Term
| IDEA definition of intellectual disability |
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Definition
| significantly subaverage intellectual functioning and deficits in adaptive behavior during the developmental period |
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Term
| 3 criteria for ID diagnosis: |
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Definition
1. subaverage intellectual functioning
2. significant difficulty with adaptive behavior
3. above must occur during developmental period in order to distinguish between ID and other disabilities |
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Term
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Definition
| significant limitations in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. this disability originates before age 18 |
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Term
| 5 assumptions for definition |
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Definition
1. limitations must be considered within context of environments and culture
2. valid assessment considers cultural and linguistic diversity, differences in communication, sensory, motor, and behavioral factors
3. limitations often coexist w/ strengths
4. purpose of describing limitations is to develop a profile of needed supports
5. with personalized supports over a sustained period, life functioning will generally improve |
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Term
| IQ scores of people with mild ID |
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Definition
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Term
| IQ scores of people with moderate ID |
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Definition
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Term
| IQ scores of people with severe ID |
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Definition
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Term
| IQ scores of people with profound ID |
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Definition
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Term
| how is intelligence assessed |
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Definition
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Term
| IQ is a _______ construct |
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Definition
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Term
| IQ tests measures only how a child performs... |
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Definition
| at one point in time on the items included on the test |
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Term
| IQ tests can be ______ biased |
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Definition
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Term
| IQ scores can ________ significantly |
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Definition
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Term
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Definition
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Term
| IQ scores should not be used to determine _____ ________ |
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Definition
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Term
| IQ scores should never be used as the ______ ______ for making decisions regarding ______ ______ _______ |
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Definition
| sole basis; special education services |
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Term
| definition of adaptive behavior |
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Definition
| collection of conceptual, social, and practical skills learned by people to function int heir everyday lives |
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Term
| what do adaptive behaviors determine |
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Definition
| supports a student requires for success |
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Term
| why is measurement of AB (adaptive behavior) proven difficult? |
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Definition
| because of the relative nature of social adjustment and competence |
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Term
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Definition
| a series of questions that a person familiar with the individual answers |
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Term
| issues in social development include |
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Definition
| challenges in making and keeping relationships |
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Term
| how many students ages 6-21 received sped under the category of ID |
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Definition
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Term
| what percentage of sped students are ID |
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Definition
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Term
| ID is the ________ largest disability category |
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Definition
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Term
| prevalence rates ________ from state to state |
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Definition
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Term
| how many risk factors cause ID |
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Definition
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Term
| how many ID cases are genetic |
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Definition
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Term
| how many ID cases involve external trauma or toxin |
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Definition
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Term
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Definition
| syndromes, chromosomal disorders, and maternal illness/parental age |
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Term
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Definition
| prematurity, birth injury, neonatal disorders |
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Term
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Definition
| head injuries, infections, degenerative disorders, malnutrition |
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Term
| environmental influences of ID: |
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Definition
| Poverty, language development, abuse, deprivation, medical availability, substance abuse, disability, preparation |
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Term
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Definition
| content in the basics of reading, writing, and math |
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Term
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Definition
| independence, self-direction, and enjoyment in school, home, community, and work environments |
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Term
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Definition
| set goals, plan and implement a course of action, evaluate their performance, and make adjustments in what they are doing to reach their goals |
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Term
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Definition
| break down complex tasks into the most basic steps |
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Term
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Definition
| an observable response made to an instructional antecedent |
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Term
| systematic feedback provided by the teacher |
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Definition
| information provided about the student's performance |
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Term
| transfer of stimulus control |
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Definition
| gradually and systematically withdrawing response prompts |
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Term
| generalization and maintenance |
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Definition
| the use of what is learned across settings and over time |
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Term
| direct and frequent measurement of student performance |
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Definition
| objective and frequent recording the performance of behavior |
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Term
| what percentage of ID kids are in the gen ed class |
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Definition
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Term
| what percentage of ID kids are in resource room programs |
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Definition
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Term
| what percentage of ID kids are in separate classes |
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Definition
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Term
| what percentage of ID kids are in separate schools, facilities, etc |
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Definition
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Term
| IDEA definition of LD (learning disability) |
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Definition
| disorder in one or more of the basic psychological processes involved in understanding or using language |
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Term
| in what ways does an LD manifest itself |
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Definition
| speaking, listening, thinking, reading, writing, spelling, or math problems |
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Term
| 3 criteria met to receive services for LD |
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Definition
1. discrepancy between intelligence and achievment
2. exclusionary criterion: difficulties are not a result of another disability
3. a need for sped services |
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Term
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Definition
| a group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or math abilities |
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Term
| what percentage of LD kids have trouble with reading |
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Definition
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Term
| what percentage of LD kids have trouble with math |
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Definition
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Term
| what percentage of LD kids have trouble with social skills |
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Definition
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Term
| when is the performance gap of an LD kid most noticeable |
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Definition
| middle and secondary grades |
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Term
| how long do kids with LDs endure their disabilities |
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Definition
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Term
| LD is the __________ of all sped categories |
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Definition
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Term
| what percentage of students with sped services have an LD |
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Definition
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Term
| what percentage of all students have an LD |
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Definition
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Term
| what is the male to female ratio of kids with an LD |
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Definition
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Term
| basic premise of RTI (responsiveness to instruction): |
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Definition
| measuring whether low achievement is due to poor instruction or a disability that requires sped services |
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Term
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Definition
| screening/identification and prevention |
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Term
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Definition
| primary instruction in the gen ed class (all students receive instruction in the gen ed class) |
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Term
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Definition
| secondary intervention (struggling students receive an intensive fixed-duration trial of small-group supplemental tutoring using a research-validated program) |
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Term
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Definition
| tertiary intervention (sped services) |
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Term
| benefits and goals of RTI |
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Definition
| earlier identification, reduction of students referred to sped, reduction in over identification, increased likelihood in improvement, and service to all students with achievement problems |
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Term
| 4 methods of content enhancements: |
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Definition
1. graphic organizers and visual displays
2. note taking strategies
3. guided notes
4. mnemonics |
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Term
| what percentage of LD kids were served in the gen ed class |
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Definition
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Term
| what percentage of LD kids were served in the resource room |
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Definition
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Term
| what percentage of LD kids were served in a separate class |
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Definition
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Term
| IDEA definition of ED (emotional disturbance) |
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Definition
one or more characteristics displayed over a long period of time that adversely affects educational performance
-inability to learn, trouble with relationships, inappropriate feelings or behavior, or general unhappiness |
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Term
| problems with IDEA ED definition |
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Definition
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Term
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Definition
| behavioral or emotional responses so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance including academic, social, vocational, or personal skills |
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Term
| 3 characteristics associated with the CCBD EDBD definition: |
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Definition
1. more than temporary
2. consistently exhibited in two different settings
3. unresponsive to direct intervention in the general education setting |
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Term
| 2 primary behavioral excesses |
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Definition
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Term
| 5 externalized EDBD excesses |
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Definition
1. lying
2. temper tantrums
3. stealing
4. property destruction
5. violence or threats of violence |
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Term
| 4 internalized EDBD excesses |
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Definition
1. overly shy or immature
2. withdrawn
3. hypochondria
4. easily upset and difficult to calm |
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Term
| prevalence of EDBD among school age children |
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Definition
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Term
| percentage of EDBD children receiving services |
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Definition
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Term
| what percentage of committed youth were classified with a disability |
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Definition
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Term
| biological factors of EDBD |
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Definition
| brain injury, genetics, temperament |
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Term
| environmental factors of EDBD |
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Definition
| home, school, and community |
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Term
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Definition
| RTI to determine if intervention is necessary |
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Term
| direct observation and measurement |
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Definition
| focuses on child's problems to create useful educational plans |
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Term
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Definition
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Term
| EDBD tier 1 behavior management |
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Definition
| universal supports for all students |
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Term
| EDBD tier 2 behavior management |
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Definition
| targeted interventions for students with at-risk behaviors |
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Term
| EDBD tier 3 behavior management |
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Definition
| intensive, individualized interventions for students with high-risk behaviors |
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Term
| what percentage of EDBD kids are in the gen ed class |
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Definition
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Term
| what percentage of EDBD kids are in a separate class |
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Definition
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Term
| what percentage of EDBD kids are in special schools |
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Definition
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Term
| what percentage of EDBD kids are in correctional facilities |
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Definition
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Term
| what percentage of EDBD kids are in residential schools |
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Definition
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Term
| what percentage of EDBD kids are in home or hospital placement |
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Definition
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