Disabilities Flashcards
_____ is a great starting place when you are thinking about how to meet the needs of all your learners.
UDL
UDL is a _______________ when you are thinking about how to meet the needs of all your learners.
a great starting place
UDL is a great starting place when you are thinking about _________________.
how to meet the needs of all your learners.
About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the _________________. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).
Deaf and Hard of Hearing community
About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these ____________ are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).
cultural aspects
About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of _________________ rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).
using a visual language
About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language _________________.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).
rather than an oral
About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a _________________ rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).
difference in human experience
About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience ______________ and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).
rather than a disability
About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf ____________ (sometimes referred to as the big D Deaf” in speech and sign).
with a capital D
About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as “____________” in speech and sign).
The small d is used in reference to differences In hearing such as “he is deaf.”
the big D Deaf
About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in _____________).
The small d is used in reference to differences In hearing such as “he is deaf.”
speech and sign
About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).
The ___________ is used in reference to differences in hearing such as “he is deaf.”
small d
About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).
The small d is used in reference to ____________ such as “he is deaf.”
differences in hearing
About the Deaf Community
Deaf culture is the shared social beliefs, behaviours, traditions, history and values of the Deaf and Hard of Hearing community. Some of these cultural aspects are a function of using a visual language rather than an oral.
Members typically view deaf as a difference in human experience rather than a disability and they use sign language to communicate.
Members write the word deaf with a capital D (sometimes referred to as the big D Deaf” in speech and sign).
The small d is used in reference to differences In hearing such as “______.”
he is deaf
In a medical context “hearing loss” is the term used to distinguish differences in how much a person can hear.
In New Zealand the __________________ are:
- Profound
- Severe
- Moderate
- Mild
four degrees of hearing loss
In a medical context “hearing loss” is the term used to distinguish differences in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- ______________
- Severe
- Moderate
- Mild
- Profound
In a medical context “hearing loss” is the term used to distinguish differences in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- Profound
- ___________
- Moderate
- Mild
- Severe
In a medical context “hearing loss” is the term used to distinguish differences in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- ____________
- Mild
- Moderate
In a medical context “hearing loss” is the term used to distinguish differences in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- Moderate
- _______
- Mild
In a ___________ “hearing loss” is the term used to distinguish differences in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- Moderate
- Mild
medical context
In a medical context “__________” is the term used to distinguish differences in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- Moderate
- Mild
hearing loss
In a medical context “hearing loss” is the term used to _____________ in how much a person can hear.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- Moderate
- Mild
distinguish differences
In a medical context “hearing loss” is the term used to distinguish differences in _____________________________________.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- Moderate
- Mild
how much a person can hear
In a medical context “hearing loss” is the term used to distinguish differences in ________________.
In New Zealand the four degrees of hearing loss are:
- Profound
- Severe
- Moderate
- Mild
how much a person can hear
In a medical context “hearing loss” is the term used to distinguish differences in how much a person can hear.
In __________ the four degrees of hearing loss are:
- Profound
- Severe
- Moderate
- Mild
New Zealand
Mild hearing loss
__________________. Understanding speech is difficult in a loud environment.
Moderate hearing loss
Soft and moderately loud noises are not heard. Understanding speech becomes very difficult with background noise.
Severe hearing loss
Conversations have to be conducted loudly. Group conversations require a lot of effort.
Profound hearing loss
Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort.
https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html
Soft noises are not heard
Mild hearing loss
Soft noises are not heard. Understanding speech is difficult _____________________.
Moderate hearing loss
Soft and moderately loud noises are not heard. Understanding speech becomes very difficult with background noise.
Severe hearing loss
Conversations have to be conducted loudly. Group conversations require a lot of effort.
Profound hearing loss
Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort.
https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html
in a loud environment
Mild hearing loss
Soft noises are not heard. Understanding speech is difficult in a loud environment.
Moderate hearing loss
____________________________. Understanding speech becomes very difficult with background noise.
Severe hearing loss
Conversations have to be conducted loudly. Group conversations require a lot of effort.
Profound hearing loss
Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort.
https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html
Soft and moderately loud noises are not heard
Mild hearing loss
Soft noises are not heard. Understanding speech is difficult in a loud environment.
Moderate hearing loss
Soft and moderately loud noises are not heard. Understanding speech becomes _____________________________.
Severe hearing loss
Conversations have to be conducted loudly. Group conversations require a lot of effort.
Profound hearing loss
Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort.
https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html
very difficult with background noise.
Mild hearing loss
Soft noises are not heard. Understanding speech is difficult in a loud environment.
Moderate hearing loss
Soft and moderately loud noises are not heard. Understanding speech becomes very difficult with background noise.
Severe hearing loss
_______________________. Group conversations require a lot of effort.
Profound hearing loss
Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort.
https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html
Conversations have to be conducted loudly
Mild hearing loss
Soft noises are not heard. Understanding speech is difficult in a loud environment.
Moderate hearing loss
Soft and moderately loud noises are not heard. Understanding speech becomes very difficult with background noise.
Severe hearing loss
Conversations have to be conducted loudly. ______________________________.
Profound hearing loss
Some very loud noises are heard. Without a hearing aid, communication is no longer possible even with intense effort.
https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html
Group conversations require a lot of effort.
Mild hearing loss
Soft noises are not heard. Understanding speech is difficult in a loud environment.
Moderate hearing loss
Soft and moderately loud noises are not heard. Understanding speech becomes very difficult with background noise.
Severe hearing loss
Conversations have to be conducted loudly. Group conversations require a lot of effort.
Profound hearing loss
_________________________. Without a hearing aid, communication is no longer possible even with intense effort.
https://www.phonak.com/nz/en/hearing-loss/signs-of-hearing-loss-and-what-to-do/types-of-hearing-loss.html
Some very loud noises are heard.
You may wish to get ______________ to create infographics to summarise some of their key learning on practicum.
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-3-diverse-learners-inclusive-education
your students
You may wish to get your students to ________________ to summarise some of their key learning on practicum.
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-3-diverse-learners-inclusive-education
create infographics
You may wish to get your students to create infographics to _______________________ on practicum.
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-3-diverse-learners-inclusive-education
summarise some of their key learning
You may wish to get your students to create infographics to summarise some of their key learning ____________________.
https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-3-diverse-learners-inclusive-education
on practicum
Attention-deficit/hyperactivity disorder (ADHD) is increasingly common. Between __________ of children have ADHD. At least half of those also have dyslexia.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
2–5%
Attention-deficit/hyperactivity disorder (ADHD) is increasingly common. Between 2–5% of children have ADHD. At __________ of those also have dyslexia.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
least half
Attention-deficit/hyperactivity disorder (ADHD) is increasingly common. Between 2–5% of children have ADHD. At least half of those also have dyslexia.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
also have dyslexia
Students with _______ are often energetic, creative, and good problem-solvers. They need support with sensory integration, thinking, and social interaction.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
ADHD
Students with ADHD are often ___________, creative, and good problem-solvers. They need support with sensory integration, thinking, and social interaction.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
energetic
Students with ADHD are often energetic, __________, and good problem-solvers. They need support with sensory integration, thinking, and social interaction.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
creative
Students with ADHD are often energetic, creative, and _____________. They need support with sensory integration, thinking, and social interaction.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
good problem-solver
Students with ADHD are often ______________________. They need support with sensory integration, thinking, and social interaction.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
energetic, creative, and good problem-solvers
Students with ADHD are often energetic, creative, and good problem-solvers. They need _____________ sensory integration, thinking, and social interaction.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
support with
Students with ADHD are often energetic, creative, and good problem-solvers. They need support with ______________, thinking, and social interaction.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
sensory integration
Students with ADHD are often energetic, creative, and good problem-solvers. They need support with sensory integration, _____________, and social interaction.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
thinking
Students with ADHD are often energetic, creative, and good problem-solvers. They need support with sensory integration, thinking, and _______________.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
social interaction
Students with ADHD are often energetic, creative, and good problem-solvers. They need support with _________________________.
http://inclusive.tki.org.nz/guides/attention-deficithyperactivity-disorder-adhd-and-learning/
sensory integration, thinking, and social interaction
