Vocabulary Terms Observed:

Multidisciplinary Evaluation Team(MDET)-Is a group of individuals who meet to

pursue a common goal that is for the best interest of a child. Members of this
team can include the following: speech therapist, occupational therapist,
special education teachers, psychologist, general education teacher, and
other team members that help give other members an idea of the overview of
the child’s abilities. I got the opportunity to sit in on an initial IEP meeting.

Curriculum-Based Assessments- Are given to students to monitor their progress

with different subject areas. Teachers use the results of the assessments to help
them plan instruction for students who need to be taught differently. I regularly
assessed students on the content that we learned in class.

Functional Behavioral Assessment (FBA)- Is an evaluation that determines a

specific behavior that a child is exhibiting. Additionally, the purpose of the
behavior is also evaluated as well. FBAs are used to determine why a child is
exhibiting a certain behavior and what is the reward that is received from that
behavior. FBAs focus on why, how, where, when, and what of the child’s
behavior. I observed the FBA process and I also aided in recording behaviors.

IEP Development Process- The IEP development process is a formation of seven

steps. These seven steps include pre-referral, referral, identification, eligibility,
development of the IEP, implementation of the IEP, and the evaluation and
reviews. Each step is taken into consideration by every member that is a part of
the team and is involved in the child’s educational progress. I got the
opportunity to observe and IEP meeting.

Instructional Adaptations- Are any changes that are made to the classroom
environment that promotes equality to success and to access the curriculum.
Adaptations include accommodations and modifications. While student
teaching, there have been many occasions where I have had to adapt my
lessons so that all students can be successful.

Visual Supports:

Classroom transitions and routines: What students follow everyday. Students are
expected to follow directions and move from one activity to the next. In my
classroom I was able to see how different students responded to transitions as
well as how my teacher approached transitions.

Physical Boundaries- Physical boundaries within a special education setting

deals with functional spaces. Spaces are visually defined, with labels images or
words), easy to move around, and organized. Having these boundaries help
students become aware of physical boundaries. During my time student
teaching I had to adapt various lessons so that all students in the class were
physically able to participate.

Sensory Supports:

Modulating Supports-Modulating supports have a deep pressure touch for the

nervous system. It helps the student attain and maintain focus and well-being.
These supports help stretch and compress the muscles. Weighted vests or
blankets fit against the student in a snuggly way. In my classroom we had an
area for students to relax with blankets and bean bag chairs. We also had a
sensory room that students could go to. Finally, some students in my class
benefited from using weighted blankets.

Calming Interventions- Students with autism need calming supports for times
when routine unexpectedly changes or something makes them uncomfortable
in the classroom. The reaction they have because of this could involve tantrum
like behaviors. One of the students in my class had to listen to certain songs in
order to calm her down.

Sensory Alerting Strategies Sometimes students with autism can be under

responsive to things in their surroundings. They may not be as aware as others
are. Sensory alerting strategies help them become more engaged and
motivated. Some of these strategies include squeezing a stress ball, smelling
peppermint, listening to fast paced music, and sitting on a ball chair. One of the
students in my classroom was more motivated to work when they had
something to fidget with.

Picture Exchange Communication System(PECTS)- Is a program that allows

students who have communication difficulties. PECS can be used using a binder
and Velcro, books, and devices. This program uses pictures that represent the
wants and needs of the child. The child is able to choose a picture, which
represents the want and need and hands it to another student or a peer. During
music therapy the teacher would have the students remove a Velcro image of
the instrument that they wanted to play and insert the image into a full
sentence.

Assisted Communication Device- Are devices that help students who have
expressive language difficulties and communicate efficiently with others their
basic wants and needs. These communication devices can be installed on
iPads and iPhones, which makes it portable for specific locations. All of the
students in my classroom had some variation of a communication device.

Social Skills Training -Social Skills training is a form of training that involves students
learning how to interact with other people in social situations. These training skills
help students how to master social skills for specific social situations. The students
in my class were taught many social skills, the main one was how to interact with
their peers.

Defining Space Defining space does not just include labeling, it can also include
organizational skills and how a room is set up. In the classroom, there were a few
labels to define space. In our classroom, certain areas were labeled with words
or pictures for the convenience of some students.

Vocabulary Terms Not Observed:

Child Study Team Meeting- Involves different professionals that have to decide
what is best for a child. The members of this team provide consultation,
evaluation, and other services that are needed to help a child succeed within a
school setting. Child Study Teams evaluate the student who is struggle and tries
to determine the disability is responsible for the struggles the child is facing.

Informal Reading Inventory- Is a survey designed to help teachers determine a

student's reading instructional needs. The results will help teachers determine the
instructional level and the amount and specific support the student needs. An
Informal Reading Inventory will assess students' strengths and needs in word
recognition, word meaning, reading strategies, and comprehension.

Annual IEP Re-Evaluation-Goal Setting- The IEP is reviewed and goals are
discussed.

Specially Designed Instruction- Specially Designed instruction involves the

teaching strategies used to instruct students with learning disabilities. While
developing this instruction, the teacher and parents analyze the student’s work
to determine their strengths and weaknesses. The work and lesson concept stays
the same for all students but the delivery is different based on the student’s
individual needs. Some examples of these teaching strategies include graphic
organizers, audio recordings of books, and extended time to complete
assignments.

Parent/Teacher Informational Conferences- Is a meeting between a student’s

parent/guardian and any teacher. This conference is to discuss information
regarding the student’s progress academically, socially, and behaviorally. These
conferences also allow for teachers and parents/guardians to express any
concerns they have to one another.

Accommodation Checklist- Is a set of skills or items that help a student with

special needs succeed in a classroom. This list is used as a way to remind the
teacher about what the student needs to succeed within their classroom. There
are students who have an IEP or 504 plan that gives the teachers an
understanding of what accommodations are needed for them to excel.
Response to Intervention (Universal Assessment, Tier 1 Accommodations, Tier 2
Accommodations and Tier 3 Accommodations)-Response to Intervention is a
multi-tier approach to identifying and supporting students with learning and
behavioral needs.
In Tier 1, each student uses references for assistance such as a number line. In
Tier 2, the student gets more of individualized assistance in whole group
instruction. Tier 3, students receive individualized, intensive interventions that
target the students' skill deficits.

Universal Assessment- Universal Assessment is a screening progress that focuses

on a particular skill and is given to all students. These assessments are a way to
showcase the students’ performance on the skill and then used to determine
the areas of weakness within that skill.

Progress monitoring- Allows for educators to measure student progress towards

the goal of mastery. Teachers use progress monitoring as a way to create and
follow decisions based on the data that was observed.

Extent of Special Education Student Participation in State Assessment- Are

options that students who have an IEP or 504 plan have accommodations that
help with their participation state assessment.

Special Education Student Participation in Alternative Assessments-Special

Education student participation in alternative assessment is the process in which
students in special education are permitted to take an alternative assessment.
This can be permitted if noted within the SDI of the IEP.

School/District Due Process- A due process is a hearing that parents can partake
in if they feel that the goals, accommodations, services, and other services are
not up to par. In other words, if parents disagree on the process and the items
included in the IEP, the parents have a right to resolve the issue in a legal
manner.

Visual Supports:

Visual Schedules (classroom and individual)- A visual schedule is a pictorial way

of displaying routine for students with autism

Instructions-Visual supports for instruction can be done through Velcro pictures.

The student can move through the list of directions and instructions to stay on
task. It visually breaks down each step into smaller and achievable tasks. When
each task is complete, the student can mark each task off from the list so they
can see how much they have completed and what they have left to complete.
Choice- Choice within a special education setting deals with students having a
choice. In other words, students are able to choose something within the format
of pictures, verbal, or actual written instruction of first, then.” After they
complete something first, then they have a choice of doing something as a
reward for completing the first task.

Safety- Safety within a special education setting deals with teaching students
who to express their wants and needs in an appropriate manner. The students
also have to take in account the rules and guidelines that are needed to follow
in order to avoid dangerous situations.

Executive Functioning-Is a process that involves taking in information and

making a functional decision that is appropriate towards a certain situation. This
includes being aware socially, problem solving, academic skills, and
understanding consequences.

Organization- To keep students with autism organized in their work, teachers can
use different strategies. Folders and notes can be color coded. A homework
planner or agenda book is great for writing down reminders and notes in one
space. Teachers can also use timers to set a time frame for when the students
should complete the task.