Teachers, Schools, And Society Chapter 2

Front 1

advanced placement

Back 1

Courses and programs in which younger students can earn college credit.

Front 2

affective domain

Back 2

The area of learning that involves attitudes, values, and emotions.

Front 3

Appropriate Education

Back 3

As part of Public Law 94-142, the principle protects the right of students with disabilities to an education that reflects an accurate diagnosis.

Front 4

assistive (adaptive) technology

Back 4

Devices that help the disabled to perform and learn more effectively, from voice-activated keyboards and mechanical wheelchairs to laptops for class note taking and personal scheduling.

Front 5

cognitive domain

Back 5

The area of learning that involves knowledge, information, and intellectual skills.

Front 6

exceptional learners

Back 6

Students who require special education and related services in order to realize their full potential. Categories of exceptionality include retarded, gifted, learning disabled, emotionally disturbed, and physically disabled.

Front 7

generalization

Back 7

A broad statement about a group that offers information, clues, and insights that can help you as a teacher plan more effectively. Generalizations are a good starting point, but as the teacher learns more about the students, individual differences become more educationally significant.

Front 8

gifted learners

Back 8

There is great variance in definitions and categorizations of the "gifted." The term is most frequently applied to those with exceptional intellectual ability, but it may also refer to learners with outstanding ability in athletics, leadership, music, creativity, and so forth.

Front 9

heteronormativity

Back 9

A viewpoint that denies lesbian, gay, bisexual, and transgendered individuals and sees all people as heterosexual.

Front 10

inclusion

Back 10

The practice of educating and integrating children with disabilities into regular classroom settings.

Front 11

individualized education program (IEP)

Back 11

The mechanism through which a disabled child's special needs are identified, objectives and services are described, and evaluation is designed.

Front 12

Individuals with Disabilities Education Act (IDEA)

Back 12

Federal law passed in 1990, which extends full education services and provisions to people identified with disabilities.

Front 13

learning styles

Back 13

Students learn in different ways and have different preferences, ranging from preferred light and noise levels to independent or group learning formats.

Front 14

least-restrictive environment

Back 14

The program best suited to meeting a disabled student's special needs without segregating the student from the regular educational program.

Front 15

locus of control

Back 15

Learners may attribute success or failure to external or internal factors. "The teacher didn't review the material well" is an example of attribution to an external factor and represents an external locus of control. In this case, the learner avoids responsibility for behavior. When students have an internal locus of control, they believe that they control their fate and take responsibility for events.

Front 16

mainstreaming (inclusion)

Back 16

The inclusion of special education students in the regular education program. The nature and extent of this inclusion should be based on meeting the special needs of the child.

Front 17

multiple intelligences

Back 17

A theory developed by Howard Gardner to expand the concept of human intelligence to include such areas as logical-mathematical, linguistic, bodily-kinesthetic, musical, spatial, interpersonal, intrapersonal, and naturalist.

Front 18

nondiscriminatory education

Back 18

The principle of nondiscriminatory education, based on the Fifth and Fourteenth Amendments of the U.S. Constitution, mandates that children with disabilities be fairly assessed, so that they can be protected from inappropriate classification and tracking.

Front 19

portfolio

Back 19

Compilations of work (such as papers, projects, videotapes) assembled to demonstrate growth, creativity, and competence. Often advocated as a more comprehensive assessment than test scores.

Front 20

procedural due process

Back 20

The right of children with disabilities and their parents to be notified of school actions and decisions; to challenge those decisions before an impartial tribunal, using counsel and expert witnesses; to examine the school records on which a decision is based; and to appeal whatever decision is reached.

Front 21

Public Law 94-142

Back 21

Passed in 1975, this was the first law to require schools to provide free and appropriate public education to every child with special needs. This law evolved into today's Individuals with Disabilities Education Act (IDEA).

Front 22

regular education initiative

Back 22

The attempt to reduce the complications and expense of segregated special education efforts by teaching special needs students in the standard educational program through collaborative consultation, curricular modifications, and environment adaptations.

Front 23

special education

Back 23

Programs and instruction for children with physical, mental, emotional, or learning disabilities or gifted students who need special educational services in order to achieve at their ability level.

Front 24

stereotypes

Back 24

Absolute statements applied to all members of a group, suggesting that members of a group have a fixed, often inherited set of characteristics.

Front 25

zero reject

Back 25

The principle that no child with disabilities may be denied a free and appropriate public education.