WGU D169 - Terminology

Every Student Succeeds Act (ESSA) Designed to reduce the role of the Federal Government in mandatng state education policy and to provide more flexibility Title III of ESSA ESSA removes the accountability-related provisions of NCLB, funds are provided to assist states to implement effective language instruction programs EL English learners Home Language Survey (HLS) A tool used to identify potential Els State Education Agencies (SEA) Dictates the local Laws that LEA must follow Local Education Agencies (LEA) Public and public charter disticts that follow their state's laws and reguations English as a Second Language (ESL) Techniques, methodology, and special curriculum designed to teach ELs explicitly to develop their English language proficiency in all four language domains (speaking, listening, reading, and writing). Usually provided in English with little use of the ELs' primary language(s) Structured English Immersion (SEI) Program designed to impart English language skills so that the ELs can transition and succeed in an English-only mainstream classroom once proficient. Usually provided in English with little use of the ELs' primary language(s). Transitional Bilingual Education (TBE), or early-exit bilingual education Program that maintains and develops skills in the primary language while introducing, maintaining, and developing skills in English. Dual Language or Two-Way Immersion Bilingual program where the goal is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half primary-English speakers and half primary speakers of the other language. Individuals with Disabilites Education Act (IDEA) Education law requires public schools to meet the unique needs of eligible K-12 students with disabilities. Schools do this by providing services. There are 8 main principles. Students who qualify for special education services are to receive a free and appropriate public education. Section 504 Civil rights law prohibits disability discrimination at schools that get federal funding. Schools meet these requirements by removing barriers to learning. Americans with Diasbilities Act (ADA) Civil rights law prohibits disability discrimination by schools, employers, and anyone who offers goods and services to the public. Family Education Rights and Privacy Act (FERPA) A law that governs who can see documents and files related to students in schools. 8 core principles for special education Child find/zero reject Nondiscriminatory evaluation Individualized Education Programe (IEP) Free appropriate public education (FAPE) Least restrictive environment (LRE) Related Services Parent participation Confidentiality Child find/zero reject School districts are required by law to seek out and identify every eligible student with a disability living within their jurisdiction. Nondiscriminatory evaluation Administered in student's native language, age appropriate, more than 1 test to determine the disability Individualized education program (IEP) A contract between the district and the student's parents that lists the educational and intervention services to be provided for the student, specifying the types and amount of such services. Free appropriate public education (FAPE) Special education that includes free educational services to the student, allows the student to make progress in the general curriculum and is tailored and planned according to the student's individual needs, public education entity is responsible for educating students within its boundaries. Least restrictive environment (LRE) Requires that students with disabilities be educated with their chronologically aged peers to the greatest extent possible, and that typically means in the general education classroom. Related services Services required to assist a child with a disability to benefit from special education. Examples: transportation, speech pathology, audiology, physical therapy, occupational therapy, therapeutic recreation, social work, medical services, counseling, and recreational services. Criteria for Special Education and IEP 1. Meet the disability criteria outlined in federal and state law. 2. Require individualized instruction (i.e., instruction that is not available to the general population of students) Comprehensive Evaluation All the existing data gathered about the student through the referral process and any additional assessments to determine present level of performance, instructional strategies that are both effective and ineffective for the student, and any accommodations and modifications that may be needed. Initial evaluation report Used to determine if a student qualifies and what special education and related services the student needs Manifestation determination The IEP team looks at whether a child's disability, which can include learning and thinking differences, causes or directly contributes to misbehavior. Functional Behavioral Assessment (FBA) IEP team must immediately try to figure out when the misbehavior happens and why. Behavior Intervional Plan (BIP) Plan to minimize the student's misbehavior Pullout instruction A type of program model in which an English language teacher works with ELs in small groups to provide English language instruction, pulling them out of their regular classroom to do so. Specific learning disability (SLD) Conditions that affect a child's ability to read, write, listen, speak, reason, or do math. Examples: dyslexia, dysgraphia, dyscalculia, auditory processing disorder, and nonverbal learning disability Other health impairment Conditions that limit a child's strength, energy, or alertness. Example: ADHD Autism spectrum disorder (ASD) A developmental disability significantly affecting verbal and nonverbal communication and social interaction that adversely affects a child's educational performance. Emotional disturbance Various mental health issues and can also be under other health impairment. Examples: Anxiety disorder, schizophrenia, bipolar disorder, OCD, depression Speech or language impairment Difficulties with speech or language. Examples: stuttering, trouble pronouncing words, trouble making sounds with the voice, difficulty understand words or expressing themselves Visual impairment Eyesight problems that cannot be correct with eyewear. Examples: partial sight or blindness Deafness Can't hear most or all sounds, even with a hearing aid Hearing impairment Hearing loss not covered by the definition of deafness Deaf-blindness Have both severe hearing and vision loss that programs for just the deaf or blind can't help them Orthopedic impairment Lack function or ability in their bodies. Example: Cerebral Palsy Intellectual disability Below-average intellectual ability with poor commutation, self-care, and social skills. Example: Down syndrome Traumatic brain injury Brain injury caused by an accident or some kind of physical force Multiple disabilities Student has more than one condition covered by IDEA Nonverbal learning disorder Difficulty with physical or spatial learning or comprehension, which includes physical social cues. Classroom demonstrations for replication would be challenging for a student with this disability. Language processing disorder Difficulty processing language in both written and spoken form, meaning this student may have difficulty participating during activities and discussions. Dyslexia Difficulty with foundational reading skills, which impact their educational opportunities in the classroom. Dysgraphia Difficulty with spelling, making complete sentences, or clearly expressing ideas through his or her writing. Cognitive Giftedness Keen power of abstraction Interest in problem-solving and applying concepts Voracious and early reader Large vocabulary Intellectual curiosity Power of critical thinking, skepticism, self-criticism Persistent, goal-directed behavior Independence in work and study Diversity of interests and abilities Creative Giftedness Creativeness and inventiveness Keen sense of humor Ability for fantasy Openness to stimuli, wide interests Intuitiveness Flexibility Independence in attitude and social behavior Self-acceptance and unconcern for social norms Radicalism Aesthetic and moral commitment to self-selected work Affective Giftedness Unusual emotional depth and intensity Sensitivity or empathy to the feelings of others High expectations of self and others, often leading to feelings of frustration Heightened self-awareness, accompanied by feelings of being different Easily wounded, need for emotional support Need for consistency between abstract values and personal actions Advanced levels of moral judgment Idealism and sense of justice Behavior Giftedness Spontaneity Boundless enthusiasm Intensely focused on passions Highly energetic Constantly questions Insatiable curiosity Impulsive, eager and spirited Perseverance High levels of frustration Volatile temper Non-stop talking/chattering