ICLA Standard 4 Study Guide Questions and Answers
1. accommodation changes in curriculum, instruction, or testing format or procedures that enable
students with disabilities to participate in a way that allows them to demonstrate
their abilities rather than disabilities; accommodations are generally considered
to include assistive technology as well as changes in presentation, response,
timing, scheduling, settings, and tasks that do not fundamentally alter the intent;
accommodations do not invalidate assessment results and do not fundamentally
alter the requirements or course expectations
2. adaptation changes to curriculum, instruction, or assessments that enable a student with a
disability that significantly impacts performance and opportunity to participate;
adaptations include strategies such as orally reading a test, using spelling/gram-
mar check for language arts assessments, substituting out-of-level testing; adapta-
tions fundamentally alter requirements, invalidate assessment results, and provide
non-comparable results
3. alphabetic princi- the idea or concept that letters and letter combinations represent phonemes in an
ple orthography
4. assistive any item, piece of equipment, or product system whether acquired commercially,
techonolgy ott a shelf, modified, or customized that is used to increase, maintain, or improve
the functional capabilities of a student with a disability; excludes surgically implant-
ed medical devices
5. audience the person/people who will read the writing; this may be large or small, formal or
informal
6. authentic writing students write for real purposes to a specific audience other than their teacher
purposes
7. collaborative working with others on idea generations, comparing and revising written texts,
writing and a common product achieved and evaluated
8.
, communicative a process of interaction between two or more people where ideas are shared and
process understood so each person involved can make meaning
9. content-area writing across the various content and subject areas including mathematics, sci-
writing ence, social studies, and the arts; students should write for a variety of purposes
and audiences
10. conventions the mechanics of writing, including spelling, capitalization, punctuation, gram-
mar/usage, paragraphing, and handwriting
11. cumulative each step is based on concepts previously learned
teaching
12. developmental children progress through stages of spelling development; teachers use this
spelling knowledge to teach spelling patterns using a systematic approach
13. developmental young children typically progress through a series of stages as they are learning to
writing write including scribbling/drawing, letter-like forms, letters, spaces, developmen-
tal spelling, and conventional writing
14. diagnostic tool assessments used to pinpoint specific areas of weakness; provide in-depth infor-
mation to clarify students' skills and instructional needs
15. differentiated in- instruction in which the teacher plans and teaches concepts in a manner so that
struction all students of all dittering levels can be successful learners
16. dysgraphia the condition of impaired letter writing by hand, that is, disabled handwriting;
impaired handwriting can interfere with learning to spell words in writing and
speed of writing text
17. executive func- the mental processes that allow individuals to regulate their thinking and behaviors
tion
18.
1. accommodation changes in curriculum, instruction, or testing format or procedures that enable
students with disabilities to participate in a way that allows them to demonstrate
their abilities rather than disabilities; accommodations are generally considered
to include assistive technology as well as changes in presentation, response,
timing, scheduling, settings, and tasks that do not fundamentally alter the intent;
accommodations do not invalidate assessment results and do not fundamentally
alter the requirements or course expectations
2. adaptation changes to curriculum, instruction, or assessments that enable a student with a
disability that significantly impacts performance and opportunity to participate;
adaptations include strategies such as orally reading a test, using spelling/gram-
mar check for language arts assessments, substituting out-of-level testing; adapta-
tions fundamentally alter requirements, invalidate assessment results, and provide
non-comparable results
3. alphabetic princi- the idea or concept that letters and letter combinations represent phonemes in an
ple orthography
4. assistive any item, piece of equipment, or product system whether acquired commercially,
techonolgy ott a shelf, modified, or customized that is used to increase, maintain, or improve
the functional capabilities of a student with a disability; excludes surgically implant-
ed medical devices
5. audience the person/people who will read the writing; this may be large or small, formal or
informal
6. authentic writing students write for real purposes to a specific audience other than their teacher
purposes
7. collaborative working with others on idea generations, comparing and revising written texts,
writing and a common product achieved and evaluated
8.
, communicative a process of interaction between two or more people where ideas are shared and
process understood so each person involved can make meaning
9. content-area writing across the various content and subject areas including mathematics, sci-
writing ence, social studies, and the arts; students should write for a variety of purposes
and audiences
10. conventions the mechanics of writing, including spelling, capitalization, punctuation, gram-
mar/usage, paragraphing, and handwriting
11. cumulative each step is based on concepts previously learned
teaching
12. developmental children progress through stages of spelling development; teachers use this
spelling knowledge to teach spelling patterns using a systematic approach
13. developmental young children typically progress through a series of stages as they are learning to
writing write including scribbling/drawing, letter-like forms, letters, spaces, developmen-
tal spelling, and conventional writing
14. diagnostic tool assessments used to pinpoint specific areas of weakness; provide in-depth infor-
mation to clarify students' skills and instructional needs
15. differentiated in- instruction in which the teacher plans and teaches concepts in a manner so that
struction all students of all dittering levels can be successful learners
16. dysgraphia the condition of impaired letter writing by hand, that is, disabled handwriting;
impaired handwriting can interfere with learning to spell words in writing and
speed of writing text
17. executive func- the mental processes that allow individuals to regulate their thinking and behaviors
tion
18.
