Flashcards — Guide for Inclusive Education

Children with disabilities must be educated with non-disabled children to the maximum extent appropriate. Removal from regular classes occurs only when education there cannot be achieved satisfactorily even with supplementary aids and services.

1. Philosophy that placement begins in general education with age-appropriate peers. 2. Interdisciplinary team planning. 3. Instructional methods that engage all learners. 4. Administration and faculty accept ownership for all students' success.

1. Predominantly hyperactive/impulsive type. 2. Predominantly inattentive type (also called ADD). 3. Combined type (both inattentive and hyperactive-impulsive symptoms).

Other Health Impairment (OHI). ADHD is NOT classified under Specific Learning Disabilities, though approximately 20-30% of children with ADHD also have a specific learning disability.

1. Input (getting information into the brain). 2. Organization/Integration (making sense of information). 3. Memory (storing and retrieving information). 4. Output (getting information back out).

1. Working memory – holding pieces of information until they form a full thought. 2. Short-term memory – storing information temporarily for limited time. 3. Long-term memory – information stored and available over a long period of time.

Students who are gifted but also have a disability. They often display a discrepancy between measured academic potential and actual classroom performance. Their intelligence may mask the disability while the effort to cope may hinder expressions of giftedness.

Attitude, availability of planning time, voluntary participation, mutual respect, administrative support, and a shared philosophy of instruction and behavior management.

1. Team Teaching. 2. Parallel Teaching. 3. Alternative Teaching. 4. Station Teaching. 5. One Teach – One Assist.

Both observe/record progress, provide reinforcement, and maintain confidentiality. IAs have additional responsibilities such as modifying materials, reteaching concepts, setting up learning centers, and monitoring assessments. AA responsibilities are marked with an asterisk in the guide.

1. To gain access to social interaction. 2. To gain access to activities or objects. 3. To terminate/avoid unwanted situations. 4. To gain access to stimulating events.

Tier 1 (Universal/Primary): supports for ALL students. Tier 2 (Selected/Secondary): group contingency for students not responsive to Tier 1. Tier 3 (Intensive/Tertiary): highly individualized plan for the most intensive needs.

1. Explain exactly which behavior is inappropriate. 2. Explain why it is inappropriate. 3. Present reasonable choices or consequences. 4. Allow time for the student to process. 5. Enforce the consequences while avoiding power struggles.

1. Communication (verbal and non-verbal). 2. Social interactions (sharing emotions, empathy, holding conversation). 3. Routines or repetitive/stereotyped behaviors.

Provide visual cues and schedules; establish consistent routines and structure; familiarize students with new materials beforehand; reduce transitions; give step-by-step directions verbally, visually, and with physical supports; be concrete and explicit; prepare student for changes.

A condition showing one or more characteristics over a long period of time that adversely affects educational performance: inability to learn, inability to maintain relationships, inappropriate behavior/feelings, pervasive unhappiness/depression, or physical symptoms/fears related to school.

Significantly below-average score on intelligence test AND limitations in daily functioning (communication, self-care, social situations). Can begin before age 18 due to injury, disease, or brain abnormality. Children learn but more slowly; may not learn some things.

Use concrete language; use manipulatives and concrete models; plan tiered instruction; structure and scaffold tasks; ensure clear time expectations; demonstrate rather than giving verbal directions only; break tasks into small steps; provide extended time.

1. Monitoring (indirect support). 2. In-Class Support (service provider visits as needed). 3. Co-Teaching (both teachers in same class). 4. Special Education Pull-Out. 5. Special Education Self-Contained (least inclusive, but can use reverse mainstreaming).

1. Having a shared philosophy. 2. Establishing effective communication. 3. Maintaining positive attitudes. 4. Clarifying roles and responsibilities. 5. Maximizing effectiveness through collaborative problem-solving.

Parity means both educators are equal partners. It is demonstrated by having appropriate desks and storage space for both teachers, and using both teachers' names on classroom entrances, schedules, and correspondence.

Teachers differentiate by: 1. Content (what students learn). 2. Process (how students learn/make sense of content). 3. Product (how students demonstrate learning).

The guide references the CAST/UDL principles. UDL provides multiple means of: 1. Representation (the 'what' of learning). 2. Action and Expression (the 'how' of learning). 3. Engagement (the 'why' of learning).

1. Pre-Assessment/Diagnostic Assessment. 2. Formative Assessment. 3. Summative Assessment. 4. Testing (including statewide assessments with permitted accommodations).

Administrators actively support inclusive philosophy; all students receive age-appropriate general education curriculum; teachers differentiate instruction; teachers plan IEP accommodations into daily instruction; general and special educators have collaborative planning time; all staff view instruction of students with disabilities as shared responsibility.

Scaffold lessons with supports removed as students progress; tier lessons for various readiness levels; vary instructional methods and materials; use cooperative learning and graphic organizers; build rapport; reinforce effort; set high expectations; monitor progress consistently; provide frequent quality feedback.

Allow frequent work site changes; assign tasks involving movement; stage/chunk assignments with breaks; teach students to verbalize a plan before tasks; permit use of hands-on tools during listening (stress ball, clay); use multi-sensory strategies; vary tone of voice; use inconspicuous cues for inattention.

Plans collaboratively with special educators; shares responsibility for teaching and assessing all students; seeks support for struggling students; monitors class performance; supervises paraeducators and support staff; directs support staff on how to assist instruction; encourages peer tutoring.

FAPE stands for Free Appropriate Public Education. BCPS ensures FAPE by offering a continuum of supports within each school and a continuum of service delivery models, from general education with supports to more specialized settings, based on individual student need.