Term
| what are the provisions of no child left behind based on? |
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Definition
| Accountability for student learning and the use of scientifically based programs of instruction |
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Term
| Requiring that all students with disabilities participate in state-wide assessments and that all students make adequate progress are components of |
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Definition
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Term
| No Child Left Behind allows students with what to participate in alternative assessments. |
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Definition
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Term
| The principle of IDEA that states that all children with disabilities, regardless of the nature or severity of the disability shall receive a free public education is |
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Definition
| free appropriate public education |
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Term
| The federal law that extends civil rights to people with disabilities is |
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Definition
| Section 504 of the Rehabilitation Act of 1973. |
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Term
| what extends civil rights protection of persons with disabilities to private-sector employment, all public services, public accommodation, transportation, and telecommunications. |
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Definition
| americans with disabilities act |
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Term
| what is required for students to be eligible for special education services. |
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Definition
| classification in a disability category |
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Term
| what is a complex issue involving emotional, political, and ethical considerations in addition to scientific, fiscal, and educational interests. |
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Definition
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Term
| what is more restrictive than exceptional children because it does not include children who are intellectually gifted. |
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Definition
| students with disabilities |
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Term
| the term handicap refers to |
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Definition
| a disability that leads to educational, personal, social, vocational, or other problems. |
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Term
| the term at risk refers to children who |
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Definition
| although not currently identified as having a disability, are considered to have a greater-than-usual chance of developing one. |
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Term
| Preventive intervention is designed to |
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Definition
| prevent, eliminate, and/or overcome the obstacles that might keep a child with disabilities from learning. |
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Term
| what intervention involves teaching a substitute skill that enables a person to perform a task in spite of a disability. |
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Definition
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Term
| what intervention is designed to eliminate specific effects of a disability. |
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Definition
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Term
| The belief that the general education classroom does not offer the intense, individualized education for a child with disabilities is the reason why inclusion is rejected by who |
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Definition
| some parents of students with disabilities |
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Term
| who contested the educational placement of the child in favor of a more restrictive environment. |
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Definition
| parents of a child with disabilities |
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Term
| The presence of students with disabilities impairing the academic skills of students without disabilities in an inclusive classroom is a concern of |
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Definition
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Term
| which part of an IEP should include how the child's disability affects the child's involvement and progress in the general curriculum. |
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Definition
| a statement of the child's present levels of academic achievement and functional performance |
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Term
| what should also include a statement of program modifications or supports for school personnel that will be provided for the child. |
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Definition
| A statement of the special education and related services |
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Term
| Educating students with disabilities with children who are not disabled to the maximum extent possible is called |
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Definition
| the least restrictive environment |
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Term
| Collaboration, consultation, and teaming are three ways for team members to |
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Definition
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Term
| Coordination is the simplest form of collaboration and requires |
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Definition
| ongoing communication and cooperation. |
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Term
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Definition
| team members providing information and expertise to one another. |
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Term
| who is the most likely person to raise concerns about a child's learning, behavior, or developmental differences. |
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Definition
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Term
| what is most often conducted by a building-based early intervening team. |
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Definition
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Term
| Responsiveness to intervention provides |
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Definition
| early intervention in the form of scientifically validated instruction to all children in the school who are at risk for failure. |
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Term
| Written communication involves |
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Definition
| happy grams, parent appreciation letters, and special accomplishment charts. |
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Term
| one-time information sessions, make-it-and-take-it workshops, and multiple-session programs on IEP/IFSP planning or behavior support strategies. |
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Definition
| parent education and support groups |
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Term
| Accepting parents' statements means |
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Definition
| conveying through verbal and nonverbal means that parent input is valued. |
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Term
| Deficits in self-care skills and social relationships are two areas of |
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Definition
| adaptive behavior skills. |
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Term
| Children with mild intellectual disabilities were traditionally educated in |
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Definition
| self-contained classrooms in the public schools. |
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Term
| According to today's special education teachers, what prohibit students from obtaining an education in the least restrictive environment. |
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Definition
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Term
| what will provide meaningful access to academic and social life of the classroom. |
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Definition
| Adapting instruction so that every student can participate frequently and successfully in the curriculum |
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Term
| uided notes, graphic organizers, and mnemonic strategies are what |
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Definition
| types of content enhancements. |
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Term
| Brain damage, heredity, biochemical imbalance, and environmental factors are all possible causes of |
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Definition
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Term
| There is growing evidence that genetics may account for at least some family links with what |
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Definition
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Term
| Reports show a what degree of comorbidity between learning disabilities and ADHD. |
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Definition
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Term
| The federal definition of learning disabilities includes the what that states that learning disabilities cannot occur along with other disabilities. |
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Definition
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Term
| Functional analysis involves |
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Definition
| the experimental manipulation of several antecedent or consequential events surrounding a target behavior in an attempt to hypothesize functions of the behavior. |
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Term
| Most students with emotional and behavioral disorders make excellent progress when provided with |
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Definition
| explicit, systematic instruction. |
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Term
| A functional behavioral assessment is |
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Definition
| a systematic process for gathering information to understand why a student may be engaging in challenging behavior. |
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Term
| Asking teachers, parents, and others who know the child well about the circumstances that typically surround the occurrence and nonoccurrence of a problem behavior is called |
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Definition
| indirect functional behavior assessment. |
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Term
| Two traits that help to foster strong teacher–student relationships are differential acceptance and |
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Definition
| having empathetic relationships. |
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Term
| A teacher of students with emotional or behavioral disorders must exhibit |
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Definition
| mature actions, attitudes, and self-control. |
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Term
| Using naturalistic teaching procedures and different cues and prompts to ensure that each child receives adequate support are two ways of |
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Definition
| using instructional strategies that maintain the child's natural flow. |
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Term
| Using activities that will engage children with a large range of abilities and allowing every child to have a turn to play a role are ways to promote |
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Definition
| generalization and maintenance of skills. |
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Term
| Applied behavior analysis is |
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Definition
| a scientific approach to designing, conducting, and evaluating instruction based on empirically verified principles describing functional relationships between events in the environment and learning. |
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Term
| Discrete trial training is |
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Definition
| one-on-one sessions during which a routinized sequence of contrived learning trials is presented as the teacher and child sit at a table. |
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Term
| Characteristics of autism spectrum disorders may include impaired social relationships, communication and language deficits, intellectual functioning, and |
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Definition
| unusual responsiveness to sensory stimuli. |
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Term
| Autistic disorder is marked by three defining features with onset before age three: a qualitative impairment of social interaction, a qualitative impairment of communication, and |
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Definition
| restricted, repetitive, and stereotyped patterns of behavior. |
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Term
| what has strongly influenced the treatment of fluency disorders. |
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Definition
| The application of behavioral principles |
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Term
| Distortions, substitutions, omissions, and additions are types of |
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Definition
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Term
| Articulation disorders are exhibited by a child who |
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Definition
| is not able to produce a given sound (i.e., who does not have the sound in his or her repertoire of sounds). |
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Term
| When a child produces a given sound correctly in one situation but not in others, he or she is exhibiting a |
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Definition
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Term
| Paralinguistic and nonlinguistic behaviors are |
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Definition
| cues that play major roles in human communication. |
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Term
| The skill level of the who plays a critical role in the success and appropriateness of a general education classroom placement for students who are deaf. |
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Definition
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Term
| Speech-to-text translation does what |
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Definition
| increases access by deaf students to live presentations, such as public or classroom lectures. |
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Term
| what is a hearing impairment so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and adversely affects a child's educational performance. |
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Definition
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Term
| An impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of deafness is a |
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Definition
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Term
| Residual hearing means that |
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Definition
| a deaf person may perceive some sounds. |
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Term
| Vision specialists provide supports to |
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Definition
| students with visual impairments in the regular classroom. |
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Term
| Orientation and mobility, listening skills, and functional life skills are |
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Definition
| expanded curriculum priorities for students with visual impairments. |
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Term
| Cane skills, guide dogs, and sighted guides are types of |
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Definition
| orientation and mobility aids. |
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Term
| Interacting less during free time and often having delays in the development of social skills are characteristics of |
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Definition
| students with visual impairments. |
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Term
| Visual acuity and field of vision are the basis of |
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Definition
| the legal definition of blindness |
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Term
| The ability to clearly distinguish forms and discriminate among details is |
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Definition
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Term
| what is a disorder of voluntary movement and posture, and it is the most prevalent physical disability in school-age children. |
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Definition
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Term
| what involves the skeletal system—bones, joints, limbs, and associated muscles. |
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Definition
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Term
| A neuromotor impairment involves |
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Definition
| the central nervous system affecting the ability to move, use, feel, or control certain parts of the body. |
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Term
| As a group, students with physical and health impairments achieve at what level |
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Definition
| below grade level academically. |
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Term
| As a group, students with physical disabilities and health impairments perform at what level on measures of social-behavioral skills. |
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Definition
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Term
| Curriculum for students with severe disabilities should take into account |
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Definition
| functionality, age-appropriateness, allowing them to make choices, and communication skills. |
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Term
| what is a brief or momentary loss of consciousness without any subsequent complications or damage. |
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Definition
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Term
| Significant and obvious defects in multiple life-skills or developmental areas are characteristics of |
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Definition
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Term
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Definition
| Students who exhibit profound developmental disabilities in all five of the following behavioral-content areas of cognition, communication, social skills development, motor-mobility, and activities of daily living are considered to have profound disabilities. |
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Term
| The definition of deaf-blindness is |
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Definition
| concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. |
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Term
| what provides different extensions of the same basic lesson for groups of students of differing abilities. |
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Definition
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Term
| The two types of documented risks of infants and toddlers to be eligible for early intervention services are |
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Definition
| biological and environmental. |
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Term
| An individualized family service plan includes |
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Definition
| the family system, services for the family, focus on the natural environment, and intervention services provided by a variety of health and human service agencies. |
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