INTRODUCTION TO SPECIAL EDUCATION and DIFFERENTIATING INSTRUCTION PRE-ASSESSMENTWINTER, 2007Next to each question, write an "A" (I absolutely know the answer), a "K" (I kinda know the answer), or an "N" (NO WAY I know the answer).1. What criteria must special educators meet to be considered "highly qualified"?2. If a special education teacher is NOT "highly qualified," what educational role can she/he undertake?3. Which federal documents provide information about what it means to be "highly qualified" as a special education teacher?4. Historically, what paradigms influenced to whom and how special education services were delivered? What about today?5. World-wide, which category of disability received the first formal education? What was the intent of this education?6. In the United States, which category of disability received the first formal educational services? What was the intent of this education?7. When were specific learning disabilities recognized as a category of disability?8. List three ways that the new authorization of IDEA differs from IDEA 1997.9. What do the following acronyms stand for? - IDEA,- NCLB- FAPE- IEP- LRE- MDT10.What are the levels (give the names, not the numbers )in the Continuum of Services for Students with Disabilities? How does a MDT decide which level is appropriate for a student?11.What rights does IDEA assure children who have disabilities and their parentsor guardians? Just list them, you don't need to explain them on paper, thoughyou should know what they mean. (There are many rights. Try for at least 10.)12.Describe the classroom teacher's responsibility in regards to a student's IEP.13.What is the IDEA definition of specific learning disability? 14.What are several signals a classroom teacher might observe that would cause her/him to refer a student for assessment for a learning disability?15.Your text listed three common classroom practices that are powerful in predicting the academic success of students with LD. What are they?16.Your text also described several instructional strategies to use with students with learning disabilities. Describe two other than adjusting workload and time.17.List and define the three categories of ADHD. 18.What are the common developmental features that distinguish ADHD from mild attention or hyperactive problems? 19.What is the relationship between ADHD and LD20.What is a crucial distinction between ADHD and LD? 21.Your text listed 10 educational interventions for students with ADHD. List as many of these as you can. 22.Autism, Rett's Syndrome, Childhood Disintegrative Disorder, and Asperger's Syndrome are all types of pervasive developmental disorders. How are thesedisorders alike? Give one or two examples of how they are different. 23.On what areas of need should intervention focus for students with pervasive developmental disorders? What common intervention strategies help classroom teachers address these needs?24.What is a Sequence Analysis Chart? What purpose does it serve?25.List the three areas of language a classroom teacher should focus on to identify students with possible language disorders. Then list one question for each area that a classroom teacher might ask to help identify difficulties.26.What is the definition of communication disorder? What are the two broad categories of communication disorders? List three types of communication disorder. For each, describe a specific way a classroom teacher could support the development of a student with that disorder. For example, for whom might a Semantic Feature Analysis chart be useful and why?27.Define "developmental disabilities". List 3 or 4 types of developmental disability. 28.What four major concepts are included in defining mental retardation?29.What is the AAMR definition of mental retardation? What percentage of casesof mental retardation could have been prevented? When you think about teaching middle or high school students, what information might you provide to students that could help reduce the incidence of MR30.What is naturalistic intervention? Why is it recommended for students with developmental disabilities?31.What are three broad areas that students with developmental disabilities typically need help with? 32.What are some specific ways that a classroom teacher can support the learning of students with developmental disabilities? 33.What is the purpose of the McGill Planning System? In what context is MAPSused, by whom, and what questions are asked? 34.Define functional assessment, discrepancy analysis, and task analysis. Give a concrete example of how you might use these practices in your classroom.35.When is a student considered to have an emotional or behavioral disorder? According to the National Mental Health Association, why are students with emotional and behavioral disorders under-identified?36.What is the classroom teacher's responsibility related to identifying students with emotional disturbances or behavioral disorders? 37.What are the two broad categories of emotional and behavioral disorders? List characteristics of each.38.Explain how and when a classroom teacher or special education teacher might use Life-Space Intervention with students who have EBD. 39.What accommodations might a special education teacher suggest to help a student with EBD be successful academically? 40.According to your text, why should teachers provide small group instruction and one-on-one time for students with disabilities? 41.What difficulties do students face in content-area learning?42.What procedures can you employ to learn the strengths and weaknesses of the textbooks you use in your classroom? 43.How can you adapt textbooks for students with reading disabilities? How canyou improve classroom discussions for all students? 44.List and describe five components of instructional clarity.45.Describe 3 strategies explained in Chapter 15 that you could use in your classroom. Explain why you chose these particular strategies.46.Your text listed several strategies teachers should use (Chapter 10) to find outabout their students' home communities. What are they? Why does it matter for a teacher to learn about students' home communities?47. What are some reasons why students from culturally and linguistically diverse backgrounds are over-represented as having learning disabilities, mild mental retardation, and emotional or behavioral disorders?48.Describe some of the conflicts students may experience between the