Praxis 5358 flashcards
Praxis 5358 · Build recall with a focused review session.
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 child's IEP, available to all eligible children.
- 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 and services cannot achieve satisfactory education.
- Child find
- The IDEA duty of states and districts to identify, locate, and evaluate all children with disabilities residing in the jurisdiction who need special education, including those in private schools.
- Related services
- Supportive services such as transportation, speech-language therapy, occupational therapy, and counseling that are required to help a child with a disability benefit from special education.
- Manifestation determination
- A review within 10 school days of a disciplinary change of placement deciding whether the conduct was caused by or directly related to the student's disability or failure to implement the IEP.
- Section 504 plan
- A document under the Rehabilitation Act providing accommodations and services so a student with a physical or mental impairment substantially limiting a major life activity can access school programs.
- Prior written notice
- A required written notice to parents before the school proposes or refuses to initiate or change identification, evaluation, placement, or provision of FAPE, including reasons and options considered.
- Procedural safeguards notice
- The annual written explanation to parents of their rights, including access to records, independent evaluations, mediation, due process hearings, and placement during disputes.
- Specific learning disability
- A disorder in basic psychological processes involved in understanding or using language that may impair reading, writing, math, or spelling and is not primarily caused by other disabilities or disadvantage.
- Dyslexia characteristics
- Difficulties with phonological awareness, decoding, word recognition, spelling, and reading fluency despite adequate instruction, often persisting into adulthood and affecting written expression.
- Emotional disturbance criteria
- One or more of five characteristics over a long period that adversely affects educational performance, including learning problems, relationship problems, inappropriate behavior, depression, and physical symptoms or fears.
- Autism spectrum disorder
- A developmental disability affecting social communication and interaction and marked by restricted, repetitive behaviors, interests, or activities, with onset in early development and varied severity.
- Intellectual disability
- Significantly subaverage intellectual functioning with concurrent limitations in adaptive behavior in conceptual, social, and practical domains, with onset before age 18.
- Other health impairment
- An IDEA category for limited strength, vitality, or alertness due to chronic or acute health problems, such as asthma, epilepsy, or ADHD, that adversely affects educational performance.
- Adaptive behavior
- The conceptual, social, and practical skills people need for everyday functioning, such as communication, self-care, safety, and social judgment, measured in intellectual disability evaluations.
- Developmental delay category
- An optional IDEA category for children aged 3 through 9 who lag in physical, cognitive, communication, social, emotional, or adaptive development, defined by state criteria.
- 60-day evaluation timeline
- The IDEA rule that an initial evaluation must be conducted within 60 days of receiving parental consent, unless the state has an established alternative timeframe.
- Informed consent
- Parental agreement in writing to an evaluation or service, given after full explanation of relevant records and activities; consent is voluntary and may be revoked at any time.
- Response to intervention
- A tiered prevention framework using universal screening, research-based interventions of increasing intensity, and frequent progress monitoring to identify and support struggling learners.
- Standard score
- A transformed score expressing performance relative to the norm group mean, commonly 100 with a standard deviation of 15, allowing comparison across different tests.
- Standard deviation
- A measure of score spread around the mean; for many cognitive and achievement tests one standard deviation equals 15 points, so a score of 85 is one below average.
- Percentile rank
- The percentage of individuals in the norm group who scored at or below a given score; a percentile of 16 corresponds roughly to a standard score of 85.
- Curriculum-based measurement
- Brief, standardized, repeated probes of academic skills used to quantify student growth, compare to benchmarks, and judge whether an intervention is working.
- Triennial reevaluation
- A required reevaluation at least every three years unless parents and the school agree it is unnecessary, and required before a finding that a child is no longer eligible.
- Accommodation versus modification
- An accommodation changes how a student accesses or demonstrates learning without altering expectations; a modification changes content, level, or performance criteria.
- Measurable annual goal
- An IEP goal stating a target skill, the conditions under which it is performed, the criterion for acceptable performance, and how progress will be measured and reported.
- Specially designed instruction
- Adapting content, methodology, or delivery of instruction to address a child's unique needs and ensure access to the general curriculum so the child can meet educational standards.
- Explicit instruction
- A structured teaching sequence of modeling, guided practice with corrective feedback, independent practice, and cumulative review, effective for students with learning difficulties.
- Functional behavioral assessment
- A process of gathering data on antecedents, behaviors, and consequences to determine the function of a behavior and design an effective behavior intervention plan.
- Universal design for learning
- An instructional planning framework offering multiple means of engagement, representation, and action and expression so diverse learners can access content from the start.
- Progress monitoring
- Frequent, repeated measurement of a student's performance on IEP goals or intervention targets, used to adjust instruction and reported at least as often as report cards.
- Positive behavioral interventions
- A tiered system of proactive, evidence-based behavioral supports emphasizing prevention, teaching expected behaviors, and individualized plans based on functional assessment rather than punishment.