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Inclusion
brings together diverse families, educators, and institutions to increase belongingness in school
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Mainstreaming
A student with a disability only attends class on a periodic then goes back the specail ed room
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push-in and pull-out programs
push in to the gen ed with aid and pull out of gen ed room to resource room
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know the principles of inclusion
ability to learn
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responsiveness to invidual strengths and challenges
believe all students have the ability to learn
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reflective practices and differentiated instruction
educators must examine and differentiate
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community and collaboration
effective inclusions involves establishing a community of educators
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LRE to LMR
least restrictive enironment means going to a gen ed classroom, next would be going to a resourse room then back to gen ed room, then pulled out of gen ed room to special ed room then LMR which is to insitutionalize the student
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Which is the following is not a principle of inclusion
All learner are treated the same
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which of the following sequence is consistent with the continum of education services from most to least restrictive
full-time sp ed room, resource room to gen ed with aid
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A special ed teacher comes into the classroom to with a student
push-in program
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a student leaves the gen classroom to receive individualize instructions in specific skills to help him succeed
resource room
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supreme court case the principle that separate but not equal
brown v. board of education
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the idea that individual with disabilities are entitled to the same opportunites and experiences as everyday members of society
normalization
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research impact of inclusion on students with disabilities
- inclusion programs have long term benefits
- inclusion programs tend enhance the academic and social performance
- inclusion programs may impact elementary and secondary
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statement about the research on impact of inclusion on student
students without disabilities appear to more accepting of others
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a statement about the attitudes of general educators toward inclusion
gen ed are have increased confidence in their own teaching abilities
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appropriate role for special educators in gen ed
- teaching content by themselves
- assigning grade by themselves
- managing student behaviors by themselves
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the best way to do inclusive education
there is no best way to do inclusive classroom
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A process that recognizes the role of teacher, agnencies, students and families in appropiate school and community
wraparound planning
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in cooperative teaching
- gen ed educators and special educators collaborate
- teacher share accountability for planning and delivery
- teachers are equal responsible for evaluating student's work
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Multidisciplinary process that includes teachers, administrators,parents extend family
person-/student-centered planning process
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statement is true regarding the research on social/behavioral prerformance of students with disabilities
- student taught in inclusion programs have develop friendship with peers
- some student not all have self concept scores
- some students with disabilities at school are lonely
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equal status activity
both individual view each other as equals
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children can be taught about individual differences by using
- frist person accounts
- case studies about studens with disabilities
- video depicting the lives of individual with disabilities
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a teacher treats all the students the same way
treating some of students fairly
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help students transition to inclusive classroom from a special ed room
preteaching
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give student with disabilities learning strategies that students could use in the classroom
promote generalization
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students color code notebooks by content area
organizational skills
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teacher uses techniques that helps students acquire information
learning strategies
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1980's movement for reorganizational of sp ed and gen ed
the regular education initiative
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4th grade student that is learning the capitals of states that surround Indiana the rest of the class is learnng all 50 states and capital
parallel construction
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student give extra help with graphic organizers and reading
accommodations
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traditional theory of intelligence are true
- intelligence is variable
- intelligence varies over a person' lifespan
- intelligence consists of ability in logic and language
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multiple intelligences theory that are false
intelligence is measured by products rather than process
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multiple intelligence respond to videos, illustration
visual-spatial
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dramatice presentation
bodily-kinesthetic
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pyramid planning
focuses on teaching students similar material at vary difficulty levels
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cooperative learning
interpersonal
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differentiated instructions activities that students can do when they have completed their assignments are
anchoring activities
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developing questions when a teacher ask who what where
blooms
remembering
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questions that ask for demostration
applying
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questions to make a judgement
evaluating
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mistakes made by teachers
asking too many questions
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low level questions generally require a wait time of
3 seconds
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not a necessarily a benefit of wait time
a number of student to student interactions decreased
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compare and contrasts
blooms
analyzing
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diagram
Blooms
understanding
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summarize
Blooms
understanding
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student making eye contact with other classmates
overlapping instruction
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students given lessons in same curricular area as their peers but varying degrees difficultly
multilevel teaching
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What does SIM stand for
Strategies Intervention Model
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SIM strategies content specific
not content specific
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who were strategies originally designed for
adolescents with learning disabilities
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Know the basic steps for teaching learning strategies to students
techniques principles, or rules that facilitate the acquisition, storage and retriveal of information across
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what is the rap stategy
- reading strategy
- r= read the paragraph
- a=ask yourself the main idea and supporting details
- p=put the text in their own words
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what is fist strategy
- f=first sentence in the paragraph is read
- i=indicate a question based on the info
- s=search for the answer to the question
- t=tie the anwer to the question with paraphase
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what is scrol
- s=survey the material to be read
- c=connect the ideas
- r=read the material
- o=outline
- l=look
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what is slant
- s=set up straight
- l=lean forward
- a= act interested
- n=nod your head
- t= track the teachers with your eyes
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what is dissect
- d=discover the context of the word
- i=isolate the words prefix
- s=separate the word's suffix
- s=say the word stem
- e examine using rules of 3's and 2'
- c=check with another person
- t=try the dictionary
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what is please
- p=pick a topic, audience, and fomat
- l=list information about the topic
- e=evaluate whether the list complete
- a= activate the paragraph with a short
- s=supply supporting sentences based
- e=end with a concluding sentence
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What is ride
- r=read the problem
- i=identify relevant info
- d=determing operations and units for
- e= enter correct numbers and calculate
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what is signs
- s=survey
- i=identify
- g=graphically
- n=note operations
- s=solve and check problem
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what is SQR3
- s=survey
- q=questions
- r=read,recite/write.review
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what is a graphic organizer, what is used for
- a visual-spatial illustration of key terms that comprise and their interrelationships
- we use this to help study
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central theme
structured around one central topic and the elements that describe them
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heirarchical
information is presented in order of importance
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venn diagram
compare and contrast stories, math problems, books
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what is an anticipation organizer why is it useful
- require students to respond to several oral or written statements or questions concering the new material prior to reading.
- convert main points into short statements that elicit anticipations and prediction
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What is an advance organizer why is useful
written or oral statements activities or illustrations to offer students a framework for understanding the essential information
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know way to construct a study guide
- learning from text guide
- interactive reading
- point of view reading guide
- textbook activity
- reading road map
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what is an acronym
a mnemonic device that fosters memory by creating a meaningful word or phase using the first letters of words or phrases to be remembered
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acrostic
a mnemonic device that triggers recall by employing a sentence based on the first letter of words to memorized
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marginal glossand highlighted text
help students identify essential information in context text
****marginal gloss don't use****
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concept map
- class or category of concept
- important information
- instance and noninstance
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content
input what students learn
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process
how students go about making sense of ideas and information
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product
output how students demonstrate what they have learned
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what types of groups a teacher can create
- interest
- random
- readiness level
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features of differentiated instruction
proactive more qualitative than quantitative
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