FTCE EXCEPTIONAL STUDENT ED. K-12

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jenny1025
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117541
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FTCE EXCEPTIONAL STUDENT ED. K-12
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2011-11-17 19:53:36
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EXCEPTIONAL STUDENT EDUCATION
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FTCE CERTIFICATION EXAM FOR EXCEPTIONAL STUDENT EDUCATION K-12
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  1. PUBLIC LAW 93-112
    REHABILITATION AMMENDMENTS OF 1973- THE FIRST COMPREHENSIVE FEDERAL STATUTE TO ADDRESS RIGHTS OF DISABLED YOUTH. PROHIBITED ILLEGAL DISCRIMINATION IN ED, WORK, OR HOUSING BASED ON DISABILITY
  2. CRITERION REFERENCED ASSESSMENT
    RELATED TO THE SUBJECT AREA BEING TAUGHT, HOW WELL THE SUBJECT IS MASTERED
  3. FORMATIVE ASSESSMENT
    ON-GOING ASSESSMENTS, OBSERVATIONS, SUMMARIES, AND REVIEWS TO TEST LEARNING ALONG THE WAY
  4. NORM REFERENCED ASSESSMENT
    EVALUATING AND GRADING LEARNING BY JUDGING AND RANKING THEM AGAINST PERFORMANCE OF THEIR PEERS
  5. PORTFOLIO ASSESSMENT
    SYSTEMATIC COLLECTION OF STUDENT WORK AND RELATED MATERIAL THAT DEPICTS STUDENT ACTIVITIES, ACCOMPLISHMENTS, AND ACHIEVEMENTS
  6. FOUR STAGES OF CAREER DEVELOPMENT
    AWARENESS, EXPLORATION, PREPARATION, PLACEMENT
  7. ESSENTIAL DOMAINS OF TRANSITION PLANNING
    PERSONAL/SOCIAL, GENERAL COMMUNITY FUNCTIONING, EMPLOYMENT, LEISURE/RECREATIONAL
  8. EARLY PHASES OF WORD RECOGNITION WITHIN DECODING
    PRE-ALPHABETIC, PARTIAL-ALPHA, FULL ALPHA, CONSOLIDATED ALPHA
  9. DRI (DIFFERENTIAL REINFORCEMENT OF INCOMPATIBLE BEHAVIORS)
    TO REINFORCE BEHAVIORS THAT WILL PREVENT THE DISPLAY OF UNDESIRABLE BEHAVIORS
  10. DRO (DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIORS)
    REWARDING IF UNDESIRED BEHAVIOR IS NOT DIPLAYED DURING DESIGNATED TIME PERIOD
  11. FIXED RATIO SCHEDULE OF REINFORCEMENT
    WHEN A RESPONSE IS REINFORCED ONLY AFTER A SPECIFIED NUMBER OF RESPONSES
  12. CHAINING STRATEGY FOR BEHAVIOR
    BASED ON TASK ANALYSIS WHEREBY SUB BEHAVIORS ARE RECOGNIZED AS REQUIREMENTS FOR MASTERY
  13. IDEA (INDIVIDUALS WITH DISABILITIES ACT)
    • 1990
    • PL 101-476
    • FREE PUBLIC EDUCATION WITH IEP, ASSISTIVE TECHNOLOGY, LEAST RESTRICTIVE ENVIRONMENT, AND RIGHT TO DUE PROCESS
  14. PL 99-457
    • 1986, EDUCATION OF HANDICAPPED ACT AMMENDMENTS
    • EXTENDED FREEDOM OF APPROPRIATE PUBLIC EDUCATION TO KIDS AGE 3-5
  15. EUSTRESS
    PLEASANT OR CURATIVE STRESS, POSITIVE STRESS
  16. MORPHOLOGY (LANGUAGE)
    SMALLEST UNIT OF LANGUAGE THAT CONVEYS MEANING (EXAMPLE -- ROOT WORDS)
  17. SYNTAX (LANGUAGE)
    GRAMMAR, HOW WORDS AND MORPHEMES ARE CORRECTLY COMBINED
  18. PRAGMATICS (LANGUAGE)
    SPEAKERS' INTENT, USED TO INFLUENCE OR CONTROL ACTIONS OF OTHERS
  19. SEMANTICS (LANGUAGE)
    LANGUAGE CONTENT (OBJECTS, ACTIONS, AND RELATIONS BETWEEN OBJECTS)
  20. PHONOLOGY (LANGUAGE)
    RULES ABOUT SOUNDS AND SOUND COMBINATIONS, PHONEMES ARE SOUNDS WTIH NO MEANING ON THEIR OWN
  21. RULE BASED INSTRUCTION
    TAUGHT USING A SYSTEM OF RULES AND GENERALIZATIONS
  22. FERNALD METHOD OF INSTRUCTION
    USES VISUAL, AUDITORY, KINESTHETIC, AND TACTILE MODALITIES
  23. GILLINGHAM METHOD OF INSTRUCTION
    TEACHES LETTER/SOUND CORRESPONDENCE ALPHABETICALLY, WORDS ARE TAUGHT SYLLABLE BY SYLLABLE
  24. COMPONENTS OF WRITTEN LANGUAGE
    • FLUENCY (NUMBER OF WORDS WRITTEN)
    • SYNTAX (WORD USAGE, PUNCTUATION)
    • VOCABULARY (CHOICE OF WORDS)
    • STRUCTURE (GRAMMAR, PUNCT, CAPITALIZATION)
    • CONTENT (ACCURACY, IDEAS, ORGANIZATION)
  25. SEQUENCE OF WRITTEN EXPRESSION SKILLS
    • PREWRITING-THE PLANNING PHASE
    • ORGANIZING CONTENT-IDEAS DEVELOPED AND CONNECT IDEAS
    • REVISING-REORGANIZE AND EDIT
    • FINAL DRAFT-FINAL EDITING
  26. METHODS OF IDENTIFYING AND ASSESSING SOCIAL SKILLS DEFICITS
    • SOCIAL SKILLS CHECKLIST
    • DIRECT OBSERVATION
    • ROLE PLAYING
    • SELF-REPORTS
    • SOCIOMETRIC MEASURES (PEER NOMINATIONS, PEER RATINGS, PEER ASSESSMENTS)
  27. LEARNING STYLES
    • VISUAL
    • AUDITORY
    • TACTILE
    • KINESTHETIC
  28. FIVE TYPES OF STUDENT GROUPING IN CLASSROOM
    • LARGE GROUP WITH TEACHER
    • SMALL GROUP INSTRUCTION
    • ONE STUDENT WITH TEACHER
    • PEER TUTORING
    • COOPERATIVE LEARNING
  29. SEQUENCE OF MATHEMATICS UNDERSTANDING
    • CONCRETE-EXAMPLE USING COUNTERS
    • SEMI-CONCRETE-EXAMPLE USING PICTURES
    • ABSTRACT-NO MANIPULATIVES OR PICTURES
  30. DEVELOPMENTAL READING APPROACHES
    • BASAL READING
    • PHONICS APPROACH
    • LINGUISTICS APPROACH
    • WHOLE LANGUAGE APPROACH
    • LANGUAGE EXPERIENCE APPROACH
    • INDIVIDUALIZED READING APPROACH
  31. BASAL READING
    (DEVELOPMENTAL READING APPROACH)
    • STRUCTURED, SEQUENTIAL MANNER TO TEACH READING. HAS TEACHING STRATEGIES, CONTROLLED VOCABULARY, ASSESSMENT MATERIALS, AND OBJECTIVES
    • TEACHES TO THE GROUP, NOT THE INDIVIDUAL
  32. PHONICS APPROACH
    (DEVELOPMENTAL READING APPROACH)
    WORD RECOGNITION IS TAUGHT THROUGH GRAPHEME-PHONEME ASSOCIATIONS, SOUNDS USUALLY TAUGHT IN SEQUENCE (VOWELS, CONSONANTS, CONSONANT BLENDS)
  33. LINGUISTICS APPROACH
    (DEVELOPMENTAL READING APPROACH)
    • WHOLE WORD APPROACH, WORDS ARE TAUGHT IN WORD FAMILIES AND AS A WHOLE OR SET
    • IRREGULAR WORDS ARE TAUGHT AS SIGHT WORDS
  34. WHOLE LANGUAGE APPROACH
    (DEVELOPMENTAL READING APPROACH)
    READING IS TAUGHT AS A HOLISTIC, MEANING-ORIENTED ACTIVITY, NOT BROKEN DOWN INTO A COLLECTION OF SKILLS
  35. LANGUAGE EXPERIENCE APPROACH
    (DEVELOPMENTAL READING APPROACH)
    READING IS CONSIDERED A PERSONAL ACT, LITERATURE IS EMPHASIZED, STUDENTS ENCOURAGED TO WRITE ABOUT LIFE EXPERIENCES
  36. INDIVIDUALIZED READING APPROACH
    (DEVELOPMENTAL READING APPROACH)
    STUDENT SELECTS OWN READING MATERIALS ACCORDING TO INTEREST AND ABILITIY

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