Principles of Learning Theory K-6 Study Guide

Successful Collaboration Involves...

1. Develop an ACTION PLAN2. Identify the STAKEHOLDERS3. Identify the PURPOSE OF COLLABORATION4. Effective COMMUNICATION5. SEEK SUPPORT

Variables that Affect Student Performance

-Learning Style-Gender-Culture-Socioeconomic Status-Prior Knowledge and Experience-Motivation-Self-Esteem/Self-Confidence-Cognitive Development-Maturity-Language

Cognitive Processes Associated with Learning

-Critical Thinking-Creative Thinking-Questioning-Inductive and Deductive Reasoning-Problem Solving-Planning-Memory-Recall

Instruction Strategies for Indirect Instruction

-Problem Solving-Inquiry-Case Studies-Concept Mapping-Reading for Meaning-Cloze Procedures

Instructional Strategies for Independent Instruction

-Learning Contracts-Research Projects-Learning Centers-Computer-Mediated Instruction-Distance Learning

Instructional Strategies for Experiential Instruction

-Field Trips-Experiments-Simulations-Role Playing-Games-Observations

Instructional Strategies for Interactive Instruction

-Brainstorming-Cooperative Learning Groups-Interviews-Discussions-Peer Practice-Debates

Strategies to Encourage Complex Cognitive Processes

-Concept Learning-Problem Solving-Metacognition-Critical Thinking-Transfer

Activities Specific to Complex Cognitive Development

-Distinguishing Fact from Fiction-Detecting Bias-Predicting-Categorizing-Analyzing-Sequencing-Summarizing-Inferring-Decision Making-Evaluating-Synthesizing-Generalizing

Strategies to Support Student Learning

-Modeling-Self-Regulation Skills-Scaffolding-Differentiating Instruction-Guided Practice-Coaching

Promoting Self-Regulatory Skills in Students

-Setting Own Goals-Managing Their Time-Organizing Information-Monitoring Their Progress-Reflecting on Outcomes-Establishing Productive Work Environment

Group Configuration Designs

-Whole-Class-Small-Group-Independent-One-on-One-Pair/Share

Grouping Techniques and Strengths/Weaknesses

-Cooperative Learning-Collaborative Learning-Heterogenous Grouping-Homogenous Grouping-Multi-Age Grouping-Grouping by Gender

Strategies of Classroom Management

-Classroom Routines and Procedures-Maintain Accurate Records-Establish a Standard of Conduct-Proper Arrangement of Class Space-Promote a Positive Learning Environment

Strategies for Developing Self-Motivation

-Assigning Valuable Tasks-Frequent and Specific Positive Feedback-Include Students in Instructional Decisions-De-Emphasize Grades

Resources in Supporting Learning

-Computers, the internet, and other Electronics-Library-books, magazines, pamphlets-Videos/DVDs-Artifacts-Models-Manipulatives-Speakers and Community Members

Concepts of Thematic Instruction

-Select the Theme-Provide Integrated Activities- Select Resources-Design Assessments

Components of Interdisciplinary Units

-Collaboration-Applicable Topics-Develop an Integrative Framework-Plan Instruction for each Discipline-Design Integrative Assessments-Recognize the Role of Collaborating-Use Instructional Partners in Planning

Planning Partners

-Special Education Teachers-Library Media Specialist-Gifted and Talented Teachers-IEP Team-Para Educators-Therapists (speech, physical, and occupational)

Verbal and Nonverbal Communication Methods

-Body Language-Gestures-Tone, stress, and inflection of Voice-Eye Contact-Facial Expressions-Personal Space 

Communication Tools that Enrich Learning Environment

-Audio and Visual Aids-Text and Digital Resources-Internet and Computer-Based Tools

Effective Listening Strategies

-Attending to the Speaker-Restating Key Points-Asking Questions-Interpreting Information-Positive, Supportive Feedback-Be Respectful

Effective Questioning Strategies

-Providing Thinking or Wait Time-Helping Articulate Ideas-Respecting the Student’s Answers-Handling Incorrect Answers-Encouraging Participation-Establish Non-Critical Classroom Atmosphere-Promote Active Listening-Varying the Question Types

The Use of Questioning

-To Develop an Interest or Motivation-To Evaluate Student Preparation-To Review Previous Lessons-To Help Set Realistic Expectations-To Engage in Discussion-To Determine Prior Knowledge-To Prepare for what is to be Learned-To Guide Thinking-To Develop Critical Thinking and Creative Skills-To Check for Comprehension and Level of Understanding-To Summarize Information-To Stimulate Students to Pursue on their own

Strategies for Supporting Articulation of Ideas

-Verbal and Nonverbal Prompting-Restatement-Reflective Listening Statements-Wait Time

Methods to Encourage Higher-Level Thinking

-Reflection-Challenge Assumptions-Find Relationships-Determine the Relevancy and Validity of Information-Design Alternative Solutions-Draw Conclusions-Transfer Knowledge

Strategies to Promote a Safe and Open Forum

-Engaging all Learners-Creating Collaborative Environments-Respecting Diverse Opinions-Support Risk-Taking

Behaviorism

Behaviorism views learners as passive, only responding to stimuli.  It is focused objectively on observable behaviors, discounting mental activity.  Learning is accomplished when a new behavior is observed.Behavior is shaped through positive/negative reinforcement and punishment. Contains Classical and Operant Conditioning.Classical Conditioning-The natural reflexive response to stimuli. (Pavlov and the dogs salivating)Operant (Behavioral) Conditioning-When the response to the stimuli is reinforced.  

Behaviorism Instructor Roles

-Design the learning.-Shape the behaviors through positive and negative reinforcement.-Presents the information to the students.-Students demonstrate the information to show an understanding.-Assess students mainly through tests.

Behaviorism in the Classroom

-Identify possible reinforcers by observing student behaviors.-Select the stimulus used to bring about a certain behavior.-Identify and describe the objective of the observable behavior.-Use shaping and small steps to reach the behavioral goal.Behaviorism plays a large role in motivation, classroom management, and special education needs.

The Strengths of Behaviorism

-Focused on specific goals-The cues help prompt the learner’s behaviors-Has very clear objectives-Behaviors can be very predictable

The Limitations of Behaviorism

-Dependent on appropriate stimuli for intended behaviors-Learning is considered reactionary-The knowledge is considered finite-A burden is placed on the instructor to continue reinforcing behaviors-Cues may not always exist for the learner to respond to-Behaviorism does not explain all learning, such as children picking up different languages, etc. 

The Theorists of Behaviorism

-Thorndike, Watson, Skinner, Pavlov, and BanderaThorndike:-We learn by trial and error or by reward and punishment.-Learning involves the formation of connections.-Connections are strengthened according to Thorndike’s Law of Effect.-Education should be as life-like as possible. -LAW OF EFFECT: when a connection between stimulus and response is positively rewarded, it is strengthened.  When it is negatively rewarded, it is weakened.-LAW OF EXERCISE: the more a stimulus response is practiced, the stronger it becomes. -THEORY OF TRANSFER OF IDENTICAL ELEMENTS: the amount of learning between familiar and unfamiliar situations is determined by the number of elements that the two situations have in common. Watson: -Coined the term “Behaviorism”. -Considered emotions to be examples of Classical Conditioning-Opposed mentalistic concepts and derived many of his studies from Pavlov.Skinner:-Focused on Operant (Behavioral) Conditioning.-Worked with a stimulus, response, and then positive/negative reinforcements and punishments.Pavlov:-Classical Conditioning-Focused on the spontaneous reactions, automatic to stimuli. Bandera:-Unique in Behaviorism -Social Learning Theory-Modeling-Reciprocal Determinism: the influences on behavior including-the environment, the individual, and the behavior itself.-Vicarious learning-Imitation-Observational Learning-Stresses Cognition-Self-Efficacy-Self-Regulation-Differentiated Learning

Cognitivism

The psychology of learning which emphasizes human cognition and cognitive development.-How we think-How we gain knowledge-How problem-solving changes through childhood to adulthood-How cultural differences affect the views of academic achievementInvolves examining learning, memory, problem-solving skills, and intelligence. Learners process, store, and retrieve information much like a computer. The learner uses information processing to transfer and assimilate new information.

Cognitivism in Instruction

2 factors are critical to motivation:-Value (the importance of the work to students and others)-Effort (the amount of time and energy put into the work)Students should always understand both!The instructor should always:-analyze the situation-set a goal-break down the individual tasks to develop learning objectives

Cognitivism Key Concepts and Models

-Schema: the internal knowledge structure.  Schemas can be combined, extended, and altered.-Assimilation: Person perceives the new object in terms of their existing knowledge.-Accommodation: Person modifies the existing cognitive structures based on the new information.-Equilibration: Includes both assimilating and accommodating, which is the master developmental process. -3 Stage Information Processing Model:Sensory Register~Short-Term Memory~Long-Term Memory-Sensory Register: Receives information from the senses and the information lasts from less than 1 second to 4 seconds.  The information is either transferred to the short-term memory, decayed, or replaced. -Short-Term Memory: The information that does get processed in the short-term memory is information that is important or interesting.  It lasts up to 20 seconds, if rehearsed repeatedly.  The short-term memory can recall 5-7 items, which can be increased through meaningful chunking.-Long-Term Memory: Has unlimited capacity. Forced sometimes through rote memorization.  Generating links between old and new knowledge requires deeper processing and leads to better retention.-Practice Effects: Practicing and rehearsing improves retention.  Especially through the repetition in different contexts.-Transfer Effects: Prior learning impacts the new tasks/content.-Interference Effects: When prior knowledge interferes with new learning.-Organization Effects: Organized categories are easier to remember.-Levels of Processing: Words may be processed on a scale of sensory analysis.  The more deeply the information is processed, the easier it is to recall. -State Dependent Context: It is easier to remember learning when in the same context as when first learning.

Piaget and Cognitivism

-4 Stages of Cognitive Development (Theory):1. Sensorimotor Stage (birth-2)-knowledge based on interactions with the environment. Children learn through trial and error. Early language development. Object permanence is reached around 7-9 months. 2. Preoperational Stage (2-7)-Use language. Memory and imagination are increased. Can understand the past and future. Cannot understand cause and effect relationships.  Very egocentric and intuitive intelligence.  Not logical. 3. Concrete Operational Stage (7-11)- Logical and systematic symbol manipulation.  Less egocentric. 4. Formal Operational Stage (11-adult)- Abstract concepts and symbols can be grasped. Can hypothesize. Understand abstract relationships. -Theories focused attention on the idea of developmentally appropriate education.-Piaget believes education should be based on physical and cognitive abilities, as well as social and emotional needs.-Need a suitable environment, appropriate curriculum, materials, and instruction techniques.-Self-initiated, active involvement is crucial to learning. -Discovery learning is emphasized.-Must accept individual differences developmentally. Each student has a different rate of development.-Assessments should be made for each child’s course of development, and should not use normative standards of same age peers.

Cognitive Development Relies On..

1. Biological Maturation2. Experiences with the Physical Environment3.  Experience with the Social Environment4.  Equilibration 

Cognitivism in the Classroom

-Carefully assess the current cognitive development and only assign tasks when the child is prepared.-Create a disequilibrium to allow students to explore and learn through discovery.-The process of how a student learns is far greater than the final product.-Encourage students to learn from each other.-Small-group activities-Teacher is only the guide.-The curriculum is adapted to individual needs and developmental levels.-The instructor manages the problem-solving activities and group-learning strategies.-Provide opportunities to connect the new information to a schema. -Use a variety of experiences.-Emphasize discovery, collaborative, concrete, hands-on learning.-Classify and group information to help assimilate the information.-Use logical and analytic thinking.-Teach broad concepts and not just facts.-Make the context meaningful for students.

Vygotsky and Cognitivism

-Learning is passed down through guided social interactions.-Cognitive development understanding has to address cultural and social contexts as well.-The Zone of Proximal Development (ZPD)-Scaffolding

Strengths of Cognitivism

-Unlike Behaviorism, Cognitivism focuses on the learners.-Learners beliefs, thoughts, values, and interests are very influential in the instruction process.-Individuals are identified and instructed as such.

Limitations of Cognitivism

-The learner is at a disadvantage when relevant schemas or pre-requisite schemas do not exist.-The teacher must make sure instruction is appropriate for ALL skill levels and experiences which can be costly and time-consuming.-There is a fixed set of expectations, which limits the potential of learning.

Constructivism

-Learning is an active process of constructing knowledge, not acquiring it.-Learners construct new ideas or concepts based on their current prior knowledge, social interactions, and motivations.Learner is not a blank slate (tabula rasa)-Problem-based learning

Constructivism in the Classroom

-Teachers should focus on making connections for new understanding.-Tailor the strategies to the student responses.-Encourage analysis, interpretation, and predictions.-Use open-ended questions and extensive dialogue.-Use hands-on learning -Eliminate the standard curriculum and customize to the student’s prior knowledge.-Use multiple perspectives of concepts and content.-Goals and objectives should be set by students and the teacher.-Encourage metacognition, self-awareness, self-regulation, and self-reflection.-Student is at the center of instruction.-Use relevant, realistic, and authentic instruction to draw in the real-world complexities.-Use primary sources!-Never have students reproduce something, instead have them construct the knowledge.-Assessments should be authentic and interwoven into the unit. Should require self-evaluation of the learner.

Bruner and Constructivism

-Influenced by Piaget’s cognitive developmental theory.-“Mental Sets”: the needs, motivations, and expectations -Structure is very important-Spiral Curriculum: revisiting basic ideas over and building upon them and elaborating. -When influenced by Vygotsky, turned to more social and political views of learning. Bruner’s Instruction Theory:1. Predisposition to Learn: motivational, cultural, and personal factors contribute.  Learning emerges from exploration, so teachers should maintain direct explorations in the classroom.2. Structure of Knowledge: the categorization of content can enable learning.3. Modes of Representation: visual, words, symbols (multiple modes)4. Effective Sequencing: should increase in difficulty, making learning either easier or harder.4 Characteristics of Effective Instruction:1. Personalized2. Content Structured in the most easy way to be grasped.3. Sequencing4. Reinforcement-selected and paced appropriately whether good or bad.Intellectual Development:1. Enactive: learns about the world through actions on physical objects and the outcomes.2. Iconic: learning is obtained through models and pictures.3. Symbolic: learner develops the capacity to think in abstract terms. Recommends Concrete~Pictorial~Symbolic sequencing, or CRA (concrete, representational, abstract)

Dewey and Constructivism

-Progressive education-learning by doing!-Philosophy of Pragmatism: reality must be experienced-Democratic ideals between the teacher and students-Child-centered instruction-Interdisciplinary CurriculumExperiential Learning Theory:-social environment-knowledge is socially constructed and is based on experiences-knowledge should be organized in real-life experiences-should be based on the capabilities and readiness of students

Strengths of Constructivism

-Students are better able to deal with real-life situations-Supports good problem-solving

Limitations of Constructivism

-It is very hard to evaluate adequately because it is very open-ended and tailored to each student.

3 Domains of Learning

-Cognitive-Affective (feelings, attitudes, values, appreciation, motivation)-Psychomotor 

Achievement, Ability, and Aptitude Tests

Achievement Tests: measure what the student already knowsAbility Tests: measure the abilities and skills present in the studentAptitude Tests: measure the abilities/inabilities and the potential abilities the student has

Scope and Sequence

They are the guideline for integrating learning strategies into the curriculum.They help identify which strategies to teach students and how to check their progress.All students can use learning strategies, which is why we introduce them starting in 1st grade.At each grade level there are strategies appropriate for student’s developmental level.-Introduce the new strategy-Review the strategy-Expand the strategyScope: the breadth and depth of content to be covered Sequence: the order in which the content is presented 

Kohlberg’s Theory of Moral Development

Level 1. Preconventional MoralityStage 1-Obedience and Punishment-Rules are fixed and absolute-Child avoids the punishmentStage 2-Individualism and Exchange-Individual needs and views are considered-Reciprocity is possible, but only if it serves their own interestsLevel 2. Conventional MoralityStage 3-Interpersonal Relationships-Focus is on living up to social expectations and roles-Conformity is emphasized-Think about how their choices influence othersStage 4-Maintaining Social Order-Society is considered as a whole-Law and order is maintained-Do their duty-Respect the authorityStage 5-Universal Principles-Internalized principles of justice, even if they conflict with the laws of society-Not everyone will reach this level

Bloom’s Taxonomy

RememberingUnderstandingApplyingAnalyzingEvaluatingCreating

Erikson’s Stages of Development

1. Infant (Birth to 18 months): Basic Trust vs. Mistrust (hope)-visual contact and touch needed to develop optimism, trust, confidence, and security-if not enough nurturing is met insecurity, worthlessness, and general mistrust of the world can be the result2. Toddler (18 months-3 years): Autonomy vs. Shame (will)-child learns new skills and what is right and wrong-a well cared for child will be sure of themselves and have a sense of pride-if not cared for they will feel shame and low self-esteem3. Preschooler (3-5 years): Initiative vs. Guilt (purpose)-children will copy adults and take initiative during role play-this introduces the “Oedipal Struggle”-children begin to identify with certain social roles-if frustrated over their goals and desires children will easily feel guilty4. School-Age (6-12 years): Industry vs. Inferiority (competence)-Latency phase-children are capable of mastery many skills at this age and can develop a lot of knowledge-children develop a sense of industry-a very social stage for this age-children experience inadequacy and inferiority at times5. Adolescent (12-18): Identity vs. Identity Diffusion (fidelity)-development is primarily only what the people do on their own at this point-teens struggle to find their identity while negotiating with social interactions and “fitting in”-they develop their own rights and wrongs of life, morally and will develop strong devotions-some will experience “Moratorium” which is when they attempt to delay their entrance into adulthood6. Young Adult (18-35): Intimacy vs. Isolation (love)-seek love and many want to settle down-crave deep intimacy but isolation may occur if unsuccessful 7. Middle-Age Adult (35-65): Generatively vs. Self-Absorption (care) -career and family come first at this stage-they experience more control-they experience “Generatively” which is when someone attempts to produce something that makes a difference to society-these are times of major life shifts-inactivity and meaninglessness are big fears8. Older Adult (65-Death): Integrity vs. Despair (wisdom)-a time of great reflection-some sense “Integrity” which is a contentment with life and a feeling of being fulfilled-some sense a feeling of despair and may fear death

Foundational Motivation Theories

-Self-Determination Theory (SDT): States that people have a built-in tendency to want to grow and develop.There are 3 concepts that affect motivation in this theory:1. Autonomy 2. Competence Feedback3. Relatedness-Cognitive Dissonance Theory: When cognitions are in tandem, they are called “Consonant Compatible Cognitions” and are working together. “Dissonance” is when 2 cognitions are in direct conflict with one another, which causes a state of anxiety.  -Maslow’s Hierarchy of Needs: Maslow believed “Self-Actualization” was what drives humans. He created a pyramid of needs that must be satisfied before the following ones can be met. 1. Physiological-food, shelter, and clothing2. Security and Safety 3. Love and Belonging4. Competence and Esteem5. Curiosity-the need to know6. Self-Actualization (the last two are growth needs)-Attribution Theory: Explains the process in which individuals explain the causes of behavior and events that happen to them. -This explains the difference between high and low achievers-Higher Achievers: they approach rather than avoid tasks related to succeeding because they attribute success to high ability and effort they put in.  They are confident of their abilities. -Lower Achievers: They avoid tasks because they doubt their abilities and/or attribute success to luck or something out of their control. They do not have much pride in their abilities.1. Behavior is observed2. Behavior is determined to be deliberate3. Behavior is attributed to internal or external causes-Achievement is attributed to:effort, luck, ability, level of task difficulty -Extrinsic/Intrinsic Motivation Theory: Self-determination-amotivation-extrinsic-intrinsic-motivation.png-The self-determination spectrum goes from motivation to extrinsic motivation to intrinsic motivation-Amotivation: no competence, no choice, no intentions, see no value in behavior-External Regulation: external controls, external rewards, obedience, punishments-Introjected Regulation: focus on approval, competition, feelings of pride or guilt (internal rewards and punishments)-Identified Regulation: high perceived value or personally feel it is important-Integrated Regulation: have integrated into self-concept (who they are)-Knowledge Accomplishment Stimulation: feel internal pleasure and have fun learning and working

Areas of Student Learning

-Cognitive-Auditory-Visual-Motor/physical-Speech/language-Behavioral(each domain can be an area of exceptionality or disability)

Bandera’s Social Learning Theory

-People learn from each other via observation, imitation, and modeling-A bridge between behavioral and cognitive theory-Requires observing other’s behaviors, attitudes, and outcomesEffective Modeling1. Attention:-Various factors can increase/decrease the amount of attention paid including:distinctiveness (the characteristic of a person)affective valence (the variety and complexity of emotions)prevalence complexityfunctional valuesensory capacitiesarousal levelperceptual set (tendency to view things a certain way)past reinforcements2. Retention: Remembering-Symbolic coding-Mental images-Cognitive Organization-Symbolic rehearsal -Motor rehearsal 3. Reproduction: Reproducing the image-physical or observing reproduction4. Motivation: Good reasons to imitate-Past motives -Promised incentives (possibly imaginary)-Vicarious (seeing/recalling the model)

Applying Bandera’s Modeling

-Highest level of observational learning is first organizing and rehearsing the modeled behavior symbolically and then poverty. -Words labels and images=better retention-Students are more likely to model if the outcomes are valued-More likely to adopt behavior if model is similar to one used and has an admired status.3 Models of Observational Learning:-Live model-Verbal instructional model-Symbolic model (character in book)

Types of Assessments

-Formative-Summative-Diagnostic (pre-assessment)

Assessment Tools

-rubrics-analytical checklists-scoring guides-anecdotal notes-continuum 

Norm-Referenced VS. Criterion-Referenced Scoring

Norm-Referenced: Assesses the mastery of specific concepts or skills in comparison to other test takers.  This can be used to determine the need for academic support. Criterion-Referenced: Assesses to see if the students have obtained the knowledge from the curriculum. It is to judge the effectiveness of instruction.

Holistic Rubric VS. Analytical Rubric

-Analytical Rubric: judges each criterion separately using a performance guide. -Holistic Rubric: assesses the entire work as a whole. 

Modifications for Exceptionalities

ELL:-Find out their skills and interests-Keep high expectations-Differentiate-homework, assessments, classwork-Small-group work-Collaboration-Simplified instructions and texts-Labels ADD/ADHD:-provide advance graphic organizers-review and summarize the lessons before starting-set expectations that are clear-set behavioral expectations-state what they will need-refer them to best resources-remain predictable-use audiovisual toolsAutism:-be consistent-use visual instructions-provide a visible classroom schedule and rules-use picture icons-have a sensory area -have visual behavioral reminders-provide transition time-highlight directions and key words-number the steps

English Language Acquisition

Split into 2 different stages:1st Language Acquisition (the universal process of imitating sounds)2nd Language Acquisition (knowledge obtained in the person’s first language)There are 6 stages of language acquisition:1. Pre-production: “silent period”, takes in the language, lasts about 6 or more weeks2. Early production: short words and sentences, listening and absorbing more, has many errors3. Speech Emergent: more speaking, longer sentences, relies heavily on context clues and familiarity, vocabulary increases, errors decrease in common and repeated phrases4. Beginning Fluency: fairly fluent, minimal errors, new content is challenging, have trouble expressing themselves fully5. Intermediate Fluency: fluent, few gaps6. Advanced Fluency: fluent in all contexts, may still have accent, some idiomatic expressions are incorrect at times

Differentiation

Differentiation is based on the needs of students in:-Readiness-Interest-Learning Profile (how they approach learning)Differentiation is achieved by modifying 4 elements related to the curriculum:1. content (what will be learned by the students and what will they need to do it?)2. process (what will the students do in order to learn and master the content?)3. product (what project will the students do to rehearse, apply, and extend what they have learned?)4. learning environment Differentiation Examples:Content: -providing different level spelling lists-using auditory and visual cues-providing books on tapeProcess:-provide interest centers for the students to explore-develop personal agendas for each student that include the same basic understanding and mastery of skills-tiered activities where the complexity of the tasks differProduct:-provide a menu of options for students to choose from-make personal rubrics for each student-encourage group or single projects-more open-ended projects that meet the specified criteriaLearning Environment:-have collaborative and quiet space-allow students to move around and others to remain seated

Traits of Gifted and Talented Students

-unusual alertness-rapid learner-excellent memory-has a large vocabulary and uses more complex sentence structures-has an advanced understanding of abstract concepts-has more deep feelings and is sensitive

Education Legislation

Equal Access Act: Federal Law-Bans religious discrimination within the school-One student has the right to establish a non-curricular club after school hoursCopyright Law:-Must have written permission, purchased, or have paid a royalty to use -Books where the author has died plus 70 years are not copyrighted anymore-Teachers may copy chapters of books, magazine and newspaper articles, short stories, poems, diagrams, and picturesTenure: Teachers with tenure have an indefinite position Americans with Disabilities Act (ADA): prohibits discrimination against people with disabilities in employment, transportation, public accommodations, communications, and government activities.Individuals with Disabilities Education Act (IDEA): a Federal law that protects the rights of students with disabilities by providing a free and public education. (FAPE). This includes:-equal access -additional services -the right to the Least Restrictive Environment (LRE)-coverage from age 3-21-covers 13 categories of disabilitySection 504: this act came in place of the Vocational Rehabilitation Act to extend Federal responsibilities to all disabled. -No one disability can be excluded if it limits 1 or more major activities-This includes ADD/ADHD, asthma, allergies