Term
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Definition
| The models I use dictate how I perceive and relate with others. When I do not know what model I am using or how labels impact me, then I am their slave; but when I consciously and purposefully know them, I am their master. |
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Term
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Definition
| Society and school have historically been designed to serve the norm, it is this design that disables those with neuro/physical differences. |
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Term
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Definition
| Those classified as "disabled" do not have "special needs" they have the same needs as all humans. What they lack is equal access to society's need fulfillment accommodations. |
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Term
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Definition
| For a person to act normal they must receive normal treatment. Yet equality demands unequal treatment: as an elephant cannot live on a mouse's diet. |
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Term
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Definition
| If it has a brain, it is capable of learning; everything one knows, and everything one does is governed by the quantity and quality of their brain's neuro-connections. |
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Term
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Definition
| The brain does not perceive reality: rather it creates a perceptual world and then acts upon it. Those classified as "normal" share similar and predictable perceptions and responses, those classified as "abnormal" embody unique perceptions and responses. |
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Term
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Definition
| Learning is the brain's creation of a new perceptual world and a new way of acting upon it. WHERE AS: Teaching is setting a goal upon which one calculatingly plans a change in the student's brain to formulate a new perceptual world and a new manner of acting upon it. |
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Term
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Definition
| Once an appropriate and specific goal is established, success and failure are opposites sides of the same: each results from the methods used, the amount of focused time and effort invested, the materials utilized, the assistance employed, the environment's design, and assessing the impact of each in obtaining the goal. |
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Term
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Definition
| When I cannot teach another, it is because I -not the student- am limited: it is my cue to rethink my approach, research solutions, and seek guidance. |
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Term
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Definition
To prevent my development of learned helplessness I must:
A: Acknowledge I am frustrated with the situation, not the student.
B: Believe the goal can be met: Be persistent.
C: Collaborate with others (parents, professionals, the student...) to find methods, amounts, materials, assistance, environments, and self-assessment practices that work for the student. |
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