Praxis II 5543 Special Education Core Knowledge and Mild to Moderate Applications

Praxis II 5543 Special Education Core Knowledge and Mild to Moderate Applications accommodations - changes that minimize the affect of a student's disability in classroom modifications - changes to the content taught, that allow a student to participate in the curriculum accommodations for students with receptive language deficits - use of multiple modalities during instruction, overview/outline lesson before instruction, pre-teach vocabulary, provide notes/summary of lesson, provide immediate practice, write down important information, color code information, use repetition and paraphrasing, extra time on text, text presented in both oral and written form accommodations for specific learning disability: math - manipulatives, graphic organizers for multi-step problems, use of basic fact charts/multiplication charts, use of calculator, extra time on tests accommodations for specific learning disability: reading - parallel texts, study guides, graphic organizers, audio books/videos, text-speech software, tests read aloud, extra time on tests accommodations for blindness/low vision - books on tape, Braille or embossed formats of texts, large-print books, magnifying glass/optical enhancer, text to speech software accommodations for students with expressive language deficits - explicitly pre-teach content specific vocabulary, extra time to respond to oral and written questions, graphic organizers to organize thoughts, use of thesaurus for writing, word-prediction word processing software, spelling aids and dictionaries, no penalty for spelling/repetition of words, extra time on tests accommodations for students with executive functioning deficits: organization - task analysis, break up extended assignments with several smaller assignments, use of planner and checklist with teacher/parent initials, checklist for class materials, calendar in classroom with due dates, extended due dates, color-coding for different subjects/units, binders/folders accommodations for students with difficulty transitioning - calendar with transition times (pictures or words depending on student ability), chime or timer that gives a 5 minute, 2 minute, and/or 1 minute warning before transition (set up be student or teacher based on ability), transition task that can be used after each transition to settle into the new activity, color coding of activities, consistent schedule day-to-day accommodations for students with executive functioning deficits: attention - breaks, extended time for testing, reduce visual stimuli in classroom, reduce aural stimuli in classroom, use of fidgets or movement in seat (yoga ball, seat cushion), small group environment for testing/independent work, use of manipulatives 13 Disability Categories - ASD, deaf-blindness, visual impairment, deafness, TBI, speech/language, SLD, OHI, orthopedic impairment, MD, ID, hearing impairment, E/BD Autism Spectrum Disorder (ASD) - - DD that significantly affects verbal and nonverbal communication and social skills - usually before age 3 - adversely affect education Deaf-Blindness - both hearing and visual impairments severe enough that the child is unable to be served in SPED programs for either hearing impairment or visual impairment Deafness - hearing impairment severe enough that the child is impaired in processing linguistic information through hearing with or without amplification ->90 decibels E/BD - 1 or more of the following over a long period of time to a marked degree-- * inability to learn not explained by intellectual, sensory, or health factors * inappropriate types of behavior or emotions under normal circumstances * inability to build or maintain satisfactory interpersonal relationships with peers or teachers * general pervasive mood of unhappiness or depression * tendency to develop physical symptoms or fears associated with personal or school problems -notes- includes schizophrenia, does not apply to children who are socially maladjusted Hearing Impairment - an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of "deafness <90 decibals Intellectual Disability (ID) - means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance Multiple Disabilities (MD) - concomitant [simultaneous] impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness Orthopedic Impairment - a severe orthopedic impairment that adversely affects a child's educational performance, this includes impairments caused by a congenital anomaly [birth defects], impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)." -physical disabilities which could affect the academic process Other Health Impairment (OHI) - having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that— (a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child's educational performance Specific Learning Disability (SLD) - means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury minimal brain dysfunction, dyslexia, and developmental aphasia. **The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage. Developmental Aphasia - a common learning disability- refers to the loss of language after it has been developed can be severe or mild affects production or comprehension of speech along with the ability to read or write may have struggle with: remembering names of objects... Continues...