Individuals with Disabilities Education Act (IDEA) - ANSWER-Requires public schools to meet need of K-12 students with disabilities
Law that provides
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Specifically in school setting (Not workplace)
FAPE and LRE
Americans with Disabilities Act (ADA) - ANSWER-Civil rights law that prohibits disability discrimination by schools, employers, etc.
Reasonable accommodations in workplace
Freedom from discrimination
Section 504 of the Rehabilitation Act (Section 504) - ANSWER-Civil rights law that prohibits disability discrimination at schools that get federal funding
Meet these requirements by removing barriers to learning
Accommodations to classrooms to meet needs
FAPE and LRE
Individualized Education Program (IEP) - ANSWER-A customized plan for a student with a disability developed by a committee that guides the instruction and services the student receives
IDEA
Parents must sign off on it
IEP vs. 504 - ANSWER-IEP students are protected by IDEA; qualify for special education programs
504 students are protected by ADA; require accommodation in classroom but do not qualify for special education programs
Stages of Language Development - ANSWER-1. Preproduction
2. Early Production
3. Speech Emergence
4. Intermediate Fluency
5. Advanced Fluency
Preproduction Language Stage - ANSWER-Does not verbalize
Draws/Points
Early Production Language Stage - ANSWER-1 or 2 word responses
Key words and familiar phrases
Speech Emergence Language Stage - ANSWER-Simple sentences
Grammar/Pronunciation errors
Misunderstands jokes
Intermediate Fluency Language Stage - ANSWER-Few errors
Advanced Fluency Language Stage - ANSWER-Near-native level of language
Universal Design for Learning (UDL) - ANSWER-The design of curriculum materials, instructional activities, and evaluation procedures that can meet the needs of learners with widely varying abilities and backgrounds
Provide engagement, representation, and action/expression
Minimize barriers to learning and engagement
Differentiation Methods - ANSWER-Content
Process
Products
Learning Environment
Content (Differentiation) - ANSWER-What/How the student needs to learn
Ex. Presenting information in auditory and visual ways
Process (Differentiation) - ANSWER-Activities to engage students in learning
Ex. Offering manipulatives/ hands-on activities
Product (Differentiation) - ANSWER-How students apply/show what they have learned
Ex. Giving students options of how to express required learning
Learning Environment (Differentiation) - ANSWER-The way the classroom looks and feels
Ex. Providing materials that reflect a variety of cultures and home settings
Krashen's Theory of Second Language Acquisition - ANSWER-acquisition/learning hypothesis, monitor hypothesis, natural order hypothesis, input hypothesis and affective filter hypothesis.
Acquisition-Learning Hypothesis - ANSWER-Acquisition is rough-tuned and unconscious, and used to communicate messages. It is not consciously attended to. Learning, however, is very fine-tuned and refers to a learner‟s knowledge of rules and their ability to talk abut them. The Natural Approach values the former.
moniter hypothesis - ANSWER-explains how learning grammatical rules affects language acquisition. when an individual learns rules of grammar, he is able to monitor consciously the discourse he hears in the future. individuals use grammatical rules to monitor their speech.
Natural Order Hypothesis - ANSWER-1. second language learners produce single words
2. they strong words together based on meaning and not syntax
3. they begin to identify elements that begin and end sentences
4. they begin to identify different elements within sentences and can rearrange them to produce questions
Input Hypothesis - ANSWER-students acquire language by understanding input that is just above their current level of proficiency
Affective Filter Hypothesis - ANSWER-students have a higher achievement level when the level of anxiety and frustration is low. pr [Show Less]