INST 210 1st EditionExam # 2 Study Guide Lectures: 1 - 31Unit 1- Chapter 1- Today’s Special Education identifying and applying the six principles of IDEA identifying and applying the principles of the Elementary and Secondary Education Act and Section 504 of the Rehabilitation ActUnit2  identifying areas of disproportionate representation in special education and their impact on education  identifying strategies for implementing culturally responsive instruction  identifying factors that impact family quality of life  identifying strategies for building partnerships with familiesUnit 3 identifying supplementary aids and services, including accommodations, that support students with disabilities in accessing the general curriculum  identifying universal design for learning and its application in schools  Identifying school-wide instructional strategies and aspects of their application (i.e., Response to Intervention & Positive Behavior Interventions and Supports)Unit 4—Chapter 5—Learning Disabilities identifying supplementary aids and services appropriate for individuals with learning disabilities  identifying evidence-based instructional strategies that are appropriate for individuals with learning disabilities  identifying appropriate assessment accommodations for individuals with learning disabilities Unit 5—Chapter 7—Emotional & Behavioral Disorders identifying supplementary aids and services appropriate for individuals with EBD  identifying evidence-based instructional strategies that are appropriate for individuals with EBD  identifying appropriate assessment accommodations for individuals with EBDUnit 6—Chapter 8—AHDH  identifying supplementary aids and services appropriate for individuals with ADHD identifying evidence-based instructional strategies that are appropriate for individuals with ADHD  identifying appropriate assessment accommodations for individuals with ADHDUnit 7—Chapters 6 & 11—Autism and Communication Disorders identifying supplementary aids and services appropriate for individuals with communication disorders and individuals with autism spectrum disorders  identifying evidence-based instructional strategies that are appropriate for individuals with communication disorders and individuals with autism spectrum disorders  identifying appropriate assessment accommodations for individuals with communicationdisorders and autism spectrum disordersUnit 8—Chapter 9—Intellectual Disabilities identifying supplementary aids and services appropriate for individuals with ID  identifying evidence-based instructional strategies that are appropriate for individuals with ID  identifying appropriate assessment accommodations for individuals with ID Unit 9—Chapters 10 & 12—Multiple and Physical Disabilities, Other Health Impairments identifying supplementary aids and services appropriate for individuals with multiple disabilities, physical disabilities, and other health impairments  identifying evidence-based instructional strategies that are appropriate for individuals with multiple disabilities, physical disabilities, and other health impairmentsUnit 10—Chapters 14 & 15—Hearing Loss and Visual Impairments identifying supplementary aids and services appropriate for individuals with hearing lossand visual impairments  identifying evidence-based instructional strategies that are appropriate for individuals with hearing loss and visual impairments Unit 11—Chapter 13—Traumatic Brain Injury identifying supplementary aids and services appropriate for individuals with TBI  identifying evidence-based instructional strategies that are appropriate for individuals with TBI Unit 12—Chapter 16—Giftedness Describe the characteristics of students who are gifted or talented. Describe the bias regarding the underrepresentation of culturally diverse students in programs for gifted students.  Identify strategies for challenging and enriching the education of gifted