Educating Exceptional Children Chapter 4

Front 1

Problems with academic subjects that are due to underlying disorders in information processing

Back 1

academic achievement learning disabilities

Front 2

A learning approach that is based on individual analyses of a student's functioning and relies on the learning of behaviors to remediate learning problems

Back 2

applied behavioral analysis (ABA)

Front 3

A discrepancy between a student's ability (measured on intelligence tests) and academic achievement; a factor in the diagnosis of learning disabilities

Back 3

aptitude-achievement discrepancy

Front 4

A disorder that causes children to have difficulty settling down to do a particular task, especially desk work.

Back 4

attention-deficit hyperactivity disorder (ADHD)

Front 5

The hypothesized decision-making element that controls reception, central processing, and expression.

Back 5

cognitive strategies/executive function

Front 6

two or more teachers planning, instructing, and evaluating the same student. The team may include general education teachers with special education teachers and other professionals

Back 6

collaborative team models

Front 7

A set of instructional strategies that emphasize the use of groups for teaching students techniques of problem solving and working constructively with others.

Back 7

cooperative learning

Front 8

Problems in processing information-attention problems, memory problems, disorders in thinking and using language.

Back 8

developmental learning disabilities/ neuropsychological learning disabilities

Front 9

Pinpointing atypical behavior, explaining it, and distinguishing it from similar problems of other children with disabilities

Back 9

differential diagnosis

Front 10

A severe reading disability involving difficulties in understanding the relationship between sounds and letters.

Back 10

dyslexia

Front 11

Excessive movement or motor restlessness, generally accompanied by impulsiveness and inattention.

Back 11

hyperactivity

Front 12

The ability to think about one's own thinking and monitor its effectiveness.

Back 12

metacognition

Front 13

Children who can read and write, but have difficulty with mathematics and/or executive functions.

Back 13

nonverbal disabilities

Front 14

Interactions where one student is teaching another student. This can be a useful techniques, but its overuse can cause problems if the students doing the tutoring do not learn new material, and if the self-concept of the students being tutored is diminished because they feel that they are always needing help.

Back 14

peer tutoring

Front 15

difficulty in understanding or responding to the meaning of pictures or numbers.

Back 15

perceptual-motor disabilities

Front 16

disabilities that may manifest in any academic content area (such as reading, math, & writing). These disabilities lead to problems with learning that often impact a student's school success. The origin of these difficulties is thought to be neurological and is not due to mental retardation, sensory impairments, emotional disturbances, or the lack of opportunities to learn.

Back 16

specific learning disabilities

Front 17

inclusion which involves a specialist to assist the general education teacher.

Back 17

supportive inclusion