Differentiated Instruction Exam Review PDF

Differentiated Instruction Exam Lecture 1: The History of Disability Which ancient civilization practiced infanticide under Solon’s Law? The ancient Greeks. How was infanticide practiced in Greece, Rome, New Guinea, and Sparta? The Greeks would place children with disabilities into clay vessels a...

Differentiated Instruction Exam Lecture 1: The History of Disability Which ancient civilization practiced infanticide under Solon’s Law? The ancient Greeks. How was infanticide practiced in Greece, Rome, New Guinea, and Sparta? The Greeks would place children with disabilities into clay vessels and abandon them. The Romans would customarily throw children with disabilities in the Tiber River. A tribe from New Guinea would bury infants with disabilities alive at birth. In Sparta, if a child was considered “ill-born or “ill-formed,” the father would dispose of it. What famous philosopher was in favour of exposure laws? Aristotle,” Let there be a law that no deformed child shall live”. He described people who were deaf as “ incapable” and “unteachable.” During what time period did the first institutions develop? The middle ages. 500 AD-1500 These places were simply shelter and did not provide any services. What did Jean Marc Itard believe made someone human? Empathy and language Was Victor, the ‘wild boy of Aveyron’, considered a success or failure by Itard, and why? He considered his work to be a failure because he could not teach the boy language. IQ tests were originally created for which organization or institution? Residential institution What were the poor treatments of disability observed in early asylums? Chaines/caged, Bloodletting, tranquillizing, Ice water, left to die, and tortured. When was specialized education for gifted students largely unheard of? It was largely unheard of until the late 1970s. What are examples of positive and negative eugenics? An example of negative eugenics is Hitler's genocide, starting with people who have disabilities. An example of positive eugenics is the “better baby” and “fitter family” contests. Encourage reproduction with those of “good heritage.” The "ship of fools" was an example of what? Entertainment. To take away the burden of having people with disabilities in the community, they would be put them on a ship and “shipped off” to another port. Why were idiot cages used during the Middle Ages? To keep them from getting into trouble. They were also considered a source of entertainment. Trepanation dates back to which time period? 2500BC Were all institutions officially closed in Ontario in the 20th century? Unfortunately no. The last three Institutions in Ontario closed on March 31 2009. Lecture 2: Special Education in Ontario What percentage of students accessing special education services in Ontario been formally identified with an exceptionality? 88% Once a child is officially identified by the IPRC, is the school board given funding from the Ontario Ministry of Education to meet the student’s special education needs? Yes How often must the IPRC meet, at minimum? Once a year, but it can be more frequent if there are significant changes. A parent can request to at any time. What are the steps of the referral process? Step 1 – Identify a student who may need a special educatin program and or service. Step 2 -Discuss the student with the special education resource teacher assigned to the school. Step 3-Bring the student to the attention of the in-school team. Note: An IEP may be developed at this point without an IPRC Step 4-When necessary, refer the student to the IPRC Step 5 – Implement the IEP and adjust placement as necessary as per the IPRC recommendations. Which category represents the majority of students with exceptionalities in Ontario? Learning Disabilities What did Cobb (2016) cite as leading to disproportionality in Ontario's special education identification based on cultural and linguistic diversity? Cobbs cited the Either or Scenario there is no intermediate possibility. At which stage(s) should the special education team consult with parents and the student (where possible)? The education team should consult with the parents at ALL 5 stages What is a modification? What are examples of it? Modification means Changing the curriculum expectations to meet the needs of the student. Example: a student in grade 5 is completing addition facts from the grade 3 curriculum. Example: A stunt receives soial skills program for 1 hour per day in the resource room with 3 other students What is an accommodation (instructional/environmental/assessment)? What are examples of it? Accommodations are strategies or supports provided to students to help them access the curriculum and demonstrate learning without changing the academic expectations. Types of Accommodations: 1. Instructional Accommodations: Adjustments in how content is delivered. Examples: Simplifying instructions. Providing visual aids or graphic organizers. Allowing extra time for task completion. 2. Environmental Accommodations: Modifications to the physical or social environment. Examples: Preferential seating. Reducing noise or distractions (e.g., noise-canceling headphones). Creating a quiet workspace. 3. Assessment Accommodations: Changes to how a student completes or takes an assessment. Examples: Extended time on tests. Offering oral responses instead of written. Using assistive technology (e.g., calculators). Accommodations ensure that students with specific needs can participate fully in learning and assessment without altering the learning goals. What is an alternative program? What are examples of it? An alternative program is a specialized educational program designed for students whose needs are not fully met by the regular curriculum. These programs often focus on different content and learning goals, such as life skills, social-emotional development, or vocational training, rather than the standard academic curriculum. Examples of Alternative Programs: 1. Life Skills Programs: Teach practical daily living skills, such as budgeting, cooking, and personal hygiene. 2. Social Skills Programs: Help students develop interpersonal skills, such as communication and conflict resolution. 3. Functional Academics Programs: Focus on basic academic skills in real-life contexts, such as reading menus or understanding job applications. 4. Vocational or Job-Training Programs: Provide training in specific trades or job-related skills. 5. Behavioural Intervention Programs: Focus on managing behaviour and emotional regulation for students with behavioural challenges. These programs are designed to meet the unique needs of students who require a different educational approach to succeed. What are the requirements of a SMART goal (what does each letter stand for)? There are 3 parts of SMART A-Action What the student will be able do Context- When, where, under whatconditions the student will do the acction S- Specific Define the goal as mjuch as possible with no unclear language. Who- is involved. What do I want to accomplish. Where will it be one. Why am I doing this-reasons, purpose Which cnstraints and or requirements do I have? M-Measurable -Can you track the progress and measure the outome? -How much, hoa many, how will I know whenmy goal is accomplished? A-attainable/ achievable -Is the goal reasonable enough to be accomplished? -Make sure the goal is not out of reach or below standard. R-Relevant -Is the goal worthwhilw and will it meet your needs? -Is the goal consistent with the other goals you have established and does it fit with your immediate and long-term goals? T-Timely Your objective should include a time limit. For example, "I will complete this step in one month, one day, or one year." It will establish a sense of urgency and prompt you to improve your time management skills. Are educators in Ontario required to consider the general education class first before less inclusive alternatives? Yes ,Ontario Regulation 181/98 further requires school boards to consider placing exceptional students into regular classes before considering placement in a special education class. Lecture 3: Service Delivery and Inclusive Education What percentage of students receiving special education services are in regular classrooms for more than half of the day? Approximately 88% What are the tips for inclusive education? 1. Supportive environment 2. Positive relationships 3. Feeling of competence 4. Opportunities to participate Additionally ownership What are the barriers to inclusion? Assuming that student's presences constitute inclusion Not having the proper support Having the same expectations without accommodations and/or modifications Underutilising or over-utilizing of the EA Not having expectations of students with special needs Not updating the IEP on a regular basis The PAS Model represents the ramps to inclusion: what does each letter stand for and what does it look like? P—Physical access: Does the space meet the sensory needs, allow time away/alone, allow for choice and flexibility, and is physically accessible for all students? “Be together” A- Academic Access: Are the learning materials accessible to the students? Is the material appropriate for the students? Do the students know how to access the learning material? Have i included material of special interest? “Learn together” S—Social access: Are there opportunities for collaborative learning? Are the learning activities accessible to all students? Are they explicitly provided? Do the students know the rules for engaging in collaborative learning? Do students have the opportunity to share and demonstrate their skills with their peers? How do I facilitate learning and playing between children? “Play together” What does research suggest about inclusion regarding the academic and social effects on students without disabilities? Evidence suggests full inclusion is better for students with and without exceptionalities (academically and socially). Does the LRE model promote full inclusion in the general education class regardless of the students’ needs? In practice, LRE means that students with disabilities should be educated in regular classrooms whenever appropriate, rather than being segregated into specialized or separate environments. The goal is to promote inclusion, support social interactions, and ensure that students receive the necessary accommodations to succeed in the general education setting What are the service delivery options, according to the inverted pyramid? General education: Services are provided by the general education teacher, with accommodations or modifications as needed. Instruction is supported with specialized materials, equipment, or instructional methods.Most, if not all, instruction is provided by the general education teacher, with accommodations or modifications as needed. General ed. With support: same as general ed. But with the backing like EA. Services provided by the special education teacher might include: ◦ Consultation and collaboration with the general education teacher to plan and provide instruction ◦ Individualized or small-group instruction based on the student’s needs. Part-day Special Ed. Class: Students receive instruction in a special education classroom for a portion of their school day. The majority of the instruction is provided in the general education classroom, with accommodations or modifications as needed Full-day Special Ed. class: The majority of the instruction is provided in the special education classroom. General education teachers, including periods P.E., art, and music, consult with the special education teacher to provide effective instruction or support. Specialised schools: Students receive instruction for the majority of the school day in a separate public or private facility. Services are provided in a school that is designed, staffed, and resourced for the care and education of students with similar disability-related needs Homebound or hospitalisation instruction: Students receive instruction at home most of the school day. Students in homebound settings might have physical or mental health challenges that prevent or restrict participation at school. Link for more info and examples of LRE: https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_info_briefs/IRIS_Least_Restrictive_ Environment_InfoBrief.pdf If you do not take a special education AQ, will you still be required to teach students with special education needs and disabilities? Yes, even if we do not take a special education AQ course, we are still required to teach students with Special Ed. needs and disabilities. “We are all special ed teachers” (Freer, 2024) “When a principal needs to assign a teacher who does not have the required qualifications but who is otherwise competent, Regulation 298 allows for such assignments to be made, in specified circumstances, under the authority of a Temporary Letter of Approval (TLA) granted by the Minister of Education (section 19.2).” https://www.ontario.ca/document/special-education-ontario-policy-and-resource-guide-kindergar ten-grade-12/teacher In recent years, what models have we shifted from when thinking about people with disabilities? In recent years, we have shifted from the medical model to the social model. Is the feeling of belongingness a key indicator of inclusion? Yes, plus Environment. What forms does ableism take in society and educational institutions? Lack of representation of disability experiences in the classroom Lack of access Exclusionary practices Is attitude an important factor in the success or failure or inclusive education? Attitude is one of the most important factors impacting the success or failure of inclusive education. What are the attitudinal barriers? Shame, pity, charity, inspiration, and deficit. Lena is a student who recently transferred to your school and has autism. One of the teachers suggests giving her the "Courage Award" at the next assembly, saying, “She’s a great example for the other students of how to push through challenges.” What attitudinal barrier is this most likely rooted in? Inspiration Max is a student with ADHD, and the principal proposes a “Study Buddy” program, where classmates help him during study sessions. The principal comments, “This will give students a sense of accomplishment for helping someone who struggles to focus.” What attitudinal barrier is this most likely rooted in? Charity or even pity Sophie is a student with a physical disability. She has been working hard to improve her stamina in physical education, and though she can’t complete all the activities like her peers, her perseverance is evident. The gym teacher, Mr. Lee, considers giving her the “Most Determined Athlete” award. A colleague asks if it’s fair to award her, given she doesn’t meet the same physical standards, but Mr. Lee replies, “Sophie is part of the class, and her efforts should be valued like everyone else’s.” What attitudinal barrier is this most likely rooted in? Deficit In the study by Rosenthal and Jacobson (1968), what did the researchers investigate? What Occurred? The study by Rosenthal and Jacobson (1968) explored how teacher expectations can influence student performance. They told teachers that certain students were expected to excel, labeling them as "bloomers," even though these students were randomly selected and not actually high achievers. The results showed that the students labeled as "bloomers" performed better than their peers, demonstrating that positive teacher expectations can lead to improved student outcomes, a phenomenon known as the Pygmalion effect. What is the difference between a fixed mindset and a growth mindset? A Fixed mindset is the belief that abilities and intelligence are unchangeable. People with a fixed mindset tend to avoid challenges, give up quickly, and feel threatened by others' success. This mindset can make them less resilient and more afraid of failure, as they often think their value depends on their performance A growth mindset is the belief that you can improve your abilities and intelligence through hard work and learning. People with a growth mindset welcome challenges, keep trying even when things get tough, and see effort as a way to get better. This mindset helps them bounce back from failures and learn from their mistakes, which can lead to greater success over time Lecture 4: Positive Behaviour Supports What does SWPBS stand for? SWPBS stands for School-Wide Positive Behavioral Support. What group of students does each level of prevention (primary/secondary/tertiary) involve? Is it a school-wide system, or specialized individual system? What does each tier involve? Levels of Prevention (Primary/Secondary/Tertiary): - Primary Prevention: Involves all students and is school-wide, focusing on promoting positive behavior to prevent problems before they occur. - Secondary Prevention: Targets students at risk of behavioral problems. It involves smaller, more specialized group interventions. - Tertiary Prevention: Focuses on individual students with ongoing or severe behavioral challenges, providing intensive, individualized support. What are the aspects of Social Emotional Learning according to the CASEL framework model? Aspects of Social Emotional Learning (CASEL Framework): - Self-awareness - Self-management - Social awareness - Relationship skills - Responsible decision-making What are the stages of the Acting Out Cycle? Behavior is at its worst during which stage? Stages of the Acting Out Cycle: - Calm - Trigger - Agitation - Acceleration - Peak (behavior is at its worst during this stage) - De-escalation - Recovery What are the 3 factors that make up the behaviour definition? What are examples of behaviour in your class? Three Factors of Behavior Definition: - Observable - Measurable - Specific - Examples of behavior in your class might include off-task talking, not following instructions, or helping peers. What is a setting event? Setting Event: An event that occurs before the antecedent and may increase the likelihood of a behavior happening (e.g., lack of sleep or a stressful morning at home). What is an antecedent? Antecedent: What happens right before the behavior, often triggering it (e.g., being asked to complete a difficult task). What is a consequence? Consequence: What happens after the behavior, which can reinforce or discourage the behavior (e.g., praise for completing work or time out for misbehavior). What are the four functions of behaviour? What does each do/when does each happen? - Escape: Avoiding something unpleasant (e.g., Jimothy avoiding texts to escape stress). - Attention: Gaining attention from others. - Access to Tangibles: Obtaining a desired object or activity (e.g., Alex doing homework to get candy). - Sensory Stimulation: Providing relief or pleasure through sensory input (e.g., Tina scratching her rash to relieve itching) Tina runs into poison ivy and develops a rash on her arms. Despite being told by her doctor not to scratch, she continues to do so because "it gives her relief from the irritation." What is the likely function of this behaviour? Tina's Likely Function of Behavior: Sensory stimulation (scratching provides relief). Jimothy intentionally ignores his coworker’s texts because he feels overwhelmed by work and doesn’t want to engage in a conversation after hours. What is the likely function of this behaviour? Jimothy's Likely Function of Behavior: Escape (avoiding overwhelming conversations). Alex completes his reading assignment every night because his parents let him eat candy if he finishes all his homework. What is the likely function of this behaviour? In addition to ABC charts, data can be collected by anecdotal reports, baseline data, and frequency, duration, latency, and interval data. What does each type of data collection measure,and what is an example of each? Alex's Likely Function of Behavior: Access to tangibles (homework completion for candy). Lecture 5: Differentiated Instruction – UDL In what field was universal design created? Universal Design comes from the field of architecture. Ronald mace was the one who started to design UD. What does UDL help prevent? Can all students benefit from UDL? UDL helps prevent barriers before they happen. What are the types of barriers? What does each type mean? What is an example of each? 1. Architectural and physical: features of buildings or spaces that cause problems for people with disabilities. E.g., stairs or hallways too narrow, 2. Information and communication : happens when a person can’t easily understand information. E.g., print is too small to read 3. Technology : occur when a technology can’t be modified to support various assistive devices. E.g., websites that don't have various assistive devices. 4. Organizational: are an organization's policies, practices or procedures that discriminate against people with disabilities. 5. Attitudinal: are those that discriminate against people with disabilities. E.g., thinking that people with disabilities are inferior. The quote “Getting in has gotten easier, fitting in hasn’t” refers to which type of barrier? While physical accessibility may have improved, societal attitudes and perceptions about disabilities can still create challenges for individuals trying to fully participate and integrate into various environments. Primarily refers to attitudinal barriers Parmadeep has a motor impairment and uses a specialized chair. His class has group brainstorming sessions where they use sticky notes on a wall poster, but Parmadeep cannot physically reach the poster to participate. What type of barrier is this student facing? Architectural and Physical Jenna is excited for the upcoming school science camp, but the school implements a new rule stating that students with medical conditions must have a caregiver accompany them. Since her parents are unable to attend, Jenna is left out of the trip. What type of barrier is this student Facing? Organizational What are the three principles of UDL? What is each considered in regards to learning? 1. Engagement 2. Representation 3. Action and expression What are the nine sub-principles of UDL? What UDL principle does each fall under? Engagement 1. Welcoming interests and identities 2. Sustaingn effort and persistence 3. Emotional capacity Representation: 1. Perception 2. Language and symbols 3. Building Knowledge Action and expression: 1. Interaction 2. Expression and communication 3. Strategy Development In the TED Talk by Todd Rose, what was used to compare the idea of “average” in classrooms? He uses the example of a fighter pilot's cockpit to compare the idea of "average" in classrooms. He discusses how cockpits are designed based on the measurements of a "average" pilot, which often leads to poor fit and usability for many pilots. This analogy illustrates how applying an average standard in education can similarly overlook individual differences among students, resulting in ineffective learning environments Does research suggest that teaching students in their preferred learning style improves their Grades? No it does not. What improves grade in the method that works for individuals. E.g., method of memorizing a list of animals by creating story. Are people with disabilities now being hired at rates that match their non-disabled counterparts? Assigned Readings (Chapters 1-4): Chapter 1 Which historical figure signed Bill 82 into law? John Black Aird (lieutenant governor) What is a SEAC? Special Ed. Advisory Committee Did the first school for students with special education needs in Canada open after the signing of the Education Amendment Act? No, the signing of the education act took place in 1980. Prior to that, in 1831, Ronald Macdonald (a priest) opened a school for people who were deaf. Can parents appeal a decision of the IPRC if dissatisfied? Yes, parents have the right to appeal. Chapter 2 Are minority groups under-represented in special education classes in Canada? No, minorities are overrepresented in special education classes. Is rights-based special education in Canada based on a medical model of education? No?, It “accepts disability as one of many natural states of being”. Do teachers generally have a strong connection to empirical research in special education? No. In everyday practice many teachers are not sure that the results of research will apply to their own situation. What type of approach does Ontario have with labels since the introduction of the Education Amendment Act? Since the introduction of the Ed. Act, Ontario has maintained a categorical approach with labels such as Behaviour exceptionality, intellectual exceptionality, and physical exceptionality. What is the main goal of an assessment? The main goal of an assessment is to provide information so that program planning can be developed. Chapter 3 What is the most prevalent exceptionality in Ontario (considering both elementary + secondary as a total)? Second most prevalent? Third most prevalent? (Not including non-identified students) The most prevalent exceptionality in Ontario is non-identified. Second most prevalent exceptionality is learning disability, and the third most prevalent exceptionality is autism. What are the disability categories outlined by the Ontario Ministry of Education? The disability categories outlined by the Ontario Ministry of Education are behavioural, communicational, intellectual, physical and multiple. Has the number of students identified as exceptional in Ontario been increasing or decreasing since the beginning of the 21st century? The number of students identified as exceptional in Ontario has been increasing since the beginning of the 21st century. Have all students receiving special education services in Ontario been identified by an IPRC? No, many students who are receiving special education services have not been identified by an IPRC. An IPRC is not always necessary for a student to receive accommodation. How many steps are in the IPRC process? There are 4 steps in the IPRC process: 1. Student is referred to an IPRC by the school’s principal. 2. IPRC obtains and considers educational assessment, receives info from school and parent 3. IPRC must consider all information and proposals for special ed programs and services 4. IPRC decides student is not or is exceptional and decides on placement. Chapter 4 How many steps are in the referral process for accessing special education services? There are 5 steps in the referral process for accessing special education services. 1. Identify a student who may need a special education program and/or service. 2. Discuss the student with the special education resource teacher assigned to the school. 3. Bring the student to the attention of the in-school team ( an IEP may be developed). 4. When necessary refer the student to the attention of the IPRC 5. Implement IEP (adjust placement as necessary). Is resource assistance for students almost always carried out in the special education room, or another setting? Resource assistance is commonly carried out in the regular classroom. For example: the resource teacher may enter the regular classroom to collaborate with the classroom teacher, or a student may have special technical equipment in the classroom. Are there any specialized schools for specific disabilities left in Ontario? There are still some dedicated-purpose schools for specific disabilities in Ontario. There is a school in Brantford which offers programs for students who are blind and deaf-blind. There is a school in London for students who are deaf. Does the Ministry of Education provide specialized settings for students in care and treatment facilities through "section 23"? Yes, the Ministry of Education provides specialized settings for students who are admitted to a care/treatment facility. The ministry makes special arrangements to address such students’ educational needs, including an educational program undertaken by the local school board, as well as medical treatment and other services. Does the “Cascade Model” propose that a range of settings be available in a school board on a permanent basis? Yes: The Cascade model proposes that a range of settings be available in a school board on a formal and permanent basis (these setting are progressively more specialized and students may be placed in alternative placements on a short or long term basis if deemed necessary and beneficial). However, the Cascade model also proposes that students should be placed in the least restrictive environment and that no restricted placement should ever be regarded as permanent.