Chapter 8

Front 1

Visual Impairment

Back 1

a difficulty in seeing that may include blindness or partial sightedness

Front 2

Auditory Impairment

Back 2

a special need that involves the loss or hearing or some aspect of hearing

Front 3

Speech Impairment

Back 3

speech that deviates so much from the speech of others that it calls attention to itself, interferes with communication, or produces maladjustment in the speaker

Front 4

Stuttering

Back 4

substantial disruption in the rhythm of fluency of speech; the most common speech impairment

Front 5

Learning Disabilities

Back 5

difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities

Front 6

Dyslexia

Back 6

a reading disability that can result in the misperception of letters during reading and writing, unusual difficulty in sounding out letters, confusion between left and right, and difficulties spelling

Front 7

ADHD

Back 7

acronym for Attention Deficit Hyperactivity Disorder a learning disability marked by inattention, impulsiveness, a low tolerance for frustration, and generally a great deal of inappropriate activity

Front 8

Concrete Operational Stage

Back 8

the period of cognitive development between ages 7-12, which is characterized by the active, and appropriate, use of logic

Front 9

Decentering

Back 9

the ability to take multiple aspects of a situation into account

Front 10

Reversibility

Back 10

the notion that processes transforming a stimulus can be reversed, returning it to its original form

Front 11

Informational Processing approaches

Back 11

children become increasingly sophisticated in their handling of information

Front 12

Memory

Back 12

the process by which information is initially recorded, stored, and retrieved

Front 13

Metamemory

Back 13

an understanding about the processes that underlie memory, which emerges and improves during middle childhood

Front 14

Control Strategies

Back 14

conscious, intentionally used tactics to improve cognitive processing

Front 15

Keyword Strategy

Back 15

one word is paired with another word that sounds like it or is easily associated with it

Front 16

Cooperative Learning

Back 16

in which children work together in groups to achieve a common goal

Front 17

Reciprocal Teaching

Back 17

is a technique to teach reading comprehension strategies; emphasizes on giving students a change to take the role of the teacher

Front 18

Intonation

Back 18

the inflection and tone of voice

Front 19

Pragmatics

Back 19

the rules governing the use of language to communicate in a given social setting

Front 20

Metalinguistic Awareness

Back 20

an understanding of one’s own use of language

Front 21

Bilingualism

Back 21

the use of more than one language

Front 22

Bilingual Education

Back 22

in which children are initially taught in their native language, while at the same time learning English

Front 23

Code-Based Approach to Reading

Back 23

belief that reading should be taught by presenting the basic skills that underlie it; phonics, compound words

Front 24

Multicultural Education

Back 24

a form of education in which the goal is to help minority students develop competence in the culture of the majority group while maintaining positive group identities that build on their original cultures

Front 25

Developmental Diversity

Back 25

discusses how the goals for educating students from different cultures have changed significantly over the years and are being debated today

Front 26

Cultural Assimilation Model

Back 26

a model that fostered the view of American society as the proverbial melting pot

Front 27

Pluralistic Society Model

Back 27

the concept that American society is made up of diverse, coequal cultural groups that should preserve their individual cultural features

Front 28

Bicultural Identity

Back 28

maintaining one’s original cultural identity while integrating oneself into the dominant culture

Front 29

Intelligence

Back 29

the capacity to understand the world, think rationally, and use resources effectively when faced with challenges

Front 30

Mental Age

Back 30

the typical intelligence level found for people at a given chronological age

Front 31

Chronological/Physical Age

Back 31

the actual age of the child taking the intelligence test

Front 32

Standford-Binet Intelligence Scales, 5th Edition

Back 32

acronym SB

for a test that consists of a serious of items that vary according to the age of the person being tested 5

Front 33

Intelligence Quotient

Back 33

acronym IQ Score

for a measure of intelligence that takes into account a student’s mental and chronological age

Front 34

Wechsler Intelligence Scale for Children, 4th Edition

Back 34

acronym WISC-IV

for a test for children that provides separate measures of verbal and performance (non-verbal) skills, as well as a total score

Front 35

Kaufman Assessment Battery for Children, 2nd Edition

Back 35

acronym KABC-II

for an intelligence test that measures children’s ability to integrate different stimuli simultaneously and step-by-step thinking

Front 36

Fluid Intelligence

Back 36

intelligence that reflects information processing capabilities, reasoning, and memory

Front 37

Crystallized Intelligence

Back 37

the accumulation of information, skills, and strategies that people have learned through experience and that they can apply in problem-solving situations

Front 38

Dynamic Assessment

Back 38

Vygotsky’s belief that assessment tasks should involve cooperative interaction between the individual who is being assessed and the person who is doing the assessment

Front 39

Triarchic Theory of Intelligence

Back 39

a model that states that intelligence consists of three aspects of information processing:

the componential element,

the experimental element,
the contextual element

Front 40

Componential Aspect of Intelligence

Back 40

reflects how efficiently people can process and analyze information

Front 41

Experiential Element Intelligence

Back 41

the insightful component; compare new material with what they already know and can combine and relate facts that they already know in novel and creative ways

Front 42

Contextual Element of Intelligence

Back 42

the practical element; ways of dealing with the demands of the everyday environment

Front 43

Least Restrictive Environment

Back 43

the setting that is most similar to that of children without special needs

Front 44

Mainstreaming

Back 44

an educational approach in which exceptional children are integrated to the extent possible into the traditional educational system and are provided with a broad range of educational alternatives

Front 45

Full-Inclusion

Back 45

is the integration of all students, even those with the most severe disabilities, into regular classes and eliminates ‘special needs programs’

Front 46

Mental Retardation

Back 46

a significantly sub-average level of intellectual functioning that occurs with related limitations in two or more skill areas

Front 47

Mild Retardation

Back 47

retardation in which IQ scores fall in the range of 50-70

Front 48

Moderate Retardation

Back 48

retardation in which IQ scores range around 35-55

Front 49

Severe Retardation

Back 49

retardation in which IQ scores range from around 20-40

Front 50

Profound Retardation

Back 50

retardation in which IQ scores fall below 25

Front 51

Gifted and Talented

Back 51

children who show evidence of high performance capability in areas such as intellectual, creative, artistic, leadership capacity, or specific academic fields

Front 52

Acceleration

Back 52

special programs that allow gifted students to more ahead at their own pace, even if this means skipping to higher grade levels

Front 53

Enrichment

Back 53

an approach through which students are kept at grade level but are enrolled in special programs and given individual activities to allow greater depth of study on a given topic

Front 54

Industry vs. inferiority Stage

Back 54

is the period from ages 6-12 years characterized by a focus on efforts to attain competence in meeting the challenges presented by parents, peers, school, and other complexities of the modern world

Front 55

Social Comparison

Back 55

the desire to evaluate one’s own behavior, abilities, expertise, and opinions by comparing them to those of others

Front 56

Social Reality

Back 56

refers to understanding that is derived from how others act, think, feel, and view the world

Front 57

Downward Social Comparison

Back 57

refers to comparing oneself to others that are obviously less competent or successful

Front 58

Self-Esteem

Back 58

individual’s overall specific positive or negative self-evaluation

Front 59

Social Identity Theory

Back 59

members of a minority group are likely to accept the negative views held by a majority group only if they perceive that there is a little realistic possibility of changing the power and status differences between groups

Front 60

Status

Back 60

the evaluation of a role or person by other relevant members of a group

Front 61

Social Competence

Back 61

the collection of social skills that permits individuals to perform successfully in social settings

Front 62

Social Problem-Solving

Back 62

the use of strategies for solving social conflicts in ways that are satisfactory both to oneself and to others

Front 63

Dominance Hierarchy

Back 63

rankings that represent the relative social power of those in a group

Front 64

Coregulation

Back 64

a period in which parents and children jointly control children’s behavior

Front 65

Sibling Rivalry

Back 65

siblings competing or quarreling with one another

Front 66

Self-Care Children/Latchkey Children

Back 66

children who let themselves into their homes after and wait alone until their caretakers return from work

Front 67

Blended Families

Back 67

a remarried couple that has at least one stepchild living with them

Front 68

Role Ambiguity

Back 68

in which roles, responsibilities, and expectations of a relationship are unclear

Front 69

Group Home or Residential Treatment Center

Back 69

group homes for children whose parents are no longer able to care for them adequately

Front 70

Attributions

Back 70

people’s explanations for the reasons behind their behavior

Front 71

Teacher Expectancy Effect

Back 71

the cycles of behavior in which a teacher transmits an expectation about a child and actually brings about the expected behavior

Front 72

Self-Fulfilling Prophecy

Back 72

in which a person’s expectation is capable of brings about an outcome

Front 73

Emotional Intelligence

Back 73

the set of skills that underlies the accurate assessment, evaluation, expression, and regulation of emotions