NYSTCE SDBL (105/106) flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

FAPE

Free appropriate public education: special education and related services provided at public expense, meeting state standards, and conforming to the student's IEP.

Least restrictive environment

The requirement that students with disabilities be educated with nondisabled peers to the maximum extent appropriate, with removal only when supplementary aids are insufficient.

Manifestation determination

A team review, required within 10 school days of a disciplinary change of placement, deciding whether the behavior was caused by or related to the disability.

Prior written notice

Written notice to parents before the district proposes or refuses to initiate a change in identification, evaluation, placement, or provision of FAPE.

Section 504

A federal civil rights law prohibiting disability discrimination in programs receiving federal funds; requires FAPE but not an IEP or special education services.

Dyslexia

A specific learning disability affecting accurate and fluent word recognition, decoding, and spelling, typically rooted in phonological processing deficits.

Emotional disturbance

An IDEA category requiring one or more characteristics such as inability to learn, relationship problems, inappropriate behavior, depression, or physical symptoms over a long period.

Autism spectrum disorder

A developmental disability involving persistent deficits in social communication and interaction plus restricted, repetitive patterns of behavior, interests, or activities.

Executive function

Cognitive processes including planning, working memory, organization, inhibition, and self-monitoring that regulate goal-directed behavior; often impaired in ADHD.

Twice-exceptional

A student who demonstrates high academic or intellectual ability while also having a disability; each can mask the other in assessment.

Intellectual disability

Significantly subaverage intellectual functioning (typically IQ 70 or below) occurring with deficits in adaptive behavior, manifesting before age 18.

Specific learning disability

A disorder in basic psychological processes involved in understanding or using language, manifesting as an unexpected academic deficit in reading, writing, or math.

Criterion-referenced test

An assessment that measures a student's mastery of specific skills or content standards rather than comparing performance to a norm group.

Curriculum-based measurement

Brief, standardized probes of basic skills administered repeatedly to measure growth over time and inform instructional decisions.

Standard error of measurement

An index of score variability that estimates the range within which a student's true score likely falls around an obtained score.

PLAAFP

Present levels of academic achievement and functional performance: the data-based description of a student's current skills that anchors IEP goals and services.

SMART goal

An IEP goal that is specific, measurable, achievable, relevant, and time-bound, stating baseline, target, and measurement method.

Transition planning

IEP-based planning beginning by age 16 that sets postsecondary goals in education, employment, and independent living and identifies needed services.

Explicit instruction

A teacher-directed approach with clear objectives, modeling, guided practice, independent practice, and frequent checks for understanding.

Universal Design for Learning

A framework providing multiple means of representation, engagement, and action/expression so all learners can access content.

Accommodation versus modification

An accommodation changes how a student accesses content; a modification changes what is taught or the performance expectation.

Scaffolding

Temporary supports such as prompts, models, or graphic organizers that are gradually removed as the student gains independence.

Functional behavior assessment

A process using observation and data to identify antecedents, behavior, and consequences in order to determine the function of a behavior.

Behavior intervention plan

A written plan derived from an FBA that specifies replacement behaviors, environmental changes, reinforcement, and response strategies.

Positive behavior support

A three-tiered framework of universal, targeted, and intensive practices that teach and reinforce appropriate behavior while preventing problems.

Negative reinforcement

Removal or avoidance of an aversive stimulus following a behavior, which increases the likelihood of that behavior recurring.

De-escalation

Verbal and environmental strategies used to reduce agitation and prevent crisis, including calm tone, space, and offering choices.

Family-centered practice

An approach treating families as equal partners in decision-making, honoring their culture, language, and priorities for the student.

Interagency collaboration

Coordination among schools, vocational rehabilitation, health, and community agencies to deliver consistent services across settings and into adulthood.

Paraprofessional supervision

The teacher's responsibility to train, direct, and monitor paraprofessionals who deliver instruction and support under teacher guidance.

Mandated reporting

The legal duty of educators to report suspected child abuse or neglect to designated authorities, regardless of confidentiality concerns.

Reflective practice

Systematic examination of one's own instruction, data, and decisions to improve teaching and student outcomes over time.