Educatting Exceptional Children Chapter 8

Front 1

Asperger's syndrome

Back 1

A form of autism that features the usual social and behavior problems, but where the cognitive abilities may be average or above.

Front 2

collateral skills interventions

Back 2

Attempts to improve skills not central to the primary condition in children with autism, such as motor coordination, which may aid the child's social adjustment.

Front 3

ecological variations

Back 3

Changes in the child's environment that modify activities, schedules, and structures to promote opportunities for socialization. E.g. a structured play task might require a student with autism to give specific toys to other children and to show them how these toys work.

Front 4

pervasive developmental disorders not otherwise specified (PDDNOS)

Back 4

These are autistic-like conditions that do not fulfill all of the diagnostic characteristics for autism, but show strong resemblance in terms of social and communication problems. Increasingly referred to as Autistic Spectrum Disorders reflecting the variations found in these conditions

Front 5

relationship-focused interventions

Back 5

Inverventions that help parents develop responsive interactions with their children that build on the social nurturing between the parents and the child. This approach was first developed to support parents of children who have autism.

Front 6

content acceleration

Back 6

Curriculum modification that moves students through the traditional curriculum at a fast pace.

Front 7

content enrichment

Back 7

Curriculum modification that expands the material for study, giving students the opportunity for a greater appreciation of a topic.

Front 8

content novelty

Back 8

Curriculum modification that introduces material that normally would not appear in the general curriculum, to help students who are gifted master important ideas.

Front 9

content sophistication

Back 9

Curriculum modification that challenges students who are gifted to use higher levels of thinking to understand ideas that average students of the same age find difficult or impossible to understand.

Front 10

creativity

Back 10

Mental process by which an individual creates new ideas and products or recombines existing ideas and products in a fashion that is novel to him or her.

Front 11

curriculum compacting

Back 11

Content modification that allows students who are gifted to move ahead. It consists of three steps: finding out what the students know, arranging to teach the remaining concepts or skills, and providing a different set of experiences to enrich or advance the students.

Front 12

divergent thinking

Back 12

The ability to produce many different answers to a question.

Front 13

gifted underachievers

Back 13

Students whose actual performance is low or mediocre despite their outstanding potential.

Front 14

home schooling

Back 14

Educating at home.

Front 15

problem-based learning

Back 15

A problem that encourages the student to define the issue, organize the components, and then solve the problem.

Front 16

special courses

Back 16

A variety of special secondary-level courses that address students' needs for additional challenges. These advanced classes may include honors, advanced placement, and international baccalaureate opportunities and may carry college credits.

Front 17

student acceleration

Back 17

Passing students through the educational system as quickly as possible.