Term
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Definition
vconcept of including students with exceptionalities in educational environments that are the least restrictive learning environment |
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| Universal Design for Learning (UDL)--- |
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Definition
| design of environmental products that can be used by all people without adaptation |
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| Differentiated Instruction- |
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Definition
| framework for instruction that addresses students' learning needs on an individual level |
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| In the 1980's what progress was made for inclusion? |
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Definition
| efforts were being made to include some children with "exceptionalities" into general education classrooms |
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| THe implementation of IDEA introduced what? |
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Definition
| the concept became streamlined and more effective, as it gave children access to their least restrictive learning environment |
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| In 2004 what progress was made for inclusion? |
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Definition
| there was a mandate for inclusion of children with exceptionalities (children with special needs)---arguments began about the advantages and disadvantages for this |
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| What were some Academic benefits for inclusion? |
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Definition
| Students with mild disabilities showed an increase in graduation, however, there is no effect shown for some disabilities, such as Specific Learning Disabilities and Emotional Behavioral Disorders. |
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| True or false Children with various disabilities/exceptionalities did not decrease school scores either. |
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Definition
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| What were some Social benefits for inclusion? |
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Definition
| Allowing children with disabilities interact with their typically developed peers have been shown to improve emotional acceptance and decrease the prejudice of their peers. |
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Term
| What were some Behavioral benefits for inclusion? |
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Definition
| children with exceptionalities will show less behavioral issue if included in an inclusion setting, than if they were not (Not a blanket rule). They react better to sudden changes in scheduling if in an inclusion setting, as they will have been exposed to the fluid nature of general education schedule. |
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Term
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Definition
| Two teachers are present in a single educational setting (2 teachers, 1 classroom) |
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Term
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Definition
| This model consists of the lead teacher (grade level or content area teacher) and a special educator who acts as the support teacher |
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Definition
| The use of centers/learning stations while teachers assist in a variety of ways (increases small group time and varied activities) |
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Term
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Definition
| Division of students into two groups with one teacher instructing each group. They teach the same content, using differentiated methods |
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Term
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Definition
| Division of students into two groups with each teacher instructing different content, includes both whole group and small group co-currently |
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Term
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Definition
| the coordinated, planned, and concurrent instruction from two teachers serving as the leads (both teachers teach at the same time, going back and forth/adding input as needed) |
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Term
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Definition
| Another design for teaching effectively with inclusion |
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Term
| UDL provides what type of framework? |
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Definition
| to proactively use inclusionary strategies when designing a lesson or activity |
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Term
| How does UDL impact participation? |
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Definition
| Idea of removing barriers that would otherwise prevent participation |
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Term
| Who developed the core principles for udl? |
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Definition
| The Center for Applied Special Technology (CAST) developed the core principles for UDL: |
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| What does CAST stand for? |
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Definition
| Center for Applied Special Technology |
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| What are the core principles for UDL |
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Definition
Multiple means of representation
Multiple means of expression
Multiple means of engagement |
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Term
| What is so great about the multiple means of representation? |
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Definition
| This is specific to methods of acquiring information and knowledge |
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Term
| How is multiple means of representation specific to knowledge methods? |
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Definition
| This is specific to methods of acquiring information and knowledge |
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Term
| What is so great about multiple means of Expression |
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Definition
| This is specific to methods of assessment (presenting knowledge either formally or informally) |
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Term
| How is multiple means of Expression specific to methods of assessment? |
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Definition
| Tests are represented in a more fluid manner (same content, unless an IEP requires differently), but different mediums |
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Term
| What is so great about multiple means of engagement? |
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Definition
| This is specific to methods emotional engagement (and the concept of students being interested in different lessons for different reasons) |
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Term
| How is multiple means of ENgagement specific to emotional engagement? |
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Definition
| More engaged students have higher levels of academic success |
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Term
| Differentiated instruction |
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Definition
| It is the framework for instruction that addresses students' learning needs on a more individual scale. |
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Term
| What is an example of differentiated instruction |
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Definition
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Term
| What are small groups based off of? |
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Definition
| Small groups are frequently levelled and set based on students' skills. |
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Term
| What are centers based off of? |
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Definition
| Centers are usually a review of skills students have learned and can complete independently, but can also then be levelled by skill type and level |
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Term
| Teachers can use what types of ideas for differentiated instruction? |
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Definition
| The teacher can use ideas from the lesson, unit, standards, and students' interests to guide them in creating this style of instruction. |
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Term
| What are the four stages of cognitive development? |
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Definition
| Sensorimotor, Pre-operational, Concrete operational, formal operational |
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| Who created the theory of Cognitive Development? |
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Definition
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| Describe the Sensorimotor stage? |
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Definition
| Ranges from birth to language acquisition Gain knowledge through interaction with the world Exploration of the physical senses |
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Term
| Describe the pre operational stage |
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Definition
| About 2-7 years old (2 being the typical language development stage) Develop stable concepts, but lack cpncrete logic Egocentric at this stage (they think everyone thinks like them, and they are the center) |
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| Describe the concrete operational stage |
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Definition
| About 7 to pre-adolescent Begins inductive reasoning, using logic and hypothetical reasoning Eventual elimination of egocentrism |
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| Describe the Formal operational stage |
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Definition
| About 12 years old until adulthood Develop abstract concepts, and able to fully process "what-if" scenarios Metacognition (thinking about thinking) |
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Term
| What is so great about multiple means of representation? |
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Definition
| This is specific to methods of acquiring information and knowledge |
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Term
| How is Multiple MEans of Representation specific to information and knowledge? |
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Definition
| Determine the learning outcomes of the lesson, and what technology services will make the lesson more accessible: auditory, visual, textual |
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Term
| What diagram is an example of differentiated instruction? |
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Definition
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Term
| What does Differentiated instrucion provide |
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Definition
| multiple levels for multiple learners to provide for unique needs |
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