Texes Prep 4-8

Front 1

accommodations

Back 1

providing what is needed for instruction for students with special needs or ELL students by adapting or adjusting, such as by using different instructional approaches and strategies.

Front 2

acculturation

Back 2

when a cultural group accepts and takes on the cultural norms of another cultural group.

Front 3

additive approach

Back 3

(to bilingualism) the view-point that acquisition of a second language is positive and that it does not necessitate forfeiting the first language.

Front 4

assimilation

Back 4

the process by which a minority group becomes a part of the majority group, changing itself and changing the group in power, too.

Front 5

authenic assessments

Back 5

assessments conducted in real-life settings or simulationms that are close to real life.

Front 6

Basic Interpersonal Communication Skills (BICS)

Back 6

social, conversational language.

Front 7

bilingualism

Back 7

comfort and facility in two languages such that individuals are users of formal and informal aspects of both languages.

Front 8

class structure

Back 8

defined in terms of income (low, medium, high).

Front 9

Cognitie Academic Language Proficiency (CALP)

Back 9

academic, abstract language that normally takes from 5 to 7 years to acquire when learning a new language.

Front 10

critical pedagogy

Back 10

an approach in which students learn to "question the questions," to seek their own answers, and to examine all areas critically when developing decision-making and social-action skills.

Front 11

cultural relativism

Back 11

the ability to view a culture as if you were a member of that culture.

Front 12

culture

Back 12

perceptions, beliefs, and behaviors acquired drom families and those around us; usually a function of "exposure" or socialization.

Front 13

Digital Divide

Back 13

difference between the "haves" and the "have-nots" in access to technologyh resources.

Front 14

disability group

Back 14

defines the identity of aperson who has lost or experienced reduced function of a certain body part or organ; also includes physical, cognitive, and emotional functions.

Front 15

decifit model

Back 15

viewing individuals who are not of one's own culture as deficient and generalizing this negative perception to all behaviors that are particular to that individual's culture.

Front 16

discrimation

Back 16

the use of negative responses or that absence of positive responses that denies success based on prejudiced or prejudicial outlooks, actions, or treatment.

Front 17

diversity

Back 17

a variety of cultures, viewpoints, tradtions, values, and needs of students in public education within the framework of American democratic

Front 18

dominant culture

Back 18

mainstream culture, often commanding, controlling, or prevailing over all other cultures.

Front 19

English Language Learners (ELLS)

Back 19

(formally referred to as LEP, or Limited English Proficient) those learning English as their second language.

Front 20

empowerment

Back 20

the goal of all education; encouraging full participation in decision making, encouraging and teaching self-advocacy for success, building confidence, inviting choice making, and giving credence to individual opinions.

Front 21

equity

Back 21

justice according to natural law or right; freedom from bias or favoritism.

Front 22

ethnicity

Back 22

a national heritage as well as a distinct set of customs, language system, beliefs and values, indigenous family traditions, and ceremonies.

Front 23

ethnocentrism

Back 23

a view of reality from one's own ehnic perspective alone and, possibility, a belief that this view is superior.

Front 24

exceptionalities

Back 24

attributes that make a student different from most others in the area of learning; including cognitive, physical, and socioemotional differences (for example, learning disabilities, emotional disabilities, and giftedness.)

Front 25

feminization of poverty

Back 25

a large segment of the population below the poverty line line that consists of female-headed households and their children.

Front 26

Funds of Knowledge

Back 26

benefits from knowledge and experiences of students and their families to potentially enhance school-related activities and practice.

Front 27

gender bias

Back 27

pertaining to preferences or preferential treatment by teachers toward males or females.

Front 28

gender equity

Back 28

nonpreferential treatment of males and females.

Front 29

Gifted and Talented

Back 29

students with identified special talents and abilities who receive special instructions.

Front 30

handicap

Back 30

the challenge a person experiences due to a disability.

Front 31

inclusion

Back 31

the notion that students with disability should be taught with their nondisabled peers in schools that are part of their community.

Front 32

Individualized Education Plan (IEP)

Back 32

developed for students with exceptionalities, with input from the parent, the classroom teacher, administration, specialists, and the student (when appropriate), to identify special needs; an IEP must be followed by law.

Front 33

Individualized Transition Plan (ITP)

Back 33

developed for students with exceptionalities who are 16 years old or older, with input from from student, parent, classroom teacher, administrator, and specialists, to identify post secondary schools.

Front 34

involuntary immigrants

Back 34

those whose families had no choice in coming to the United States; for example, the Africans brought as slaves prior to the Civil War.

Front 35

language acquisition

Back 35

the natural, gradual acquisition of language based on receiving and understanding messages, building a listening (receptive) vocabulary first, and slowly attempting verbal production of the language in a supportive environment.

Front 36

learned helplessness

Back 36

the lackof belief that our actions will lead to success due to expectations of failure and even acceptance of failure.

Front 37

least restrictive environment (LRE)

Back 37

placing students with exceptionalities in settings that allow them to function to their maximum capabilities with the maximum possible placement in a regular classroom.

Front 38

mainstream culture

Back 38

see dominant culture

Front 39

melting pot analogy

Back 39

people from different cultures and backgrounds forging a new culture and, in the process, losing their original cultural identity.

Front 40

migrant workers

Back 40

students who spend a few months in one school and then in another as they follow the migratory patterns of the agricultural industry.

Front 41

minority

Back 41

term that usually refers to an ethnic, racial, or underrepresented group that is not the majority.

Front 42

modifications

Back 42

changes made in instruction and assessment in response to student needs; frequently used for students with disabilities and developed by an ARD (Admission, Review, and Dismissal) committee.

Front 43

monolingualism

Back 43

fluency, use, and understanding of only one language.

Front 44

norms

Back 44

expected behaviors usually defined within the context of a culture; what is accepted as normal behavior within a specific group.

Front 45

pluralism

Back 45

when a minority group retains its cultural norms and does not assimilate into the dominant or majority culture, yet possesses equal status in that majority culture.

Front 46

Public Law 94-112

Back 46

provides for a free and appropriate education, nondiscrimatory evaluatio, and an Individualized Education Plan (IEP) for all students with disabilities; later reauthorized as the Individuals with Disabilities Education Act (IDEA).

Front 47

race

Back 47

refers to human groups according to their physical taits and characteristics; different and often conflicting typologies exist because human groups in modern societies are highly mixed.

Front 48

salad bowl analogy

Back 48

people of different cultures forming a society but retaining their individual cultural identities.

Front 49

semilingualism

Back 49

use of limited aspects of a single language or of two or more languages; for example, students may speak their native language well, but may not write or read it well.

Front 50

socioeconomic class

Back 50

a composite of occupation, educational attainment, and income.

Front 51

standardized tests

Back 51

establish the same content, scoring, testing conditions, and interpretation guidelines.

Front 52

subtractive approach

Back 52

(to bilingualism) the view-point that acquisition of the second language (in this case, English) is most successful when the development of the first language is forfeited.

Front 53

Formative evaluation method designed to evaluate performance in the particular curriculum to which students are exposed.

Back 53

Curriculum-based assessment

Front 54

Method of evaluating a person that has been applied to a large group so that an individual's score can be compared to the norm, or average.

Back 54

Standardized achievement tests

Front 55

Method of evaluating a student's critical thinking and problem solving ability in real-life situations in which she may work with or receive help from peers, teachers, parents, or supervisors.

Back 55

Authentic assessment

Front 56

Method of teaching academics, especially reading and math that emphasizes drill and practice and immediate feedback; lessons are precisely sequenced, fast-paced, and well-rehearsed by the teacher.

Back 56

Direct instruction

Front 57

One's ability to understand that words are made up of sounds or phonemes.

Back 57

Phonemic awareness

Front 58

The study within psycholinguistics of how people use language in social situations

Back 58

Pragmatics

Front 59

Academic performance markedly lower than would be expected on the bases if a student's intellectual ability.

Back 59

IQ-achievement discrepancy

Front 60

Method of assessing reading in which the teacher has the student read progressively more difficult series of passages or word lists noting the difficulty level of the material read and the types of errors the student makes.

Back 60

Informal reading inventories

Front 61

The study of the meanings attached to words.

Back 61

Semantics

Front 62

Ability to understand what one has read.

Back 62

Reading Comprehension

Front 63

The study of how individual sounds make up words.

Back 63

Phonology

Front 64

Tendency to repeat behaviors over and over again; often found in people with brain injury as well as ADHD.

Back 64

Perseveration

Front 65

Refers to children who exhibit inattention, impulsivity and/or hyperactivity

Back 65

ADHD

Front 66

Executive function; internal language used to regulate one's behavior

Back 66

Inner speech

Front 67

Ability to regulate one's behavior through working memory, inner speech, control of emotions and arousal levels, and analysis of problems and communication of problem solutions to others.

Back 67

Executive functions

Front 68

Acting-in behavior; anxiety, fearfulness, withdrawal, and other indications of an individual's mood or internal state.

Back 68

Internalizing behaviors

Front 69

Disorder characterized by psychotic behavior manifested by loss of contact with reality, distorted thought processes, and abnormal perceptions.

Back 69

Schizophrenia

Front 70

socially inappropriate words or statements (e.g., swearing)"

Back 70

Tourette’s disorder

Front 71

Acting-out behavior; aggressive or disruptive behavior that is observable as behavior directed toward others.

Back 71

Externalizing behaviors

Front 72

Disorder characterized by overt, aggressive, disruptive behavior that is observable as behavior directed toward others.

Back 72

Conduct disorder

Front 73

Impairments in the ability to use speech or language to communicate

Back 73

Communication disorders

Front 74

Include problems in comprehension and expression

Back 74

Language disorders

Front 75

The study within psycholinguistics of word formation; how adding or deleting parts of a whole word changes their meaning.

Back 75

Morphology

Front 76

Involves errors in pronouncing words.

Back 76

Articulation disorders

Front 77

Alternative forms of communication that do not use the oral sounds of speech or that augment the use of speech.

Back 77

Augmentative or alternative communication

Front 78

Decoding or understanding messages in communication.

Back 78

Receptive language

Front 79

Characteristics of pitch, loudness, and/or qualities that are abusive of the larynx.

Back 79

Voice disorders

Front 80

Hesitations, repetitions, and other interpretations of normal speech flow that are entirely normal parts of learning to use language.

Back 80

Fluency disorders

Front 81

Language disorder that has no known cause

Back 81

Specific language impairment

Front 82

Pronouncing words with certain sounds omitted or distorted

Back 82

Phonological disorders

Front 83

Oral communication that involves abnormal use of the vocal apparatus, is unintelligible, or is so inferior that it draws attention to itself and causes anxiety, feelings of inadequacy, or inappropriate behavior in the speaker.

Back 83

Speech disorders

Front 84

Encoding or sending messages in communication

Back 84

Expressive language

Front 85

Children who cannot hear sounds above a certain intensity level

Back 85

Deaf

Front 86

Test whereby tones of various intensities and frequencies are presented to determine a person’s hearing loss.

Back 86

Pure-tone audiometry

Front 87

Unit of measurement of the frequency of sound; refers to the highness or lowness of a sound

Back 87

Hertz (Hz)

Front 88

People with only a hearing impairment.

Back 88

Hard of Hearing

Front 89

Inflammation of the middle ear; most common problem of the middle ear and most visits to the doctor under age six.

Back 89

Otitis media

Front 90

Approach for teaching students with hearing impairment that blends oral and manual techniques

Back 90

Total communication

Front 91

Units of relative loudness of sounds; zero decibels (dB) designates the point at which people with normal hearing can just detect sound.

Back 91

Decibels

Front 92

T or F: Some researchers have recommended abandoning the notion of an IQ-achievement discrepancy as a criterion for identifying leaning disabilities.

Back 92

T

Front 93

T or F: Children with learning disabilities can occur along with environmental disadvantage, mental retardation, or emotional disturbance; but for children to be considered learning disabled, their learning problems must be primarily the result of their learning disabilities.

Back 93

F

Front 94

T or F: Students with learning disabilities tend to have an external rather than an internal locus of control.

Back 94

T

Front 95

T or F: ADHD is recognized as its own separate category, such as learning disability and mental retardation by the federal government in the U.S.

Back 95

F

Front 96

T or F: Authorities in the early and mid-twentieth century attributed problems of inattention and hyperactivity to neurological problems resulting from brain damage.

Back 96

T

Front 97

T or F: Persons with ADHD frequently have delayed inner speech.

Back 97

T

Front 98

T or F: 25 to 50% of persons with ADHD also exhibit some form of emotional or behavioral disorder.

Back 98

T

Front 99

T or F: Stuttering is the most common speech disorder.

Back 99

T

Front 100

Formative evaluation method designed to evaluate performance in the particular curriculum to which students are exposed.

Back 100

Curriculum-based assessment