Praxis 5941 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 under IDEA: special education and related services provided at public expense, meeting state standards, and conforming to the student's individualized education program.

Least restrictive environment

IDEA 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.

Prior written notice

Written notice to parents before the district proposes or refuses to initiate or change identification, evaluation, placement, or provision of FAPE; must explain reasons and parent rights.

Child Find

District's affirmative obligation to identify, locate, and evaluate all children residing in the jurisdiction who have disabilities and need special education, regardless of school enrollment.

Manifestation determination

Review within 10 school days of a disciplinary change of placement to decide whether the behavior was caused by or directly related to the disability or a failure to implement the IEP.

Related services

Supportive services required to help a student with a disability benefit from special education, such as speech-language therapy, occupational therapy, counseling, and transportation.

Section 504

Rehabilitation Act provision barring disability discrimination in federally funded programs; requires accommodations for impairments substantially limiting a major life activity but no special education funding.

IEP team membership

Required members include the parent, a regular education teacher, a special education teacher, a district representative qualified to provide services, an individual who can interpret evaluation results, and where appropriate the student.

Specific learning disability

IDEA category for a disorder in basic psychological processes involved in understanding or using language that may manifest as imperfect listening, thinking, speaking, reading, writing, spelling, or math skills.

Dyslexia

A specific learning disability of neurobiological origin involving phonological processing deficits that impair accurate and fluent word recognition, spelling, and decoding despite adequate instruction.

Other health impairment

IDEA category for limited strength, vitality, or alertness due to chronic or acute health problems such as asthma, ADHD, diabetes, or epilepsy that adversely affects educational performance.

Emotional disturbance

IDEA category requiring one or more characteristics such as inability to learn, relationship problems, inappropriate behavior, depression, or fears over a long period and to a marked degree.

Intellectual disability

Significantly subaverage intellectual functioning with concurrent adaptive behavior deficits in conceptual, social, and practical domains, originating during the developmental period and affecting educational performance.

Autism spectrum disorder

Developmental disability affecting social communication and interaction plus restricted repetitive behaviors, interests, or activities that adversely affect educational performance and are present in early childhood.

Traumatic brain injury

Acquired injury to the brain from external physical force causing total or partial functional disability or psychosocial impairment that adversely affects educational performance; excludes congenital or birth trauma.

Deaf-blindness

Simultaneous hearing and visual impairments whose combination creates severe communication, developmental, and educational needs that cannot be accommodated in programs designed for only one impairment.

Dyscalculia

A specific learning disability affecting number sense, arithmetic fact retrieval, calculation accuracy, and mathematical reasoning, often coexisting with language or attention difficulties.

Standard score interpretation

On tests with mean 100 and standard deviation 15, a score of 85 is one standard deviation below the mean, near the 16th percentile; 115 is one above.

Curriculum-based measurement

Brief, standardized timed probes of basic skills, such as words read correctly per minute, used repeatedly to index growth and judge instructional effectiveness.

Response to intervention

Multi-tiered prevention framework with universal core instruction, targeted small-group intervention, and intensive individualized support, using progress data to guide decisions and eligibility.

PLAAFP

Present levels of academic achievement and functional performance: IEP statement of the student's strengths, parent concerns, and how the disability affects progress in the general curriculum.

Measurable annual goal

IEP goal specifying the target skill or behavior, conditions of performance, and objective mastery criteria plus how often progress will be measured and reported.

Transition planning

IEP process beginning by age 16 that develops measurable postsecondary goals for education or training, employment, and where appropriate independent living, based on age-appropriate assessments.

Formative assessment

Ongoing collection of data during instruction, such as exit tickets or probes, used to adjust teaching in real time rather than to assign final grades.

Accommodation versus modification

Accommodations change access without altering content or standards, such as extended time; modifications change what is taught or the expected performance standard.

Explicit instruction

Teacher-directed sequence of modeling, guided practice with feedback, independent practice, and cumulative review, with clear objectives and high student response rates.

Universal Design for Learning

Framework providing multiple means of engagement, representation, and action and expression so varied learners can access curriculum and demonstrate knowledge.

Functional behavioral assessment

Systematic process identifying antecedents, behaviors, and consequences to determine the function of behavior, used to build a positive behavior intervention plan.

Co-teaching models

Arrangements including one teach/one observe, one teach/one assist, station teaching, parallel teaching, alternative teaching, and team teaching for shared instruction in inclusive classrooms.

Scaffolding

Temporary supports such as models, prompts, or graphic organizers that are gradually withdrawn as the learner gains competence and independence.

Repeated reading

Fluency intervention in which a student reads the same passage aloud multiple times with feedback, improving rate, accuracy, and comprehension.

Self-monitoring

Strategy in which students record their own behavior or academic performance against a goal, increasing awareness and independence while supplying data for the teacher.