time tiring. Based on this information, which of the following academic tasks would the student likely find difficult? A: summarizing a chapter from a narrative text A: summarizing a chapter from a narrative text B: reading a stanza from an illustrated poem C: identifying the subheadings and captions in a nonfiction text D: creating a narration to accompany a wordless picture book Which of the following steps is most critical during the initial stage or formal transition planning for a 14 year old? A: determining the student's aptitude for various postsecondary paths C: conducting an assessment of the student's needs, strengths, B: consulting with adult agencies on the development of appropri- preferences, and interests ate goals for the student C: conducting an assessment of the student's needs, strengths, preferences, and interests D: reviewing the student's past intervention targets to ensure relevant skill development A special education teacher must take which of the following steps when requesting information from a psychiatrist about a student as part of the special education assessment process? D: obtaining written consent from the parent/guardian A: determining the set of formal assessments for the evaluation B: observing the student in the general education classroom C: reviewing the student's current education record D: obtaining written consent from the parent/guardian A special education teacher is summarizing the evaluation find- ings of a second-grade student with a suspected intellectual dis- ability. As part of the assessment, the teacher administered a standardized assessment that is normed on a younger population 3 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u of students to obtain information about the student's development age-equivalency. Which of the following strategies related to scor- ing the assessment would be most appropriate in ensuring the accuracy of the information? A: using the highest chronological age presented in the manual to B: presenting the findings descriptively without reporting stan- score the assessments dardized scores B: presenting the findings descriptively without reporting stan- dardized scores C: estimating the student's grade-level abilities based on perfor- mance on the test D: converting the student's raw scores into standardized scores and percentile ranks For which of the following purposes would a behavior frequency chart be used most appropriately? A: identifying the reward that most effectively motivates the stu- dents D: establishing the baseline for a student's behavior B: comparing a student's behavior with that of other students in the class C: determining the appropriate intervention to address a student's behavior D: establishing the baseline for a student's behavior A special education team is discussing the evaluation process for a student who is suspected of having a specific learning disability. Which of the following assessment practices would be most appropriate to ensure that the process is fair and equitable? A: administering and reporting data from a variety of sources and A: administering and reporting data from a variety of sources and assessments assessments B: eliminating test items in a standardized test due to potential bias C: modifying instructions given by the test facilitator if the student begins to perform poorly D: using criterion-referenced instead of norm-referenced assess- ments Evaluating students performance using a growth model that in- corporates multiple measures of learning compared at different points in time benefits students in which of the following ways? A: It accurately identifies the needs of the majority of students within the classroom C: It enables teachers to use the academic progress of students B: It provides a more unifies approach to evaluating student work as a valid measure of learning so that students reach similar levels of achievement C: It enables teachers to use the academic progress of students as a valid measure of learning D: It encourages teachers to think about the minimum expecta- tions needed to demonstrate student performance Screening tools are best described as forms of assessment that have which of the following characteristics? A: They provided detailed information on exact supports a student requires B: They indicate when further assessment or intervention may be B: They indicate when further assessment or intervention may be needed needed C: They inform school administrators about classroom achieve- ment levels D: They provide data to support a referral for full educational evaluation A student with hearing loss communicates primarily using ASL and uses and educational interpreter at school. For an upcoming 4 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u state assessment, which of the following accommodations would best support this student's needs while maintaining the validity of the assessment? A: using an examiner who is familiar with the student to ensure that the student is comfortable requesting assistance C: using a sign language interpreter for verbally presented direc- B: providing an augmentative and alternative communication tions or responding to test-specific questions (AAC) device on a tablet computer to transmit and collect re- sponses C: using a sign language interpreter for verbally presented direc- tions or responding to test-specific questions D: masking portions of the test booklet to eliminate visual distrac- tors and improve the student's focus Which of the following communication strategies would be most appropriate for a special education teacher to use when de- scribing assessment results to family members during an initial eligibility meeting? A: asking family members what questions they have about the C: paraphrasing and summarizing the key information presented assessment results before discussing them in the assessment report B: providing a list of terms and definitions used in assessment reports for family members to refer to during the meeting C: paraphrasing and summarizing the key information presented in the assessment report D: reading the assessment report aloud to the family to accurately present all information included After a functional behavior assessment has been conducted, an intervention team meets to create a behavior intervention plan for a student with an emotional disability who has recently been demonstrating disruptive behavior that has not responded to informal intervention approaches. The team begins the BIP by developing short-term and long-term behavioral goals. A primary purpose of this step of goal development is to: C: identify acceptable alternative behaviors that serve the same A: identify which stakeholders should be involved in implementing purpose as the challenging behavior the student's intervention B: determine the most effective and expedient way to eliminate the challenging behavior and reinforce student compliance C: identify acceptable alternative behaviors that serve the same purpose as the challenging behavior D: determine which preventative strategies would minimize the student's negative behaviors Which of the following steps is required by federal law to be com- pleted by a school before determining that a middle school student who had been identified as having a specific learning disability no longer meets the criteria for special education services? A: changing from direct to indirect services as a preliminary de- D: requesting parental/guardian consent to administer a full edu- crease in service provision cational assessment B: informing the parents/guardians in writing that the school has terminated services C: trialing a period of time without services and documenting student performance D: requesting parental/guardian consent to administer a full edu- cational assessment An elementary school offers a weekly art class for all students. Early in the school year, the art teacher asks the special education teacher to collaborate on modifying the learning environment for a student who receives special education services and needs support following multistep instructions. Which of the following strategies would best address the student's needs? 5 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u A: creating a digital sequencing board for the student to use on their tablet B: seating the student close to the teacher for demonstrations of A: creating a digital sequencing board for the student to use on techniques their tablet C: providing the supplies needed for each activity to the student ahead of time D: reducing talking and ambient noise in the classroom during art activities. According to IL law, which of the following steps must occur prior to holding an eligibility meeting for a student who has undergone a full educational evaluation for a suspected learning disability? A: Parents/guardians must request the meeting date and time in writing, and the school must accommodate this request B: Parents/guardians must be provided with written copies of all B: Parents/guardians must be provided with written copies of all reports and materials that will be discussed at least three days reports and materials that will be discussed at least three days prior to the meeting prior to the meeting C: Parents/guardians must approve of a trial of services to deter- mine needs prior to presenting draft IEP goals at the meeting D: Parents/guardians must agree in advance to the services and supports that are available at the student's current school A special education teacher contacts Parents/guardians prior to a meeting at which assessment results will be presented. The teacher asks if any accommodations are needed and learns there will be a family member present who speaks a language other than English. The family requests an interpreter to ensure everyone understands the discussion. Which of the following steps would be most appropriate response to this request? A: arranging for an educational interpreter and contacting them A: arranging for an educational interpreter and contacting them before the meeting to discuss assessment-related terminology before the meeting to discuss assessment-related terminology that may be used that may be used B: asking the family if they have any suggestions for interpreters they would feel comfortable using for the meeting C: inviting a teacher at the school who speaks the home language to attend the meetings as an interpreter D: translating assessment reports and written materials using computer translation tools and providing them to the family with versions in English Which of the following factors has highest importance when de- ciding a student's eligibility for special education services? A: the lowest test score on a norm-references standardized as- B: the recommendation of the full assessment team sessment B: the recommendation of the full assessment team C: the parents'/guardians' explicit request for services D: the school psychologist's assessment report Which of the following educational practices most directly sup- ports appropriate identification of students from diverse back- grounds who should be referred to intervention teams for lan- guage-based disabilities? C: providing literacy instruction to promote academic vocabulary A: incorporating students' preferred styles into instruction B: teaching students to use school resources independently C: providing literacy instruction to promote academic vocabulary D: using state assessment measures to indicate students' learning needs Which of the following types of information is a school most likely trying to determine by conducting a risk ratio of students receiving special educational services? 6 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u A: identifying which students need a higher intensity of special education services based on environmental factors B: evaluating the educational outcomes of an inclusion model of C: assessing whether any particular population of students is providing sp.ed. services to students in the LRE being identified as needing sp.ed. services at a higher of lower C: assessing whether any particular population of students is rate than expected being identified as needing sp.ed. services at a higher of lower rate than expected D: monitoring compliance with fulfilling the requirements of IEP goals and services Which of the following situations represents the provision of relat- ed services in the LRE? A: A PT meets with two first grade students who have orthopedic disabilities on the playground during recess to work on balance and motor skill goals in a functional context B: A reading specialist meets with a small group of students who D: A speech language pathologist provides consultation with the require tier 2 interventions in literacy to support their learning classroom teacher to discuss strategies for interventions and data using individualized approaches that reflect their specific learning collection on a students language-related goals goals C: An occupational therapist accompanies a student who has multiple disabilities from the classroom to the cafeteria to support the student in applying self-help skills in dressing and eating D: A speech language pathologist provides consultation with the classroom teacher to discuss strategies for interventions and data collection on a students language-related goals As part of preparation for writing a student's IEP progress report, special education teachers and service providers must: A: obtain consent from the student's parents/guardians to confer D: measure and document a student's gains toward attaining with general education teachers annual goals B: convene the IEP team to discuss the info that will be included C: complete a formal benchmark assessment D: measure and document a student's gains toward attaining annual goals Which of the following strategies would best facilitate collaboration and accountability among IEP team members when developing a student's IEP? A: brining a completed IEP and asking the parents/guardians to sign it at the end of the meeting B: projecting the working IEP onto a screen during the meeting B: projecting the working IEP onto a screen during the meeting and editing the sections as they are discussed and editing the sections as they are discussed C: predetermining some aspects of the IEP in advance such as the student's educational placement and services needed D: asking one stakeholder to document the recommendations for the IEP and completing the draft after the meeting for par- ent/guardian approval Which of the following steps must be completed when developing transition plans as part of a high school student's IEP (program)? A: extending an IEP meeting invitation to agencies or networks that will support the student's transition to various adult life roles A: extending an IEP meeting invitation to agencies or networks B: developing long-term IEP goals based primarily on the stu- that will support the student's transition to various adult life roles dent's interests and the family's hopes for their future C: focusing on specific transition areas that are the most likely associated with the student's particular disability category D: Using aptitude assessments to guide vocational experiences for students who will pursue employment after graduation Which of the following questions would be most important to consider when determining the appropriateness of a student's 7 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u placement in the general education setting? A: How much training will the general education teacher require in order to provide specially designed instruction to this student? B: Are there other students in the classroom with similar needs D: What supports does the student need to access the curriculum that will make the general education teacher's planning more and be successful in the classroom? efficient? C: How frequently can the student receive services outside of the classroom and still maintain progress in classwork? D: What supports does the student need to access the curriculum and be successful in the classroom? An IEP team is working on developing standards-based educa- tional goals and benchmarks for a student in second grade who has a specific learning disability. Which of the following steps in this goal development process is most important to take after reviewing the student's present level of performance? A: determining in what setting the student should receive specially B: identifying a grade-level learning outcome affected by the area designed instruction and who will be responsible for providing of need and writing a goal addressing the outcome these services B: identifying a grade-level learning outcome affected by the area of need and writing a goal addressing the outcome C: modifying the previous year's benchmarks and goals to in- crease the performance levels expected by year's end D: using developmental skill profiles to develop benchmarks and goals that will support acquisition of foundational academic skills A special education teacher is conferring with a fourth-grade general education teacher about the routine that occurs at the end of the school day. A student in the class uses a wheelchair for mobility, and the general education teacher discloses that the student rarely participates when students are asked to help tidy the classroom. Which of the following strategies for the general education teacher would best address this situation in a way that enhances the classroom community? D: assigning each student a specific classroom job to complete at the end of each day A: meeting individually with the student about the importance or personal responsibility B: creating a list for the student of the various options for tidying tasks that need to be done each day C: pairing students each week to help each other with the daily classroom tidying D: assigning each student a specific classroom job to complete at the end of each day A middle school student who has a SLD that primarily affects decoding attends class in the general education setting. The student's English language arts class is co-taught by a general education teacher and a special education teacher. Students are about to begin a unit in which they will read modern works of fiction. Which of the following strategies would provide the most appropriate modification of this text for this student? B: providing the student with an audio recording of the novel A: providing the student with a summarized version of the novel B: providing the student with an audio recording of the novel C: providing a graphic organizer for the student to fill out while reading the novel D: providing the student with background info relevant to each chapter of the novel Which of the following factors should be considered when de- termining if word prediction software would promote a student's access to the curriculum? 8 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u A: Does the student make spelling errors frequently when writing by hand? B: Is the student able to read text aloud with appropriate fluency? C: Does the student have basic phonological awareness skills? C: Does the student have basic phonological awareness skills? D: Is the student able to produce grammatically correct sen- tences? Which of the following classroom strategies would best support feelings of empowerment and self-esteem in students with dis- abilities? A: allowing students to decide when they are finished with tasks C: keeping challenges with students' abilities to ensure success B: providing several alternative ways to respond to tasks on tasks C: keeping challenges with students' abilities to ensure success on tasks D: asking parents/guardians to check tasks given as homework assignments for accuracy Which of the following scenarios illustrates a teacher who is interpreting students' communication patterns based on their own personal cultural background? A: A teacher reads about students' cultures and adapts commu- nication styles toward various cultural norms B: A teacher views students' active verbal participation as a sign B: A teacher views students' active verbal participation as a sign of engagement and competence of engagement and competence C: A teacher ignores interpersonal disagreements among stu- dents who spend time together outside of school D: A teacher treats all learners the same and has the same expectations and standards regardless of students' backgrounds or cultures. A special education teacher is working with students in a life-skills program on specific vocational skills that will be needed to partici- pate in a community employment program. The teacher is using a backward design approach and has determined the desired skills and developed a rubric that assesses student learning outcomes. Which of the following questions would the teacher address next in evaluating what is needed for effective instruction? C: Do planned lessons contribute to student success on the com- A: What accommodations and modifications are listen in students petencies measured by the assessment? IEP for assessments? B: For which students and prospective vocational settings is this assessment approach most appropriate? C: Do planned lessons contribute to student success on the com- petencies measured by the assessment? D: Are students able to participate in the same activities and be assessed on the same timeline? Which of the following strategies would best support the commu- nication needs of a third-grade student who uses a speech-gen- erating communication device when engaging in group work? A: showing students in the class how the device works so they can help their peer B: ensuring the device has appropriate words and phrases for B: ensuring the device has appropriate words and phrases for social interactions as well as academic work social interactions as well as academic work C: asking the speech language pathologist to come into the class- room to provide the student's services D: having a paraprofessional sit with the student's group to make sure the student is included in the convo A special education teacher collabs with a high school Eng- lish language arts teacher on instructional methods, materials, and the classroom environment to support students with specific learning disabilities. There will be assigned notetakers for lec- 9 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u tures, models and visuals to demonstrate concepts, spellcheck- ers with word processing software, and graphic organizers and audio recording of textbooks. These examples show the teachers' awareness of the importance of: A: maximizing student independence A: maximizing student independence B: eliminating distractions that could disrupt focus C: ensuring students achieve grade-level proficiency D: addressing IEP goals within instruction Which of the following accommodations would be most appro- priately provide a sixth-grade student with a specific learning disability in written expression an effective way to demonstrate understanding on assignments requiring written responses? A: giving the student a highlighter and a choice of pencil or pen D: allowing the student to use speech-to-text software B: meeting with the student individually to listen to the student present responses C: providing the student with seating near the teacher or away from distractions D: allowing the student to use speech-to-text software A special education teacher develops and individualized work completion plan to support a fourth grade student with ADHD. This strategy best supports the student in which of the following ways? C: developing executive functioning skills A: increasing self-esteem and confidence B: improving internal motivation C: developing executive functioning skills D: encouraging positive behavior Which of the following steps should and IEP team address early in the transition planning process before a student enters high school? A: working with the student and family to investigate and apply for postsecondary vocational training opportunities B: defining the future goals of the student related to post sec- B: defining the future goals of the student related to post sec- ondary education, training, employment, and independent living ondary education, training, employment, and independent living C: inviting adult service providers to the IEP meetings that occur prior to developing a formal transition plan D: notifying the student of the rights that will transfer to them upon reaching the age of majority A high school student with an intellectual disability is attend- ing classes in functional academics to address goals that in- volve developing independent living skills. Which of the following skills addresses student learning goals across functional reading, mathematics, and writing? D: creating a daily schedule by hour and minute A: determining what clothing to wear for specific weather condi- tions B: preparing a simple snack C: selecting the correct coins to make a purchase from a vending machine D: creating a daily schedule by hour and minute A second grade student with an ortho and speech disability due to cerebral palsy communicates using a high-tech speech-gener- ating device and nonverbal communication such as gestures and facial expressions. The student has access to the internet and a word processor on the speech-generating device. AN upcoming writing lesson focuses on choosing a topic and generating illus- trations, words, phrases, and sentences about the topic selected. The students will begin by cutting out images from magazines to create a thematic collage. Which of the following instructional 10 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u strategies would best support this student's participation in this collage activity? A: asking the student to generate topic words and phrases and then locating and cutting out magazine pictures for them B: having a paraprofessional offer magazine image options for the D: providing the student with Internet bookmarks linked to digital student to select by pointing and then cutting out and compiling magazines to cut and paste images into a photo collage the collage for the student C: giving the student a choice of several premade collages con- structed by the teacher in advance D: providing the student with Internet bookmarks linked to digital magazines to cut and paste images into a photo collage A middle-school student who has ASD attends general education classes and receives direct services from a SLP once a week outside the classroom to work on language-related goals targeting understanding inference and nonliteral language. Which of the following strategies by student's special education teacher would be most appropriate in ensure that the related services align with the student's instructional program? A: coordinating communication between the student's English A: coordinating communication between the student's English lan- language arts teacher and the SLP about goal-related language guage arts teacher and the SLP about goal-related language skills skills required by current assignments required by current assignments B: asking the SLP to co-teach with the English language arts teacher for 30 min sessions to support the student's language goals in an authentic context C: giving the SLP copies of the student's content-area texts and suggestions for actives that would address the student's academic goals D: asking the student to bring writing assignments and homework to work on with the SLP during sessions A fifth grade teacher has two students in class who have spe- cific learning disabilities in literacy mainly in the area of reading comprehension. The teacher has observed that these students need additional support building background knowledge that has not been retained through prior reading. Which of the follow- ing instructional strategies best integrates important background knowledge for these students prior to beginning new content-area texts? C: showing brief 1-2 min videos that introduce concepts and set the tone for new texts A: providing a choice of graphic organizers to support students' skills in summarizing new texts B: reading passages from new texts aloud and inviting the class to select and define key words from the passage C: showing brief 1-2 min videos that introduce concepts and set the tone for new texts D: giving new texts to read as homework before beginning discus- sions about them during class Fourth grade students are learning about identifying character development and plot in literary works. A student in the class has an intellectual disability and currently reads below grade level. The teacher selects texts for this student that are at the student's inde- pendent reading level for classroom learning activities related to this topic. This approach most clearly demonstrates a modification that: D: provide adapted materials so that the student can make progress toward grade-level learning standards A: encourages the student to sustain effort longer by ensuring that texts are engaging and interesting to the student B: reduces the complexity of the task involved so that the student will demonstrate greater progress C: aligns the learning outcome to the student's reading level while providing similar texts to those used by other students 11 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u D: provide adapted materials so that the student can make progress toward grade-level learning standards Which of the following actions is most important as a first step when planning instruction for a student with a disability in the LRE? A: creating methods to monitor and document daily progress on short-term benchmarks C: determining supplementary aids and services needed to be B: Ensuring that there are students with similar abilities and goals successful in accessing the curr. in the same classroom C: determining supplementary aids and services needed to be successful in accessing the curr. D: requesting professional development for staff working with the student on improving learning outcomes A special education teacher in an elementary school works to cultivate out-of-class conversations with students to get to know them personally. The teacher also spends some time during the first few weeks of school engaging students in social games and establishing school-to-home relationships. These actions reflect an awareness to culturally responsive practices and demonstrates the teacher's commitment to: A: developing learning communities in which students feel ac- A: developing learning communities in which students feel ac- knowledged and respected knowledged and respected B: determining whether students' placements and accommoda- tions are effective and supporting their learning needs C: monitoring students' behavior for any situations that interfere with their own learning or the learning of other students D: identifying resources needed to better address the range of supports required by students the classroom Which of the following types of data would best support the case for a student with specific learning disability needing to accom- modation to support reading instruction added to an IEP? B: historical reading assessment data A: results from a benchmark assessment B: historical reading assessment data C: anecdotal notes taken during instruction D: reports showing a decline in oral reading fluency A sp.ed. teacher is reviewing upcoming lesson plans in math for a fourth grade student who has and ID and receives instruction in the gen ed classroom. The teacher also reviews the IL Learning Standards in math. For which of the following purposes can the teacher can best use the state standards to support this student's math instruction? A: determining the level and sequence of skill development that is A: determining the level and sequence of skill development that is app. for the student app. for the student B: designing the activities that will prepare the student for upcom- ing benchmark testing C: developing homework assignments to supplement classroom instruction for the student D: providing options to gen ed teacher for ways to assess this student's learning after instruction A kindergarten teacher invites a sp.ed. teacher to review the classroom library for ways to make books more accessible for stu- dents who have delayed development of fine-motor skills. Which of the following suggestions would best address this concern? C: attaching small squares of cardboard to the corners of pages in books to make them easier to turn A; ensuring that popular books are available in both individual versions and big book formats B: limiting the number of books that are available to student at any 12 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u one time C: attaching small squares of cardboard to the corners of pages in books to make them easier to turn D: providing hard cover books before introducing soft cover books Which of the following guidelines would be most helpful in selectin transition assessments that will be used in writing transition goals in a student's IEP? A: including both formal and informal options that help define and refine a student's postsecondary goals A: including both formal and informal options that help define and B: preparing the student for the transfer of their legal rights and refine a student's postsecondary goals responsibilities C: identifying the student's most appropriate instructional program and hob training options D: supporting the goals outlined by the student's par- ents/guardians for the child A student with ASD will be attending general education classes for math, art, and social studies classes and will receive instruction in a separate classroom for the remainder of the day. The student often speaks loudly and spontaneously gets out of their seat to walk around, which may be disruptive to other students. Which of the following strategies would best support this student in receiving instruction in the general education setting? D: implementing a behavior plan to address disruptive behaviors A: asking the gen ed teacher to have the student return to the to promote the student's learning time and minimize distractions separate classroom if disruptive behaviors occur during the in- in the classroom structional time B: having the sp.ed. teacher co-teach the first few weeks to assist with supporting the student in the gen ed classroom C: instructing the gen ed teacher in ways to remind the student of expected classroom behavior D: implementing a behavior plan to address disruptive behaviors to promote the student's learning time and minimize distractions in the classroom Which of the following techniques would best maintain positive behavior from a student who has an emotional disability and requires support to remain calm and engaged during classroom instruction? A: sending the student to the school nurse when the student C: identifying signs of agitation early and intervening with support disrupts the class when necessary B: allowing the student to request a pass to leave the classroom whenever needed C: identifying signs of agitation early and intervening with support when necessary D: requesting that a school administrator visits the classroom if the student becomes disruptive Which of the following approaches demonstrates the most effec- tive collaboration between school staff and service providers in implementing behavior management strategies with students? A: asking service providers to provide behavior observations and data at the end of terms, which can be added to progress reports C: ensuring service providers are aware of and trained on behavior B: conferring with service providers about developing their own plans needed to support individual students behavior expectations for working with students C: ensuring service providers are aware of and trained on behav- ior plans needed to support individual students D: observing service providers during their intervention times to provide advice on disruptive behaviors that occur Which of the following factors would be support the success of a schoolwide Positive Behavioral Interventions and Supports 13 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u (PBIS) approach? A: the variety of tangible rewards available to students who ear them through complying the behavior rules B: whether the behavior guidelines were developed locally at the D: how individual teachers use the principles of positive behavior school district level or the school is implementing a commercial support and put them into action in their own classrooms product C: the percentage of students identified as needing more intensive small-group or individualized behavioral interventions D: how individual teachers use the principles of positive behavior support and put them into action in their own classrooms An elementary school student with ASD has and IEP goal to greet peers and teachers with independence at the beginning of the school day. The student has progressed from direct imitation to requiring only a verbal prompt to initiate greetings. Which of the following strategies would be most effective as a next step in helping the student gain independence with the social skill? A: fading a verbal prompt to a gestural prompt then gradually A: fading a verbal prompt to a gestural prompt then gradually eliminating prompts eliminating prompts B: asking the student to self-monitor their greetings and schedule a check-in at the end of the day C: having the student watch video recordings and identify when people are greeting each other D: providing a daily school schedule to the student indicating the appropriate time to greet others Which of the following classroom activities would best address students' development of self=awareness and responsible behav- ior? A: providing art supplied in a quiet corner of the classroom and allowing students to take breaks there B: encouraging students to acknowledge their accomplishments B: encouraging students to acknowledge their accomplishments and develop their own learning objectives and develop their own learning objectives C: providing exit tickets asking students how interested they were in the day's activities D: using a think-aloud while reading a novel to illustrate perspec- tive taking skills about characters in the story A special education teacher is developing a professional devel- opment training for high school teachers on ways to foster greater engagement and motivation in students with disabilities. Which of the following instructional approaches would be most appropriate to include in this training? A: maintaining consistency in the types of activities and lessons that are presented to students and holding the same expectation C: providing multiple opportunities to respond to various prompts, of students questions, and routines that promote collaborative learning B: giving feedback at the end of learning units so that students know how to improve performance in the next unit C: providing multiple opportunities to respond to various prompts, questions, and routines that promote collaborative learning D: keeping a classroom calendar with all of the relevant dates and events for the term so that students can stay on track with assignments For which of the following reasons would a special education teacher recommend implementing a student's function-based in- tervention consistently and with fidelity until the behavioral goal is achieved? A: Behaviors may intensify before decreasing or changing A: Behaviors may intensify before decreasing or changing B: Negative reinforcements take time to become effective 14 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u C: Intervention plans are designed to take place across long time blocks D: Teachers need opportunities to determine which strategies are most effective Which of the following behavior intervention approaches would promote a student's self-awareness and ability to monitor their own behaviors? A: providing a behavior rubric for the student to refer to B: video-recording the student's behavior to review with them later B: video-recording the student's behavior to review with them later C: developing a reward system for the student for positive behav- iors D: reminding the student when behavior is deemed appropriate or inappropriate The IL Dept. of Human Services Developmental Disability Ser- vices offers which of the following types of services to par- ents/guardians of children with disabilities? A: provision of legal and educational advocates for families who have children with disabilities D: connections to early intervention services for young children B: contact information for student disability networks and disability who have delays or disabilities supports at state colleges C: applications for rental assistance or payment programs and utility assistance D: connections to early intervention services for young children who have delays or disabilities Which of the following actions by a school's special education intervention team would be most effective in supporting the type of collaboration that will enhance the learning of students who receive special education services? A: scheduling regular meetings to analyze the students' learning progress, discuss effective differentiation strategies, and address any stakeholder concerns or questions A: scheduling regular meetings to analyze the students' learning B: holding open hours as a team where students, par- progress, discuss effective differentiation strategies, and address ent/guardians, and teachers are incited to drop in for advice about any stakeholder concerns or questions behavior strategies, intervention strategies, and developmental progressions C: establishing one team member who is responsible for reviewing drafter evaluation reports and plans, communicating with parents, and supervising related service providers D: scheduling professional development trainings on topics such as developing IEP goals, progress monitoring, and transition plan- ning Which of the following actions would be most important for a special education teacher to take when supervising a parapro- fessional in a special education setting? A: encouraging the paraprofessional to initiate inclusion experi- ences for students in the gen ed classroom B: providing training for the paraprofessional in instructional and B: providing training for the paraprofessional in instructional and behavioral management approaches behavioral management approaches C: meeting with paraprofessional at the end of the school week to review their performance D: assigning the paraprofessional to maintain correspondence with families about student progress Which of the following roles is the responsibility of a sec- ondary-level special education teacher as part of a student's IEP team? A: being available to provide primary content instruction as re- 15 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u quested by gen ed teachers when modeling of instructional strate- gies is needed B: collecting fidelity data on the teachers; implementations of the services and supports outlines in the students' IEPs and monitor- B: collecting fidelity data on the teachers; implementations of the ing students' progress services and supports outlines in the students' IEPs and monitor- C: supervising the work of the related service providers and en- ing students' progress suring the quality of the interventions provided D: determining whether a student's educational placement identi- fies in the IEP is appropriate and making changes as professional judgement dictates Which of the following kinds of information would be most appro- priate for a special education teacher to share by email with a gen ed teacher? A: the date, time and location of a students IEP meeting B: a recent report on a student's phyical health from a student's A: the date, time and location of a students IEP meeting physician C: a student's psychological testing scores and diagnostic info from an outside evaluation D: an email addressed to the special education teacher from a student's parents Which of the following plans would best integrate services that support an elementary school student's IEP social-emotional learning goals into the students daily context? A: developing a rubric for the gen ed teachers to use to collect data when observing the student during social situations D: having the school social worker host a weekly lunch group to B: asking the school psychologist to assess the student's emo- provide structured models of targeted social skills tional readiness and maturity in specific social situations C: providing the student's reading specialist with social stories that focus on areas of weakness to use for reading interventions D: having the school social worker host a weekly lunch group to provide structured models of targeted social skills A SLP is discussing new IEP goals for a kindergarten student with a speech sound disorder with the gen ed teacher. The teacher asks the SLP how to effectively support this student's goals during classroom instruction. Which of the following actions by the SLP would best demonstrate effective collaboration? A: offering to work with the student on speech sounds within the D: providing the teacher with books to integrate into language arts classroom during instructional time activities that target the student's speech sounds B: developing classroom coloring worksheets that depict words starting with speech sounds that the student is working on in sessions C: showing the gen ed teacher ways to demonstrate for students how to pronounce developing speech sounds D: providing the teacher with books to integrate into language arts activities that target the student's speech sounds A student with an intellectual disability wished to live on their own after high school and will require support. Which of the following organizations would be most appropriate to contact for this pur- pose? A: Center for Independent Living A: Center for Independent Living B: Illinois Department of Human Rights C: Housing Actional Illinois D: Office of Housing Counseling Which of the following types of transition services is offered by the Illinois Department of Human Services for students with develop- mental disabilities who are graduating or aging out of the public school setting? 16 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u A: maintenance of medical equipment and communication de- vices D: connections to employment services and support providers B: therapeutic intervention services in an outpatient setting C: extended provision of school-based related services D: connections to employment services and support providers The parent/guardian of a student who receives special education services asks the student's special education teacher to send their child's IEP to a summer camp. The parent/guardian would like a camp counselor to address learning goals with their child during any academic activities. Which of the following responses would be appropriate in this situation? A: suggesting meeting the parent/guardian to discuss the stu- A: suggesting meeting the parent/guardian to discuss the stu- dent's current needs and making recommendations for skills that dent's current needs and making recommendations for skills that could be addressed at camp could be addressed at camp B: sending a packet of worksheets and textbooks home with the student so they can be provided to the camp counselor C: mailing the requested copy of the IEP to the camp and following up with an email to the counselor with the most updated progress reports at the end of term D: calling the camp to invite them to send the counselor to the next IEL meeting that the camp staff will better understand the student's full learning profile Which of the following questions most effectively solicits input from families during and IEP team meeting in a way that fosters positive communication with the educational team? D: What else would you like us to know your child? A: Have your concerns been addressed by the discussion today? B: Do we need to schedule a follow-up meeting? C: Do you have anything else to add? D: What else would you like us to know your child? A special education teacher at an elementary school meets with local government officials and parents of children with disabilities to advocate for town playgrounds to be upgraded to include ac- cessible and inclusive equipment. This action demonstrates the teacher's commitment to: B: collaborating to integrate students with disabilities into the A: developing person relationships with families and students community B: collaborating to integrate students with disabilities into the community C: meeting each student's individual needs and promoting their personal growth D: using community resources to support student engagement A high school student with a specific learning disability plans to attend a four-year university. The student expresses concern about what kids of accommodations will be provided by disability services at the university. Which of the following responses most accurately describes what is provided by the university A: The uni is required to comply with a student's accommodations B: The uni is required to provide appropriate academic accommo- and modifications that are in the most recent IEP dations as necessary to ensure that it does not discriminate of the B: The uni is required to provide appropriate academic accommo- basis of disability dations as necessary to ensure that it does not discriminate of the basis of disability C: The uni may provide academic support services for specific classes to the student at the discretion of the instructor D: The uni offers fee-based academic support services that are available to students who wish to use them Complying with which of the following requests represents a vio- lation of privacy and confidentiality? 17 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u A: A parent asks a special education teacher for contact info of classmates who have the same disability as their child A: A parent asks a special education teacher for contact info of B: A guardian requests a photocopy of their child's educational classmates who have the same disability as their child records and service logs B: A guardian requests a photocopy of their child's educational C: An educational surrogate parent asks to review files that con- records and service logs tain personal information about the student they support D: A parent who has partial custody of their child requests a copy of progress updates on IEP goals. For which of the following purposes would a functional vocational assessment be most appropriate? A: providing data to inform a student's educational objective for community-based work and independent living A: providing data to inform a student's educational objective for B: showing a number of career choices compatible with a student's community-based work and independent living states interests for post-secondary employment C: demonstrating how a student's disability impacts their acade- mic progress and independent living activities D: determining which accommodations offered through a college disability services office would be most helpful for a student A special education teacher considers the Illinois Educator Code of Ethics when reflecting on their professional responsibilities and practices with parents/guardians. Which of the following prac- tices best supports the teacher's ability to promote collaboration through consistent and meaningful communication? A: providing parents/guardians with laminated copy of the per- B: implementing parents'/guardians' requested methods of com- sonnel school contact list to encourage communication over the munication about their child (EX: email) course of the year B: implementing parents'/guardians' requested methods of com- munication about their child (EX: email) C: ensuring important information is regularly updated and com- municated through the classroom Web site regularly D: sending home monthly classroom newsletters to communicate new units of student and current learning topics At the beginning of the school year, a special education teacher considers establishing a classroom library that positively regards the cultures of students and their families. Which of the following actions would be most effective for this purpose? A: posting the book check-out process in both English and in each C: ensuring access to numerous current and up-to-date books that student's home language reflect diversity B: displaying books that present the customs and traditions of students' home countries C: ensuring access to numerous current and up-to-date books that reflect diversity D: simplifying book, selection by organizing books by topic and student interest A special education teacher seeks out and participates in work- shops that contribute to professional development. According to the IL Educator Code of Ethics, to which of the following core principles is the teacher demonstrating commitment? D: Responsibility to Colleagues and Profession A: Responsibility to Parents, Families, and Communities B: Responsibility to Students C: Responsibility to the State Board of Education D: Responsibility to Colleagues and Profession According to FERPA, which of the following pieces of information would be considered personally identifiable information from a student's educational records? 18 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u A: awards received B: date of birth B: date of birth C: school team membership D: email address The parents of a kindergarten student are concerned that their child needs speech and language services. Which of the following descriptions most accurately states the parents' rights in this initial process? A: scheduling an intervention team meeting to establish special C: referring their child for a special education evaluation education concerns B: requesting the school pay for an independent special education evaluation C: referring their child for a special education evaluation D: requiring the school to offer the specific services they believe their child should have A guardian of a child with a LD is sent the IEP form to review prior to signing. Which of the following responsibilities does the guardian have to ensure the IEP becomes active? A: understanding and consenting to the program specified in the A: understanding and consenting to the program specified in the IEP IEP B: editing any areas of disagreement in the IEP before signing C: ensuring their child agrees to the placement noted in the IEP D: approving activities on the IEP that the child can miss due to services provided Which of the following foals best describes the primary purpose of the Individuals with Disabilities Education Act IDEA? A: ensuring children with disabilities are offered a free appropriate public education (FAPE) that meets their unique needs A: ensuring children with disabilities are offered a free appropriate B: prohibiting children with disabilities from being excluded from public education (FAPE) that meets their unique needs school activities and programs of interest C: evaluating specific tools to use to monitor and assess children with disabilities for academic skills D: providing schools incentives for demonstrating the progress of children with disabilities A special education teacher keeps regular progress-monitoring data on the students to whom they provided services. Which of the following uses of this data is most appropriate for the purpose of progress monitoring? A: identifying students' strengths and areas of need A: identifying students' strengths and areas of need B: comparing one student's performance to that of another student C: predicting how a student will perform on a state standardized test D: comparing the current case load of students to the previous year's caseload A special education teacher supports students with disabilities in a fifth grade gen ed classroom. The gen ed teacher and special education teacher meet to discuss their roles in upcoming par- ent-teacher conferences. Which of the following tasks is primarily the role of the special education teacher at this type of meeting? B: discussing the academic and social progress of students with A: sharing special education evaluation results to the caregivers disabilities of students with suspected disabilities B: discussing the academic and social progress of students with disabilities C: gathering information from the caregivers of students with disabilities to identify helpful classroom accommodations 19 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u D: updating the goals and benchmarks in the IEP of students with disabilities A new special education teacher joins a district-recommended online teacher network that supports new teachers in the first three years of teaching. The teacher network is composed of experienced teachers in the district who offer after-school chat opportunities about pressing topics and post digital resources based on new teacher interest. Which of the following ways does participating in the online network primarily support the individual students? A: The new teacher can seek advice from professionals about various students' needs and imminent classroom issues A: The new teacher can seek advice from professionals about various students' needs and imminent classroom issues B: The new teacher can learn about local professional develop- ment workshops to improve student learning outcomes C: The new teacher can design an action research project to improve the academic progress of students D: The new teacher can connect with caregivers to learn more about the students being served A special education teacher subscribes to an online, peer-re- viewed special education journal. This action will likely support students with disabilities in which of the following ways? A: networking with other special education teachers in various C: expanding knowledge and current learning in the field of special states education B: receiving feedback based on teacher observation lessons C: expanding knowledge and current learning in the field of special education D: learning about the families and communities that students are part of A special education teacher wants to remain current in re- search-validated practice to support students with disabilities. Which of the following actions would be most effective for this teacher for this purpose? A: requesting that colleagues regularly observe one another and B: engaging in related professional development activities regu- provide suggestions for improving instruction larly B: engaging in related professional development activities regu- larly C: asking admins to provide staff with updates in practices during faculty meetings D: reviewing textbooks that include significant information about students with disabilities A high school special education teacher wants to use a self-as- sessment process to reflect on teaching experiences and the effectiveness of lessons. Which of the following activities would be effective for this purpose? B: writing daily in a teacher journal A: using a curriculum checklist to identify covered topics B: writing daily in a teacher journal C: identifying questions for an action research project D: keeping a running anecdotal record of student behaviors Each week, students in a fifth grade class complete a spelling assessment in which the classroom teacher reads aloud a word, uses it in a sentence and reads aloud the word again while students write down the word. The special education teacher is observing this assessment and notices that a students with an emotional disability appears increasingly frustrated when taking the assessment. Sometimes the student is distracted and missed a word completely, increasing their frustration. The special educa- tion teacher decides to give the same assessment to the student 20 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u in a less distracting location and supports the student's focus for the duration of the assessment. Which of the following outcomes is a primarily result of adjusting the environment? A: comparison of the student's spelling to other students in the C: a more accurate snapshot of the student's spelling abilities and class needs B: an understanding of the types of spelling assessments the student is capable of C: a more accurate snapshot of the student's spelling abilities and needs D: a complete picture of the student's writing and spelling progress Which of the following self-reflection questions would be most beneficial for a teacher to ask to address a goal of acknowledging personal cultural biases that may impact their teaching? A: What generalizations do I have about the backgrounds of students in my class? A: What generalizations do I have about the backgrounds of stu- B: How can I best meet the social and emotional needs of students dents in my class? in my class? C: What do I already know about the students in my class and their families? D: How can I best support students who have a home language other than English? When developing an IEP for a student with a speech impairment, a special education teacher asks the SLP if the student could make adequate progress with speech services inside the classroom rather than being seen in the SLP's office. This scenario shows the teacher's role as an advocate for: C: the least restrictive environment (LRE) A: evaluation interpretation B: specialized services C: the least restrictive environment (LRE) D: caregivers being a child's first teacher Children who struggle with issues in their ability to read, write, Specific Learning Disability (SLD) speak, listen, reason, or do math Other Health Impairment (OHI) limits a child's strength, energy, or alertness a condition that most affects a child's social and communication Autism Spectrum Disorder (ASD) skills and sometimes behavior Emotional Disturbance (ED) a disability category for a number of mental disorders. Speech and Language Impairment child with language impairment disability category for children with visual impairments that signif- Visual Impairment or Blindness icantly impair their abilities to learn Deafness, Hearing Impairment, and Deaf-Blindness Covers children diagnosed with these disabilities Orthopedic Impairment (OI) impairments with their bodies, hinders mobility or motor activity Intellectual Disability Students with below-average intellectual abilities a blow to the head or a penetrating head injury that damages the Traumatic Brain Injury brain Multiple Disabilities a child has more than one disability defined by IDEA any disability that limits gross mobility and prevents normal body Physical Disabilities movement permanent condition that makes it difficult for people to read. Dyslexia affects reading accuracy, fluency, and comprehension. child has issues with phonemic awareness skills and decoding Dysgraphia disorder of written expression (ex: holding pencils, writing letters) 21 / 65 ILTS 290 Study online at https://quizlet.com/_dxq40u - Delay in speech - different speech patterns, - Autism Effects inability to understand body language or facial expression - inability to exhibit appropriate speech patterns, body language, or facial expression - Trouble learning abstract vocab (since, before) - Omit article words in sentences (a, an) - Fall behind on core components of learning Hearing Lost Effects - difficult speaking and/or understanding sentences - Speak in shorter sentences - Omit quiet sounds like p, sh,f - difficult including word endings (-ing, -s) often demonstrate expressive language skills and can hear and Receptive Langauge Disorder read at age-appropriate levels -seem as if they aren't paying attention or engaging in activities -appear to have difficulty following or understanding directions Receptive Language Disorder Effects -refrain from asking questions -interrupts frequently during activities especially read aloud -may leave task incomplete unless broken down into small steps Problems related to diseases, illness, and trauma (genetics may Medical Disabilities be related as well) problems related to fine and gross motor skills and can include Physical Disability sensory input or sensory perception disorders Other Health Impairment (OHI) Ex: ADHD, diabetes, HIV/AIDS, heart conditions and more`` -Delays in oral speech; late speech development, pronunciation problems, and stuttering Effects of Specific Learning Disabilities -Hyperactivity -Difficulty following directions -Direct Instruction: teacher-driven intervention -Learning Strategy Instruction: a method for teaching students with disabilities different tools and techniques for learning new Instructions Stragities (SLD) skills -Multi-sensory approach: ensures that students are receiving and interacting with new information and skills using more than one sense at a time -can be called behavior disorder or mental illness Emotional Disturbances -hereditary, brain disorders, and diet are factors anxiety disorders; bipolar disorder (sometimes called manic-depression); conduct disorders; Emotional Disturbances eating disorders; obsessive-compulsive disorder (OCD); and psychotic disorders. -Hyperactivity -Aggression ED Symptoms -Withdrawl -Immaturity -Academic Difficulties ' -not smiling or interacting with others -lack of babbling or cooing -lack of age-appropriate comprehension skills Speech and Language Impairment Signs -issues with age-appropriate social skills -studdering -hearing loss Rosa Law 2010 Mental retardation to Intellectually Disability Individualize Education Program (IEP) 22 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u A written statement that provides a framework for delivering a free and appropriate education (FAPE) to every eligible student with a disability a plan developed to ensure that a child who has a disability iden- tified under the law and is attending an elementary or secondary 504 Plan educational institution receives accommodations that will ensure their academic success and access to the learning environment -using visual and concrete examples -using visuals or photographs to introduce or reinforce vocab Strategies to below with speech impairments/language disorders -model conversational and social skills -speak slower -delay in language -difficulty with -time and money Effects of Intellectual Disability -short term memory -time management skills -planning -strategizing -Holding things close to eyes or face -Experiencing fatigue after looking at things closely Indications of a Visual Impairment -Misaligned eyes or squinting -Tilting heads or covering eyes to see things close or far away -demonstrating clumsiness -not responding to his or her name -not pointing at objects of interest Early Communication Difficulties -avoiding eye contact -delayed speech or language -preferring to play alone Early Social Skill Diffucilties -Trouble understanding personal feelings or the feelings of others -not sharing interests with others - Conversations focus on one or two topics -Difficult to have two way conversations ASD Social Skills -repetitive language -nonverbal: avoiding eye contact when speaking or being spoken to Child does not: -Interact in conversations in the same way as peers -inability to engage in pretend play Early Signs of ASD -hand flapping -vocal sounds -compulsive interactions with objects -may demonstrate self-injurious behavior or sleep problems low incidences:Intellectial disabilities, significant developmental hearing impairments, orthopedic impairments, OHI, Incidences high incidences: 80% of students with disabilities, academic, so- cial, and/or behavioral problems Sensory Processing Disorders (SPD) deficit with handling sensory information interpreted by the brain - Oversensitive or under sensitive responses to their environ- ments, stimuli , and senses -may not understand physical boundaries Effects of SPD - Dsmostrate climsiness -may get upset easily -throw tantrums -high anxiety 23 / 65  ILTS 290 Study online at https://quizlet.com/_dxq40u Attention Deficit Hyperactivity Disorder: hyperactivity, inattention, and impulsivity. May demonstrate hyperactivity and inattention or hyperactivity and impulsivity Attention Deficit Disorder: demonstrates inattention and impulsiv- ADHD and ADD ity but not hyperactivity - difficulties with the attention span -following instruction -Concentrating to the point their education is affected Skills needed to adapt to one's living environment (e.g., com- munication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work); usually estimated by an adaptive behavior survey; one of Adaptive Behavior Skills two major components (the other is intellectual functioning) of the AAMR definition - conceptual skills -social skills -practical skills academic concepts: reading, math, money,time and communica- conceptual skills tion skills instruction focuses on teaching students two get along with other, Social Skills communicate appropriately, maintain appropriate behavior inside and outside of the school environment Practical life skills Skills needed to perform the tasks of daily living Infancy : crawling and walking 2-3 yo: from toddling to walking, then running, jumping, hop, throw, catch 3-4 yo: skilled at stair climbing, jump higher, develop better upper Physical stages of gross motor development in children body mobility 4-5: can go up and down the stairs with ease, ability to ride a bike, kick large balls accurately 5-6:fine tune previously learned skills 2-3: begin to make things using their hands like block towers, can scribble, basic puzzle skills, right and left hand dominance 3-4: cutting, adjusting fasteners like buttons and snaps, dressing and undressing independently fine motor development 4-5: improving fine motor skills, more confident in hand dominance