D096 OA STUDY GUIDE - DIVERSE LEARNERS
ESSA - Answer -Primary Law governing school funding, operations, and accountability;
made changes to federal education laws (Title III)
Title III - Answer -requires states to use standardized practices to identify students in
need of English language instruction and support (reading, writing, listening, and
speaking)
LEAs - Answer -public and public charter districts; must follow state laws and
regulations
SEAs - Answer -must follow or be in compliance with federal laws and regulations;
enact laws and monitor implementation
IDEA - Answer -requires schools to meet the unique needs of eligible K-12 students
with disabilities
Section 504 of the Rehabilitation Act - Answer -A civil rights law that prohibits
discrimination on the basis of disability at schools that receive federal funding
ADA - Answer -Civil rights law that prohibits discrimination by schools, employees, and
anyone who offers goods/services to the public
FAPE - Answer -Special Education Services that are provided at public expense must
meet standards of that state's educational agency. Must be available to preschool,
elementary, and secondary levels and must follow individual education plans
IEP - Answer -federal documentation that spells out the individualized instruction
services/supports a child gets at school; a blueprint covered by IDEA; must include
annual goals and progress; reevaluation occurs every 3 years
LRE - Answer -Disabled students must be educated with children without disabilities to
the maximum extent appropriate
UDL - Answer -Multiple means of representation, action and expression, and
engagement
Teacher delivers content in multiple ways, active learners, explore content, demonstrate
skills and knowledge in several ways
Representation (UDL) - Answer -Present information in multiple forms; perception and
comprehension; the "What?"
, Action and Expression (UDL) - Answer -offering learners diverse ways to express their
understanding and skill development; executive function; the "How?"
Engagement (UDL) - Answer -diverse ways for learners to be involved with course
content, their peers, and teacher; recruit interest; the "Why?"
Why use differentiated instruction? - Answer -differentiating content, process, product,
and learning environment can help students of diverse abilities to respond to a variety of
course content
process (differentiated instruction) - Answer -providing textbooks for visual leaners,
audio books for auditory learners, interactive assignments for kinesthetic learners
product - Answer -reading and writing learners write a book report, visual learners use
graphic organizers, auditory learners give oral reports, and kinesthetic learners design a
diorama
environment - Answer -Break students up into groups to discuss assignment; allow
individual reading for those who prefer it, create quiet space with little distractions
content - Answer -matching vocabulary, read passage/answer questions, create
powerpoint that summarizes lesson
dual language learners - Answer -defined by the U.S. Department of Education as
national-origin-minority students who are limited-English-proficient; often abbreviated as
DLLs; two way immersion; AKA bilingual education
WIDA Standards - Answer -Are lists of the major abilites students should be beginning
at each level.
Manifestation Determination - Answer -A determination that a student's inappropriate
behavior is not a result, or manifestation, of his or her disability. This is usually
determined in a hearing and is required when a student's behavior violates school rules
and before the school can undertake disciplinary action that might result in a student's
suspension from school.
Functional Behavior Assessment (FBA) - Answer -Systematic process of gathering
information about the functions a problem behavior serves for an individual.
Behavior Intervention Plan - Answer -Plan used to reinforce or teach positive behavior
skills.
Specific Learning Disability - Answer -Dyslexia/ dysgraphia
Giftedness - Answer -Unusually high ability in one or more areas, to the point where
students require special educational services to help them meet their full potential.
ESSA - Answer -Primary Law governing school funding, operations, and accountability;
made changes to federal education laws (Title III)
Title III - Answer -requires states to use standardized practices to identify students in
need of English language instruction and support (reading, writing, listening, and
speaking)
LEAs - Answer -public and public charter districts; must follow state laws and
regulations
SEAs - Answer -must follow or be in compliance with federal laws and regulations;
enact laws and monitor implementation
IDEA - Answer -requires schools to meet the unique needs of eligible K-12 students
with disabilities
Section 504 of the Rehabilitation Act - Answer -A civil rights law that prohibits
discrimination on the basis of disability at schools that receive federal funding
ADA - Answer -Civil rights law that prohibits discrimination by schools, employees, and
anyone who offers goods/services to the public
FAPE - Answer -Special Education Services that are provided at public expense must
meet standards of that state's educational agency. Must be available to preschool,
elementary, and secondary levels and must follow individual education plans
IEP - Answer -federal documentation that spells out the individualized instruction
services/supports a child gets at school; a blueprint covered by IDEA; must include
annual goals and progress; reevaluation occurs every 3 years
LRE - Answer -Disabled students must be educated with children without disabilities to
the maximum extent appropriate
UDL - Answer -Multiple means of representation, action and expression, and
engagement
Teacher delivers content in multiple ways, active learners, explore content, demonstrate
skills and knowledge in several ways
Representation (UDL) - Answer -Present information in multiple forms; perception and
comprehension; the "What?"
, Action and Expression (UDL) - Answer -offering learners diverse ways to express their
understanding and skill development; executive function; the "How?"
Engagement (UDL) - Answer -diverse ways for learners to be involved with course
content, their peers, and teacher; recruit interest; the "Why?"
Why use differentiated instruction? - Answer -differentiating content, process, product,
and learning environment can help students of diverse abilities to respond to a variety of
course content
process (differentiated instruction) - Answer -providing textbooks for visual leaners,
audio books for auditory learners, interactive assignments for kinesthetic learners
product - Answer -reading and writing learners write a book report, visual learners use
graphic organizers, auditory learners give oral reports, and kinesthetic learners design a
diorama
environment - Answer -Break students up into groups to discuss assignment; allow
individual reading for those who prefer it, create quiet space with little distractions
content - Answer -matching vocabulary, read passage/answer questions, create
powerpoint that summarizes lesson
dual language learners - Answer -defined by the U.S. Department of Education as
national-origin-minority students who are limited-English-proficient; often abbreviated as
DLLs; two way immersion; AKA bilingual education
WIDA Standards - Answer -Are lists of the major abilites students should be beginning
at each level.
Manifestation Determination - Answer -A determination that a student's inappropriate
behavior is not a result, or manifestation, of his or her disability. This is usually
determined in a hearing and is required when a student's behavior violates school rules
and before the school can undertake disciplinary action that might result in a student's
suspension from school.
Functional Behavior Assessment (FBA) - Answer -Systematic process of gathering
information about the functions a problem behavior serves for an individual.
Behavior Intervention Plan - Answer -Plan used to reinforce or teach positive behavior
skills.
Specific Learning Disability - Answer -Dyslexia/ dysgraphia
Giftedness - Answer -Unusually high ability in one or more areas, to the point where
students require special educational services to help them meet their full potential.
