| A | B |
|---|
| gender most for LD | male |
| percentage of LD | 20% |
| LD | gap between ability and performance |
| 3 causes of LD | neurological/genetic/environmental |
| What goes on in brain for LD | glitch in processing--translating & integrating info |
| perseveration | can't move to another task/stuck |
| developmental coordination disorder | clumsy/coordination problems |
| dyslexia | reading disorder |
| aphasia | communication disorder |
| dysgraphia | writing disorder |
| dyscalculia | math disorder |
| amnesia | memory disorder |
| differentiated learning | proactive/different options for intake and assessment |
| 3 things you can differentiate | content, process product |
| 3 things take into account when differentiating | readiness/interests/learning styles |
| Universal Design for Learning | no modifications needed--already can be used or done by anyone |
| Teaching style | learning environment/routine/presentation |
| reproductive teaching style | teacher centered/students mimic` |
| productive teaching style | student centered/discovery/ no right or wrong |
| class format | how class is organized (1:1/small or whole group) |
| peer tutoring | students helping students |
| cooperating learning | students have to work together to achieve goal |
| instructional cues | length and complexity of commands |
| visual supports | visual prompt to help students understand |
| multilevel curricular selection | for mild LD; same curricu. just differentiated |
| curricular overlapping | PE IEP embedded in reg. gen ed PE class |
| alternative programming | IEP objectives away from class |
| general task analysis | identify task and environmental factors influence movement |
| specific task analysis | how factors influence a specific movement |
| 5 S's of modification | surface speed, size, sound, support |
| intellectual disability | sub average intellectual functioning and adaptive behavior |
| intelligence quotient | general mental capability |
| adaptive behavior (3 areas) | social, communication, life skills |
| Causes of Intel. disability | Not known, birth trauma, prenatal neglect, drugs/alcohol prenatally |
| Down Syndrome | Extra chromosome-trisomy 21 |
| Fragile X | mutation on X chromosome |
| Intermittent support | as needed basis |
| limited support | short period of time until skill mastered |
| extensive support | ongoing, regular |
| pervasive support | constant and high intensity |
| SREA* | simplify/refine/extend/apply |
| TREE | teaching style/rules/environment/equipment |
| special olympics | international sports program for children and adults with ID |
| Unified Sport-Special Olympics | partners = # indiv. w/disabilities w/those without |
| Motor Activities Training Program-Special Olympics | Severe Dis./physical assistance/modifications |
| Youth Athletes--Special Olympics | for preschool children |
| Diagnosing LD | Used to be testing now RTI process |
| RTI | 3 tiers/if making no progress then look at identification |
| Midline crossing activities | Important for LD |
| 1st of 4 point method if modif. is appropriate | Can student participate & still be challenged |
| 2nd of 4 point method to check Modification | Does change make setting unsafe? |
| 3rd of 4 point method to check modification | Does change affect peers w/o LD |
| 4th of 4 point method to check mod. | Does change cause undue burden on teacher |
| Strength/Endurance modifications | lower target, reduce distance, modify equipment, decrease time |
| Balance modifications | widen base, bar to assist, lower center of gravity |
| Coordination/Accuracy modifications | size of balls, reduce distance, increase target or striking surface |
| Functional approach to modifying | Examine requirements/determine capabilities/match modification/evaluate effectiveness |
